Abstrak kertas yang dikemukakan kepada Senat Universiti Putra Malaysia sebagai memenuhi keperluan untuk Ijazah Sarjana

Pendidikan (Teknologi Pendidikan)

SIKAP TERHADAP TEKNOLOGI MAKLUMAT DAN KOMUNIKASI (TMK) DALAM DOMAIN PEMBELAJARAN DAN TAHAP PENGUASAAN ASAS TMK DALAM KALANGAN MURID ORANG ASLI DAERAH SEPANG SELANGOR

Oleh

RUBAAIAH BINTI SIDEK Jun 2013

Penyelia Fakulti

: Dr. Shaffe bin Mohd Daud : Fakulti Pengajian Pendidikan

Bermula tahun 2011, elemen Teknologi Maklumat dan Komunikasi (TMK) telah dimasukkan dalam subjek Dunia Sains dan Teknologi Tahun 1 untuk kurikulum terbaru iaitu Kurikulum Standard Sekolah Rendah (KSSR) dan akan menjadi satu subjek bermula tahun 2014 untuk murid Tahun 4. Justeru itu, pengetahuan dan kemahiran mengguna serta mengintegrasikan TMK di tahap awal pendidikan adalah sangat penting dalam membentuk dan menaik taraf pendidikan di kalangan pelajar, tidak ketinggalan kepada murid Orang Asli agar tidak mundur berbanding bangsa lain di negara ini. Kajian telah membuktikan bahawa penguasaan asas TMK dan sikap memainkan peranan penting kerana ia merupakan penentu kejayaan untuk mengintegrasikan komputer dalam persekitaran pendidikan. Selari dengan matlamat tersebut, kajian ini dijalankan bertujuan mengenal pasti sikap murid Orang Asli yang telah mengikuti dan menggunakan kurikulum terbaru ini. Sampel terdiri daripada 80 orang murid tahun 2 dan 3 dari 3 buah sekolah rendah Asli di mana hamper 100% muridnya dari keturunan Orang Asli. Data dikumpulkan menggunakan borang selidik laporan kendiri yang diwakili oleh tiga dimensi sikap iaitu afektif, kognitif dan tingkah laku. Data tahap penguasaan asas TMK mereka pula diekstrak dari pencapaian elemen TMK mereka melalui Sistem Pentaksiran Berasaskan Sekolah (PBS) pada akhir tahun 2012. Analisis statistik menunjukkan secara keseluruhannya, pelajar mempunyai tahap penguasaan asas TMK yang agak lemah di mana 71.8% daripada mereka hanya mampu mencapai band 2 dan 3. Namun begitu, masih terdapat murid yang mampu mencapai tahap band 4 iaitu 18.8% dan selebihnya 10% hanya berada di tahap band 1 sahaja. Secara keseluruhannya, sikap terhadap TMK murid Orang Asli ini berada di tahap yang positif (Min= 3.86, SP=0.44). Analisis Ujian-t pula menunjukkan terdapat perbezaan signifikan antara tahap penguasaan asas TMK murid berdasarkan pemilikan komputer di rumah. Namun, analisis menunjukkan tiada perbezaan signifikan antara sikap terhadap komputer dengan pemilikan komputer oleh murid. Selain itu, analisis juga mendapati tiada perbezaan signifikan bagi sikap terhadap TMK antara murid tahun 2 dan 3. Berdasarkan dapatan kajian ini, beberapa cadangan dikemukakan untuk tujuan memperkukuhkan lagi sikap positif dan mengembangkan kemahiran berkomputer dalam kalangan murid Orang Asli.

Abstract of thesis presented to Senate University Putra Malaysia in fulfillment the requirement for the degree of Master Education (Educational Technology) ATTITUDES TOWARD INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN LEARNING DOMAIN AND BASIC LEVEL OF ICT PROFICIENCY AMONG PRIMARY ABORIGINES STUDENTS IN SEPANG DISTRICT SELANGOR

By

RUBAAIAH BINTI SIDEK June 2013

Supervisor Faculty

: Dr. Shaffe bin Mohd Daud : Faculty of Educational Studies

Since 2011, elements of Information and Communication Technology (ICT) has been implemented in the subject of World Science and Technology Year 1 for the new curriculum of the Standard Curriculum for Primary Schools (KSSR) and will be a subject starting in 2014 for pupils in Year 4. Therefore, the knowledge and the skills to use and integrate ICT in the early stages of education is very important in shaping and upgrading of education among students, not left to Aboriginal students who are rather backward compared to other races in the country. Studies have shown that basic ICT proficiency and attitudes play an important role because it is the only determinant of success for integrating computers in educational environments. In line with this goal, this study aims to identify attitudes of Aboriginal students who have been following and using this new curriculum. The sample consists of 80 students from years 2 and 3 from Aborigines Primary schools in Sepang District, Selangor, where nearly 100% of the students are Aboriginal students. Data were collected using self-report survey form is represented by three-dimensional attitude of affective, cognitive and behavioral. The students basic ICT proficiency were extracted from their achievement ICT element through School-based Assessment (PBS) at the end of year 2012. Statistical analysis showed students have a relatively weak level of ICT basic proficiency where 71.8% of them are only able to achieve band 2 and 3. However, there are still students who are able to reach the level of band 4 of 18.8% and the remaining 10% only in the band 1. Overall, attitudes towards ICT Aboriginal students in a positive level (mean = 3.86, SD = 0.44). T-test analysis showed a significant difference between the level of students' basic ICT proficiency based on home computer ownership. However, the analysis showed no significant difference between the attitudes of the computer ownership by students. In addition, the analysis also found no significant differences in attitudes towards ICT between 2nd and 3rd grade students. Based on these findings, suggestions were made for the purpose of strengthening positive attitudes and develop computer skills among aborigines students.