Pengaruh Faktor Peluang untuk Belajar dan Kepercayaan Efikasi Terhadap Pengetahuan Matematik untuk Pengajaran (The Influence of Opportunities to Learn and Efficacy Belief Factor Towards Mathematical Knowledge for Teaching)
Main Article Content
Abstract
The present study investigates the influence of opportunities to learn (OTL) and mathematics teaching efficacy beliefs (MTEB) towards mathematical knowledge for teaching (MKT). Using a structured questionnaire together with paper and pencil test adapted from the literature reviewed, data were collected from 187 pre-service elementary teachers in Institute of Teacher Education (ITE) Malaysia. Data were analysed using SmartPLS 3.0. The result of the structural equation model indicated that both OTLPracticum (? = 0.395, p < 0.001) and OTL-Program (? = 0.324, p < 0.001) was positively related to MKT. The second regression analysis was to examine the impact of mathematics teaching efficacy belief on the MKT. The results showed that mathematics teaching outcome expectancy belief (MTOEB) (? = 0.322, p < 0.001) was positively related to MKT, whereas personal mathematics teaching efficacy belief (? = 0.017, p > 0.1) was not related to MKT. Overall, the belief and OTL factors explaining a total of 54% variance in MKT. Implications from these findings to the successful teacher’s education program implementation in Malaysia were further elaborated.
Kajian ini dijalankan untuk menguji pengaruh faktor peluang untuk belajar (PUB) dan kepercayaan efikasi pengajaran matematik (KEPM) terhadap pengetahuan matematik untuk pengajaran (PMUP). Data telah dikumpul daripada 187 orang guru pra perkhidmatan di Institut Pendidikan Guru (IPG) Malaysia dengan menggunakan borang soal selidik beserta ujian pensel dan kertas yang diadaptasi daripada kajian terdahulu. Analisis data telah dijalankan menggunakan perisian SmartPLS 3.0. Dapatan daripada analisis model persamaan berstruktur yang telah dijalankan menunjukkan kedua-dua faktor PUBPraktikum (? = 0.395, p < 0.001) dan PUB-Program (? = 0.324, p < 0.001) mempunyai perkaitan yang positif dengan PMUP. Analisis regresi yang kedua adalah untuk menguji pengaruh faktor kepercayaan efikasi pengajaran matematik terhadap PMUP. Dapatan menunjukkan Kepercayaan Jangkaan Hasil Pengajaran Matematik (KJHPM) (? = 0.322, p < 0.001) mempunyai perkaitan yang positif dengan PMUP, manakala faktor Kepercayaan Efikasi Pengajaran Matematik Peribadi (KEPMP) (? = 0.017, p > 0.1) pula didapati tidak mempunyai perkaitan dengan PMUP. Secara keseluruhan, kedua-dua faktor kepercayaan dan PUB menjelaskan sebanyak 54% varians di dalam PMUP. Implikasi kajian ini ke atas kejayaan pelaksanaan program pendidikan guru di Malaysia telah dihuraikan dengan lebih lanjut.
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