Tahap kesediaan guru pelatih terhadap pelaksanaan pemikiran komputasional - Ahmad Shahril Mohd Napiah; Mashitoh Hashim (Pejabat Karang Mengarang UPSI, 2021)
Tujuan kajian ini adalah untuk mengenal pasti tahap kesediaan guru pelatih dalam melaksanakan Pemikiran Komputasional (CT) di sekolah. CT telah dimasukkan dalam Kurikulum Sekolah di Malaysia bermula tahun 2017 dalam banyak subjek, namun tidak semua guru pelatih menyedarinya. Justeru, kajian ini dilaksanakan untuk mengenal pasti tahap kesediaan guru pelatih dalam aspek pengetahuan, kemahiran dan sikap. Seramai 283 responden guru pelatih telah dipilih daripada 11 kumpulan program pengajian pendidikan dengan menggunakan kaedah pensampelan rawak berstrata. Pengumpulan data dilaksanakan dengan menggunakan borang soal selidik secara atas talian di mana maklumat deskriptif  dianalisis menggunakan SPSS dan maklumat inferensi dianalisis menggunakan ujian Mann-Whitney U dan Kruskal-Wallis memandangkan ujian kenormalan Kolmogorov-Smirnov dan Shapiro-Wilk menunjukkan data bertaburan secara tidak normal. Keputusan keseluruhan menunjukkan tahap kesediaan guru pelatih adalah tinggi dengan min aspek pengetahuan (2.86), kemahiran (3.82) dan sikap (3.85). Keputusan ujian Kruskal-Wallis telah menunjukkan terdapat perbezaan min yang signifikan tahap kesediaan guru pelatih antara program pengajian yang berbeza dari segi aspek pengetahuan (x2 (10, N = 283) = 55.801, p = .000) dan kemahiran (x2 (10, N = 283) = 31.437, p = .000). Namun, tiada perbezaan daripada aspek sikap (x2 (10, N = 283) = 10.880, p = .367). Dapatan kajian menunjukkan terdapat perbezaan terhadap tahap kesediaan bagi program pengajian yang berbeza disebabkan sesetengah program pengajian tidak memberikan pendedahan berkaitan CT kepada guru pelatih. Adalah dicadangkan agar kursus atau latihan berkaitan CT perlu didedahkan kepada guru pelatih sebelum diserapkan di sekolah memandangkan kemahiran CT adalah kemahiran yang diperlukan dalam Abad ke-21.   ABSTRACT The purpose of this study is to identify the level of readiness among pre-service teachers on implementing the Computational Thinking (CT) in schools. CT has been included in Malaysia School Curriculum since 2017 in many subjects, however not all pre-service teachers aware of this. Therefore, this study is conducted to identify the level of readiness in terms of knowledge, skills and attitudes among the pre-service teachers. A total of 283 pre-service teachers from 11 different study programs in one local university have been selected as respondents using a stratified random sampling method. Online questionnaire has been used and data was analysed using SPSS software to obtain descriptive information, while inference information was analysed using Mann-Whitney U and Kruskal-Wallis tests after the normality tests using Kolmogorov-Smirnov and Shapiro-Wilk test found abnormal data distribution. The result showed that the level of readiness among pre-service teaches was high with mean knowledge aspect (2.86), skills (3.82) and attitudes (3.85). The results of Kruskal-Wallies test showed that there was a significant mean difference in the level of readiness between the study programs with the knowledge aspect (x2 (10, N = 283) = 55.801, p = .000) and skills (x2 (10, N = 283) = 31.437, p = .000). However, there was no difference in attitude (x2 (10, N = 283) = 10.880, p = .367). The findings showed that there was a difference in the level of readiness between different study program as pre-service teachers in some study program had not been exposed to CT at all. It is suggested that CT-related course or training should be conducted to expose the pre-service teachers in all study program with CT knowledge and skills before being placed at schools as CT is considered as one essential skill needed in the 21th Century nowadays.