Documente Academic
Documente Profesional
Documente Cultură
ppengaruh sikap,persekitaran dan keluarga terhadap stres guru sekolah rendah di negeri perak.
Nama:…..
1
BAB SATU:
PENGENALAN
Current data show that the percentage of academic dishonesty is still above 70 percent among
students in higher education (Whitley, 1998). In another study, McCabe and Trevino (2002)
reported that academic dishonesty is increasing at an "Alarming rate". This is illustrated by the
Faqua scandal which occurred at the Duke University’s School of Business in 2007 which involved
34 graduates who were caught for committing academic dishonesty in groups (Briggs, Workman, &
York, 2013.Academic dishonesty has become an increasing challenging issue among academic
institutions (Teixeira & Rocha, 2010). Studies such as those done by Jones (2011) found that
majority of students commit academic dishonesty based on several factors with 92 percent of them
doing it because they want to earn higher grades and 75 percent of them doing it because they
were too busy with lessons and assignments. Willian, Nathanson and Paulhus (2010) reported that
the percentage of academic dishonesty among students is approaching 100% as compared to
previous years.
Another factor that was noted to be underlying this behavior can be traced to the attitude and
moral integrity of the students themselves. If the attitude, moral integrity and value that exist
within the students are good and intact, such problems involving academic dishonesty will not
occur. Further to that is the pressure and constraints placed on the tasks and learning coursework
that students are expected to accomplish as their desire to acquire higher grades may propel them
towards academic dishonesty. Granitz and Loewy (2007) also observed that pressure to fulfill tasks
and assignments can intensify students’ attitude towards committing misconduct such as academic
dishonesty. Meanwhile, Grover and Hui (1994) and McCabe (1992) also found that the situation
could push students to cheat. Hence, among the important principles that should be taken care by
individuals is self-regulation and ethical values. If students possess basic moral values, strong
ethical beliefs and a stable control over their own desires, their ultimate action will lead to better
behaviours. Trevino and Youngblood (1990) insist that misconduct such as plagiarism, cheating and
other misbehaviours are influenced by the
2
individual actions (Gino & Margolis, 2011). The findings of the current study showed that many
individual internal factors had provoked students into academic dishonesty. Therefore, these are
necessary aspects of the development of internal values, moral beliefs and ethical values which
should be taken seriously when addressing the issue of academic dishonesty.njsyjdghsidhikkrjk
In comparison to the west, Asian countries are no exception. A study conducted by Lin and Wen
(2007) in Taiwan showed the percentage of academic dishonesty to be at the level of 61.7 percent.
Galloway (2014) studied 4316 high school students and found that almost 93percent of these
students had committed academic dishonesty at least once in their studies. In New Zealand, nine
out of ten students had engaged in academic dishonesty (May Wah et al., 2012) while Diekhoff,
LeBeff, Shinohara and Yushukawa (2010) reported that 55.4 percent of students in Japan cheated
in their exams. Linked to this is Peled and Grinautski (2013) who found that 10 percent of students
had copied through the "cut and paste" method from the internet with 40 percent of these
students using the same method to solve their project papers.
The stability and credibility of educational institutions reflect an important aspect of a nation’s
educational development. Academic integrity is fundamental in strengthening a country's
education system and society but issues involving academic dishonesty are currently growing and
becoming cancerous, thereby damaging the integrity of the education system. Enormous
implications will occur if this phenomenon is not given serious considerations. The outcome of
these implications can affect institutions of higher learning, making it difficult for these institutions
to achieve their academic goals in disseminating knowledge (Jurdi, Hage, & Chow, 2011).To drive
the country towards higher rankings, higher education provided by institutions need to be more
systematic and there must be integrity in academia so that the respective countries can be more
competitive within the region. In developed countries, issues involving academic integrity is
currently being debated and this issue must be taken seriously by all parties. For instance,
plagiarism needs to be addressed and care must be taken so as not to compromise personal,
community and institutional integrity, which can retard the development of higher education in the
country. In the Malaysian education environment, academic dishonesty is an issue that is rampant
and as such, it is being studied and researched by many researchers (Saveri & Ebrahimi, 2012).
Focussing on public universities, Nurshiha and Nurliyana (2013) found that 82 percent of students
had committed academic dishonesty while Idzwan, Noor Rahmawati, Aslinda and Zulkarnain’s
(2013) study of 388 respondents from various faculties found that students from the Faculty of
Information Technology committed the most academic dishonesty when compared to other
faculties. Their academic dishonesty was eased by the access to ICT and its facilities in acquiring
information readily.
Current data show that the percentage of academic dishonesty is still above 70 percent among
students in higher education (Whitley, 1998). In another study, McCabe and Trevino (2002)
reported that academic dishonesty is increasing at an "Alarming rate". This is illustrated by the
Faqua scandal which occurred at the Duke University’s School of Business in 2007 which involved
34 graduates who were caught for committing academic dishonesty in groups (Briggs, Workman, &
York, 2013.Academic dishonesty has become an increasing challenging issue among academic
3
institutions (Teixeira & Rocha, 2010). Studies such as those done by Jones (2011) found that
majority of students commit academic dishonesty based on several factors with 92 percent of them
doing it because they want to earn higher grades and 75 percent of them doing it because they
were too busy with lessons and assignments. Willian, Nathanson and Paulhus (2010) reported that
the percentage of academic dishonesty among students is approaching 100% as compared to
previous years.
In comparison to the west, Asian countries are no exception. A study conducted by Lin and Wen
(2007) in Taiwan showed the percentage of academic dishonesty to be at the level of 61.7 percent.
Galloway (2014) studied 4316 high school students and found that almost 93percent of these
students had committed academic dishonesty at least once in their studies. In New Zealand, nine
out of ten students had engaged in academic dishonesty (May Wah et al., 2012) while Diekhoff,
LeBeff, Shinohara and Yushukawa (2010) reported that 55.4 percent of students in Japan cheated
in their exams. Linked to this is Peled and Grinautski (2013) who found that 10 percent of students
had copied through the "cut and paste" method from the internet with 40 percent of these
students using the same method to solve their project papers.
Another factor that was noted to be underlying this behavior can be traced to the attitude and
moral integrity of the students themselves. If the attitude, moral integrity and value that exist
within the students are good and intact, such problems involving academic dishonesty will not
occur. Further to that is the pressure and constraints placed on the tasks and learning coursework
that students are expected to accomplish as their desire to acquire higher grades may propel them
towards academic dishonesty. Granitz and Loewy (2007) also observed that pressure to fulfill tasks
and assignments can intensify students’ attitude towards committing misconduct such as academic
dishonesty. Meanwhile, Grover and Hui (1994) and McCabe (1992) also found that the situation
could push students to cheat. Hence, among the important principles that should be taken care by
individuals is self-regulation and ethical values. If students possess basic moral values, strong
ethical beliefs and a stable control over their own desires, their ultimate action will lead to better
behaviours. Trevino and Youngblood (1990) insist that misconduct such as plagiarism, cheating and
other misbehaviours are influenced by the
Current academic development implies that too many issues associated with academic dishonesty
has a significant relationship with students. Studies conducted earlier also indicate that a very high
4
proportion of academic dishonesty in Malaysia are committed by 82 percent of students (Norsiha &
Nurliyana, 2013). In addition, the report provided by the Center for Academic Integrity (1999) also
showed that more than 70 percent of high school students were involved in academic dishonesty.
These two reports strengthen the findings provided by Domeova and Jindrova (2013) who found
that over 75 percent of high school students committed academic dishonesty. This issue, if not duly
arrested and addressed, can be a very big issue that challenges the integrity and quality of an
institution. In this regard, the outcome derived from the current study can be used by stakeholders
and institutions of higher learning to raise a higher awareness of academic dishonesty and in that
aspect, find more effective means of dealing with this issue.This study specifically aims to identify
the level of academic dishonesty among Malaysian higher education students between the years
2014 to 2016 and whether there is any significant difference in the level of academic dishonesty
among Malaysian higher education students in Malaysia in the years between 2014 to 2016?
Sepatutnya guru gembira berada disekolah.suasana yang kondusif setutnya boeh meberi gambaran
yang positif dalam pengajaran. Selain boleh mebangkitkan rasa gembira. Suausan gemabira
amembangkit semanagt juang yang tinggi untuk menagajar murid. persekitran yg sgt
baik...kuggjhlhkjk.jn,..nmnmbmbm.nb.
Kini, nisbah guru yang stres semakin tinggi..Kajian Ahmad peter (2017) menujukkan 67% guru stres
disekooah. disokong oeleh dapatan Ali 2016 mendapati bahawa 67% guru tiadak gembira
disekolah. Hasil analisis keperluan yang dibuat oelh pengkajinmndapati hampr 54% guru sekoah
rendah mengaku berasada dalam siruasi stress. Hasil te,ubau yang dibuat dengana berapa pakar
mendapat nisbah terkini melangkaui 56% stres guru.oetega 92017) bekata hampir 56 % guru sakit
hsti,,,jlj
laporan kpm 2018 menujukkan nisbah guru gila semkin tinggi,,lebihkurang 2/3 guru mendahadapi
sapmalah mental. Hasil analisis keeprluan yan mengaku stree sg dijalankan menunjukkan b bahawa
78 guru mengaku stress duisekolah.(GETAMEL).
This study incorporates 107 studies (87 published journal papers and 20 conference papers) to
identify the commonly used external factors of TAM. Once these factors were identified, the
studies were categorised into different e-learning technology types
(e.g. 'e-learning systems' and 'e-learning technology/tools') and elearning user types ('employees',
'students' and 'teachers'). Checking
for publication bias, via the file drawer problem, was not possible for this meta-analysis as the vast
majority of the studies
5
reported only significance levels, with no standard error values. However categories could still be
analysed to determine the
strength of the relationships between the commonly used external factors and students' PEOU and
PU of e-learning systems and
E-Learning (GETAMEL) was developed.2. Based on a MOE study finding in 2010, only one third of
students perceive their teachers to be using ICT regularly in their teaching process and about 80%
of teachers are found to spend less than one hour a week using ICT even though ICT has
tremendous potential to accelerate the learning process. However, this potential has not yet been
achieved (Ministry of Education Malaysia, 2012a). Furthermore, based on the Feedback on The
Auditor General’s Report 2013, Series 3 (Ministry of Finance, 2014), the level of Virtual Learning
Environment (VLE) usage among Malaysian teachers is very low, in the range of 0.57% to 4.69%.
Liew (2007) found that most teachers may not be in favor of the ICT program because they lack
competency in dealing with ICT. Besides teacher ICT competency, teacher acceptance and use of
ICT are another vital elements (Ministry of Education Malaysia, 2010). Chen (2004) and Wachira
and Keengwe (2011) found that despite the proliferation of computer equipment provided in the
school and the promise of educational technologies, survey of teachers consistently showed
declines in educational technology usage. Based on a MOE study finding in 2010, only one third of
students perceive their teachers to be using ICT regularly in their teaching process and about 80%
of teachers are found to spend less than one hour a week using ICT even though ICT has
tremendous potential to accelerate the learning process. However, this potential has not yet been
achieved (Ministry of Education Malaysia, 2012a).
Furthermore, based on the Feedback on The Auditor General’s Report 2013, Series 3 (Ministry of
Finance, 2014), the level of Virtual Learning Environment (VLE) usage among Malaysian teachers is
very low, in the range of 0.57% to 4.69%.Even though ICT usage has been proven able to improve
organizational effectiveness and productivity, the human factor is identified as the most important
determinant for the success or failure of ICT implementation (Wahdain & Ahmad, 2014). Besides
teacher ICT competency, teacher acceptance and use of ICT are another vital elements (Ministry of
Education Malaysia, 2010). Information system has played a significant role in education
management, but resistance to its usage by public school teachers worldwide remains high (Hu,
Clark, & Ma, 2003).
Jika kompetensi tidak diseleisakan dengan cara terbaik,bereminkinan guru semakin tipis
integritinya.jhdlfgsdfgdsgfjdsgfjdbfl/jbdjfbdsjlbfdslj/bvjdbvjcx/b v/jxc/bvjlcxbvjlbluvfvl
jurhgblbglrhgr jihgi jig i fugidugiufdugi jfdiguidfugi djgiuidugfd iiufdgmv; jifjdi v;iggdj;fvi ug
uviduiutjgjgjkg
6
E-Learning (GETAMEL) was developed.2. Based on a MOE study finding in 2010, only one third of
students perceive their teachers to be using ICT regularly in their teaching process and about 80%
of teachers are found to spend less than one hour a week using ICT even though ICT has
tremendous potential to accelerate the learning process. However, this potential has not yet been
achieved (Ministry of Education Malaysia, 2012a). Furthermore, based on the Feedback on The
Auditor General’s Report 2013, Series 3 (Ministry of Finance, 2014), the level of Virtual Learning
Environment (VLE) usage among Malaysian teachers is very low, in the range of 0.57% to 4.69%.
Liew (2007) found that most teachers may not be in favor of the ICT program because they lack
competency in dealing with ICT. Besides teacher ICT competency, teacher acceptance and use of
ICT are another vital elements (Ministry of Education Malaysia, 2010). Chen (2004) and Wachira
and Keengwe (2011) found that despite the proliferation of computer equipment provided in the
school and the promise of educational technologies, survey of teachers consistently showed
declines in educational technology usage. Based on a MOE study finding in 2010, only one third of
students perceive their teachers to be using ICT regularly in their teaching process and about 80%
of teachers are found to spend less than one hour a week using ICT even though ICT has
tremendous potential to accelerate the learning process. However, this potential has not yet been
achieved (Ministry of Education Malaysia, 2012a).
Furthermore, based on the Feedback on The Auditor General’s Report 2013, Series 3 (Ministry of
Finance, 2014), the level of Virtual Learning Environment (VLE) usage among Malaysian teachers is
very low, in the range of 0.57% to 4.69%.Even though ICT usage has been proven able to improve
organizational effectiveness and productivity, the human factor is identified as the most important
determinant for the success or failure of ICT implementation (Wahdain & Ahmad, 2014). Besides
teacher ICT competency, teacher acceptance and use of ICT are another vital elements (Ministry of
Education Malaysia, 2010). Information system has played a significant role in education
management, but resistance to its usage by public school teachers worldwide remains high (Hu,
Clark, & Ma, 2003).
On the other hand, the establishment the ICT standard for teachers, will ensure that inservice
teachers are capable of integrating ICT in teaching and learning, produce students that are capable
of meeting the needs of the 21st century workplace and help teachers to achieve the desired ICT
competency standard in compliance with the Malaysia National Education Blueprint 2013 – 2025.
(Ziden, Fook, Hoong & Faizal, 2016). In order to ensure that all teachers have reached such levels of
7
ICT competency covering knowledge, skills, abilities, and attitudes in Malaysia, it is, therefore,
imperative to establish a national ICT competency standard that is aligned to the Malaysia National
Education Blueprint 2013 – 2025. With the competency standards established it would elevate the
overall quality of education, narrow teacher’s ICT competency gaps and improve in-service teacher
training programmes that are aligned with competency standards (Ch’ng, 2010). The rationale of
the study is to serve as a guideline for Malaysian educational institutions such as schools and
polytechnics teachers to evaluate the competency of their teachers’ ICT in order to facilitate new
ways of teaching and learning in the 21st Century. The standards will also be used to accreditate
more than 450,00 teachers in Malaysia.
1.4.Objektif Kajian
Soalam kajian
8
1.7. Kerangka Teori kajian
lokassi
gender
Teori-teori kajian
comp
tech
size
climzte
contoh 2.
iv dv
personal SCT
gender
culture TRA
9
Rajah 2: Kerangka teori kajian
contoh 3:
TAJUK KAJIAN
PEMBOLEH UBAH
BERSANDAR
10
Rajah 3: Kerangka teori kajia
contoh 4:
IV IV
SCT
IV IV
IV IV
11
CONTOH 5:
IV IV IV
HIPOTESIS KAJIAN
12
1.8. Rasional Kajian
13
BAB DUA:
TINJAUAN LITERATUR
2.1.Pendahuluan
Bahagian ini pengkaji akan menjelaskan beberapa literatur berkaitan dengan kajian- kajian
berkaitan yang pernah dibuat oleh beberapa penyelidik. Pengkaji membahagikan bahagian ini
model-model yang berkaitan dengan …………………. dan kajian-kajian lepas yang berkaitan
14
No PENULIS DAPATAN Teori INSTRUMENT GAP/JURANG
KAJIAN/ & SAMPLE
METODOLOGI
1 Fleming, J., Becker, K., & Newton, C. (2017). The findings suggest TAM Teacher Future research
Factors for successful e-learning: does age that three variables SBT could expand
matter? Education + Training, 59(1), 76–89. are useful predictors into different
questionair
http://doi.org/10.1108/ET-07-2015-0057 of intention for future industries and
use of organizational
e
contexts in
e-learning: low order to further
complexity, explore the
authenticity and generalizability
technical support of findings.
overall satisfaction
with e-learning was
found to be an
intermediate variable
in the relationship
between these factors
and intentions to use
e-learning in the future
age was not a significant
factor impacting either
future use intentions or
satisfaction with e-
learning
Berdasarkan kepada sorotan literatur yang dibuat, pengkaji mendapati bahawa kebanyakan pengkaji
sebelum ini menggunakan teori ......................................sebagai kerangka teori kajian masing-masing.
Ini menunjukkan bahwa teori ini begitu deminan dalam konteks kajian dan menjadi satu teori yang
15
cukup stabil dalam menerangkan .................................................kajian ini. Menurur Peter et al.(2017)
menyatakan bahwa teori sosial merupakan satu teori yang superior yang mampu meramal aspek kajian
yang dijalakan dan mampun menerangkan fenomena kajian. Selaras dengan pendapata Ajzen (1991)
Teori.........................merupakan teori yang sangat tepat dalam menramal sesuatu perkauan manusia.
Teori yang digunakan oleh pengkaji dalam konteks kajian ini adalah
................................................(nama teori). Teori ini diasaskan oleh
............................................................. ( nama pengasas dan tahun). dan dia digunakan secara
meluas dan amat sesuai dengan konteks kajian ini. Teori ini menjelaskan bahawa
................................................................(jelaskan kesesauia dengan dv dan hipotesis anda).
Dalam konteks kajian ini,teori ini akan berupaya meramal ...................................................(Dv
kajian) terhadap ...................................................................(IV kajian). Berdasarkan sorotan
literatur yang telah dibuat oleh pengkaji, pengkajin mendapati bahawa pemboleh ubah yang
diterangkan dalam kajin sebelum ini belum mencukupi untuk menerangkan fenomena secara
khusus. Sebagai contoh .................................................................( masukkan beberapa
Citation kajian lepas yang seakan sama) hanya berjaya menerangkan 46% varian sahaja. Ini
bermaksud terdapata kekeurangn pemboleh oubah yang masih boleh diterangkan dalam
konteks kajian ini. Oleh yang demikian pengkaji merasakan bahawa teori ini amat sesuai
digunakan dalam konteks kajian ini.
16
2.10. Kerangka Konseptual kajian
CONTOH::
Iv
iv
Iv
Dv
Teori kajian………
17
BAB TIGA
METODOLOGI KAJIAN
3.1. Pendahuluan
Bab ini membincangkan metodologi yang dilaksanakan oleh pengkaji untuk mengumpul
dan menganalisis data bagi mendapatkan hasil kajian seterusnya mencapai tujuan dan
objektif kajian. Ia meliputi reka bentuk kajian, populasi dan sampel kajian, instrumen
kajian, kesahan dan kebolehpercayaan instrumen, prosedur pengumpulan data dan
penganalisisan data. Segala perbincangan menjurus kepada tujuan untuk memperoleh dan
melihat pengaruh ……………………………………………………………………………..
Kajian ini secara dasarnya menggunakan kaedah kuantitatif. Kaedah kuantitatif diguna
pakai untuk menggambarkan sifat semata expost Facto (causal Effect) yang sedang
berlangsung pada ketika kajian dilakukan dan dapat membuat tafsiran yang tepat (Mohd
Nasir, 2003). Kaedah deskriptif kuantitatif dapat memberi gambaran fenomena-fenomena,
menunjukkan hubungan, menguji hipotesis, membuat ramalan dan mendapatkan makna
dari implikasi dari sesuatu masalah yang ingin dipecahkan (Sukarmin, 2010).
18
3.3. Populasi dan sampel kajian
Kajian ini menggunakan kaedah pensampelan rawak berstrata (stratified random sampling).
Penggunaan kaedah ini sesuai digunakan kepada populasi yang tidak seragam
(heterogeneous) seperti di IPTA yang mempunyai pelajar diploma dan ijazah. Kaedah
stratified random sampling juga mampu mengurangkan ralat pensampelan (Konting,
2005). Penggunaan kaedah rawak berstrata memerlukan penyelidik terlebih dahulu
mengenal pasti stratum yang terdapat populasi kajian. Dalam kajian ini stratum yang
dikenal pasti dalam populasi kajian adalah guru-guru Bahasa Melayu (bukan opsyen) yang
19
mengajar di sekolah menengah di negeri Pahang. Sampel dari guru-guru bukan opsyen
perlu diperoleh untuk memastikan sampel kajian dapat mewakili populasi kajian.
Seterusnya jumlah populasi stratum tersebut dicari. Setelah populasi stratum diperoleh,
maka penyelidik membahagikan populasi stratum dengan nilai yang diperoleh dari jadual
Krejcie dan Morgan untuk mendapatkan jumlah sampel yang dingini. Contohnya, jadual
Krejcie dan Morgan (1970) menyatakan, jika populasi berjumlah 600, maka sampel kajian
adalah sebanyak 234.
Populasi kajian
600 orang
Pensampela rawak berlapis
L
Type equation here. P L P L P
70 50 37 43 14 40
Rawak mudah
20
3.6. Instrumen kajian
Instrumen yang digunakan dalam kajian ini adalah borang soal selidik. Borang soal selidik
telah direka bentuk adalah berdasarkan kepada kajian lepas .Soalselidik yang digunakan
diadaptasi daripada kajian dari penyelidik lepas yang relevan dengan kajian ini. Oleh kerana
instrumen yang digunakan telah memenuhi aspek kesahan dan kebolehpercayaan, maka aspek
kesahan kandungan telah dipenuhi (Sanchez-Franco dan Roldán, 2010). Pengukur bagi setiap
konstruk di gabungkan untuk membentuk instrument penyelidikan yang disusun seperti
berikut:
Jadual 2: Ringkasan Instrumen Kajian
Item pembolehubah Sumber Rujukan Jumlah soalan
(variable item) (reference sources)
3.8. Kesahan
Kesahan kajian ini merujuk kepada mengukur apa yang sepatutnya diukur (Kerlinger
1986). Secara ringkasnya, instrumen yang digunakan dalam penyelidikan haruslah mampu
untuk mengukur dengan tepat apa yang hendak diukur. Penyelidikan yang mempunyai
kesahan yang tinggi menunjukkan dapatan yang diperoleh adalah berdasarkan fakta atau
bukti dan mampu memberi justifikasi yang tepat (Creswell & Clark 2011).
21
3.8.1. Kesahan kandungan
Salah satu daripada kriteria untuk memenuhi aspek kesahan kandungan adalah melalui
kajian literatur (Jusoh, 2008). Item-item yang digunakan dalam kajian ini dikenal pasti
melalui kajian-kajian lepas sekali gus memenuhi kriteria kesahan kandungan. Oleh kerana
instrumen yang digunakan telah memenuhi aspek kesahan dan kebolehpercayaan, maka
Kemudian soalan yang telah dibentuk diberi kepada 3 orang pakar (rujuk lampiran E)
untuk menentukan kesahan kandungan (face validity) sebelum soal selidik diagihkan
kepada responden. Menurut Lyn (1986), bagi tujuan mendapat kesahan muka, soal selidik
memerlukan bilangan minimum seramai tiga orang pakar tetapi tidak perlu melebihi
sepuluh orang. Untuk mendapat nilai I-CVI, penyelidik akan mencari nilai purata mata
skala secara menjumlah skor yang diberi oleh setiap pakar dan membahagikan nilai
tersebut dengan jumlah pakar. Menurut (Stewart & Haswell, 2013; Polit & Beck, 2006),
niai I-CVI yang boleh diterima ialah 0.80 dan ke atas, manakala nilai 0.90 adalah
menunjukkan nilai kesahan muka yang cemerlang. Setelah membuat pengiraan 2 item
22
Jadual 8: Skor bagi setiap item bagi menilai I-CVI
∑ I − CVI = 16.33
23
3.10. Ujian Pra uji (Pre Testing)
Dapatan ujian rintis pre testing Fasa pertama, beberapa cadangan dan komen telah
diterima. Antaranya:
1………………..
2………………..
Fasa kedua ujian dijalankan pada 10 Mac 2015. Set instrumen kaji selidik diberikan kepada
empat orang mahasiswa (guru pelatih) ijazah sarjana muda Perguruan yang berlainan
pengkhususan yang beragama Islam. Instrumen yang digunakan adalah instrument yang
telah di tambah baik berdasarkan hasil respon pada fasa pertama. Hasil maklumbalas yang
diterima, keempat-empat mahasiswa (guru pelatih) menyatakan bahawa soalan yang dibaca
daripada instrumen yang diberikan adalah difahamai dan ayat yang digunakan juga jelas.
Oleh yang demikian, pengkaji akan menggunakan soalan yang telah di perbaiki dan di
tambah baik ini dalam kajian rintis sebenar terhadap 100 orang responden yang akan
dipilih secara rawak. Data-data yang dipilih akan di dianalisis untuk melihat keboleh
percayaan instrumen dan mengeluarkan butiran-butiran yang tidak berkaitan.
Fasa ketiga, pengkaji mengagihkan instrument soal selidik, kepada 220 orang mahasiswa
perguruan bagi menentukan kesahan instrumen yang digunakan samaada sesuai digunakan
bagi tujuan kajian ini. Ujian kebolehpercayaan dengan menggunakan analisis Cronbach
Alpha dan ujian kesahihan dengan menggunakan faktor analisis (Nunnally, 1978) di
24
jalankan terhadap 6 konstruk yang terdapat dalam soal selidik. Analisis Cronbach Alpha ini
melaksanakan kaedah kebolehpercayaan konsistensi internal (internal consistency) yang
disarankan oleh Churchill (1979) amat sesuai dengan kajian lapangan kerana ia hanya
memerlukan satu pentadbiran pengukuran untuk suatu instrumen (Nunnally, 1978).
Sebelum soal selidik diedarkan kepada sampel kajian, penyelidik akan menjalankan
satu kajian rintis. Kajian Rintis perlu dilakukan dalam setiap penyelidikan sebelum kajian
sebenar dilakukan.Ini bertujuan supaya ciri-ciri psikometrik alat kajian dan setiap item
dalam setiap konstruk dapat dinilai dan kebolehpercayaan alat kajian dapat dipastikan dan
di nilai kesahannya. Kajian ini akan dijalankan terhadap
………………………………………………………………………………………………..
Kajian rintis ini akan dibuat dengan tujuan untuk mengenal pasti masalah
berhubung pemahaman dan intepretasi responden terhadap item-item soalan dalam soal
selidik, melihat jangka masa yang diperuntukkan bagi menjawab item-item dalam soal
selidik dan mendapat maklum balas daripada responden supaya penambahbaikkan item
dapat dilakukan. Data daripada soal selidik tersebut akan diproses menggunakan perisian
IBM SPSS versi 20.0 untuk menentukan tahap kebolehpercayaan item-item soal selidik
melalui kaedah Konsistensi Dalaman.
Kajian Rintis akan diadakan oleh pengkaji pada masa yang akan ditetapkan
kemudian. Borang kaji selidik telah ditadbir sendiri oleh pengkaji bagi menentukan
kesahan dan kebolehpercayaan soal selidik yang akan digunakan dalam kajian sebenar.
Dalam ujian rintis pendapat pakar boleh diperoleh untuk memperbaiki kesahan dan mutu
instrumen yang digunakan (Nunnally & Bernstein, 1994; Forza, 2002; Calvo-Mora, Leal &
Roldan, 2006; Hair et al., 2007).
25
pengukuran yang digunakan. Terdapat beberapa petunjuk wajar atau panduan umum yang
boleh digunakan bagi tujuan pemilihan saiz sampel kajian rintis. Secara umumnya, saiz
sampel bagi kajian rintis adalah kecil. Cooper dan Schindler (2006) mencadangkan antara
25 hingga 100 orang responden. Forza (2002) pula menyarankan sekitar 15 orang
responden. Hair et al. (2003) menetapkan antara 5 hingga 30 orang responden. Dalam
kajian rintis, sekumpulan subjek (dicadangkan menggunakan sejumlah 30 hingga 40
subjek) untuk menjawab item-item pengukuran yang telah dibina (Chua, 2006). Namun
demikian, pada peringkat awal pengkaji ingin mengagihkan soal selidik kepada 100 orang
responden berdasarkan cadangan yang di nyatakan Gorsuch (1983) yang menyatakan
bahawa jumlah ideal bagi kajian rintis adalah tidak kurang daripada 100 (Rule of Gorsuch)
begitu juga saranan yang dikemukakan oleh (Mac Callum,Widaman dan Zhang dan Hong,
1999). Namun berdasarkan kepada pandangan beberapa pakar mencadangkan agar
pengkaji mengagihkan soalan kepada jumlah yang lebih besar agar dapatan lebih baik
memandangkan analisis faktor dalam kajian kuantitaif memerlukan jumlah data yang besar.
Oleh itu pengkaji mengagihkan soalan kajian kepada
……………………………………………………………………………………………….
Sebelum prosedur faktor analisis dapat dijalankan, data kajian rintis yang telah dimurnikan
tadi perlu memenuhi andaian normaliti data. Selain itu, Penilaian awal item-item instrumen
mendapati bahawa nilai pengukuran kecukupan sampel Kaizer-Mayer- Olkin (KMO) ialah
0.645 manakala ujian Bartlett’s Test of Sphericity adalah signifikan 0.00. (Keputusan
kedua-dua ujian ini menujukkan kecukupan sampel untuk menghasilkan faktor-faktor yang
bermakna bagi kajian. Indeks-indeks pepenjuru anti imej (anti image) menunjukkan nilai
korelasi melebihi 0.50 (Field, 2009). Dalam kajian ini, rotated matrix component yang
ditetapkan tidak kurang daripada .30, adalah mencapai tahap minimum (Hair et al., 1998).
26
memantapkan lagi instrumen yang dibina. Menurut Cooper (1990), penggunaan instrumen
yang telah diperakui seperti analisis faktor dapat membantu penyelidik mengenalpasti
pemilihan pemboleh ubah yang tepat bagi tujuan pengukuran. Analisis faktor telah
dijalankan terhadap pemboleh ubah
………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………Keputusan ujian analisis faktor yang telah
dilaksanakan adalah seperti perenggan berikutnya.
Kesahan kajian ini merujuk kepada mengukur apa yang sepatutnya diukur
haruslah mampu untuk mengukur dengan tepat apa yang hendak diukur. Penyelidikan yang
mempunyai kesahan yang tinggi menunjukkan dapatan yang diperoleh adalah berdasarkan
fakta atau bukti dan mampu memberi justifikasi yang tepat (Creswell & Clark 2011).
Manakala kebolehpercayaan kajian pula merujuk kepada ketekalan sesuatu ukuran dan
kestabilan sesuatu ukuran pada sepanjang masa (Cohen et al. 2011; Creswell 2008).
Sekiranya pengukuran yang dilakukan memberikan ukuran yang sama atau hampir sama
pada setiap kali pengukuran yang dibuat pada individu yang sama, maka pengukuran itu
kebolehpercayaan perlu dilakukan untuk mengetahui sama ada instrumen yang bakal
digunakan benar-benar mengukur konsep yang sepatutnya diukur (Sekaran dan Bougie,
2010). Sebelum mengagihkan soal selidik kajian kepada sampel kajian sebenar, pengkaji
27
menjalan kajian rintis terlebih dahulu. Soal selidik di agihkan kepada 100 orang guru yang
merupakan bukan daripada sampel kajian. Kajian rintis telah dijalankan ke atas 100 orang
guru di sekitar daerah Kuantan Pahang sahaja. Menurut Nunally dan Bernstein (1994) pula
menyatakan terdapat tiga jenis kesahan iaitu kesahan kandungan (content validity), kesahan
Salah satu daripada kriteria untuk memenuhi aspek kesahan kandungan adalah melalui
kajian literatur (Jusoh, 2008). Item-item yang digunakan dalam kajian ini dikenal pasti melalui
kajian-kajian lepas sekali gus memenuhi kriteria kesahan kandungan. Kesahan konstruk
merujuk kepada sejauh mana hasil yang didapati daripada penggunaan instrument tertentu,
menepati teori atau konsep yang digunakan serta dinilai melalui aspek kesahan menumpu
(convergent validity) dan kesahan diskriminan (discriminant validity) (Sekaran dan Bougie,
2010). Untuk melihat kesahan konstruk pengkaji menjalankan prosedur analisis Faktor (CFA)
(Cronbach Alpha).
…………………………………………………………………………………………………
28
3.10. Analisis data
Data dalam kajian ini, pengkaji menggunakan measurement model dan structural
model akan dianalisis menggunakan perisian smart PLS 2.0 (Ringle, Wende, Will, &
Alexander, 2005) Kajian ini memilih untuk menggunakan pendekatan Partial Least Square
(PLS-SEM) adalah berdasarkan kepada struktur model yang kompleks (Urbach & Riempp,
2010; Ohana & Meyer, 2010),kajian yang memfokuskan kepada prediction (Joe F. Hair,
2011) data yang tidak normal (Nan & Guo-qing, 2007; Aibinu & Al-Lawati, 2010). PLS
juga mampu untuk menganalisis data yang lebih kecil dan dari pelbagai kategori data
(Leidner, Lo, & Preston, 2011) dan data yang mempunyai masalah multikolineariti
(Farahani, et.al 2010). Selain itu, pengkaji memilih untuk menggunakan SmartPLS adalah
berdasarkan saranan) (Hair et Al, 2011) menyatakan jika kaedah kajian menjuruskan
kepada penambahbaikan keatas model sedia ada (Theory Extension), maka analysis paling
tepat adalah dengan menggunakan SEM SmartPLS.
29
3.12. Rumusan
30
Rujukan :
King, D. B., & Decicco, T. L. (2009). A Viable Model and Self-Report Measure of Spiritual
Intelligence. International Journal of Transpersonal Studies, 28(1), 68–85.
Abdul, J., Shaari, N., & Shahira, N. (2010). Dimension of Halal Purchase Intention : A
Preliminary Study Shaari & Arifin. International Review of Business Research Papers, 6,
444–456.
Abu-Hussin, M. F., Johari, F., Hehsan, A., & Mohd Nawawi, M. S. A. Bin. (2016). Halal
Purchase Intention Among the Singaporean Muslim Minority. Factors Affecting Halal
Purchase Intention, 4446(July), 1–14. http://doi.org/10.1080/10454446.2016.1141139
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J.
Beckmann (Eds.), Action control: From cognition to behavior. Berlin, Heidelber, New
York: Springer-Verlag. (pp. 11-39)
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