ABSTRAK

PENGARUH TINGKAH LAKU PELAJAR DAN SOKONGAN PENTADBIR

TERHADAP PENGURUSAN KELAS MUZIK PENDIDIKAN PEMBELAJARAN ABAD
KE-21

Kajian ini bertujuan untuk mengenal pasti pengaruh tingkah laku pelajar dan sokongan
pentadbir terhadap pengurusan kelas muzik pendidikan pembelajaran abad ke-21 di
negeri Sabah. Sebanyak 21 pejabat pelajaran daerah terlibat dalam kajian ini. Sampel
kajian terdiri daripada 70 orang guru muzik. Kajian ini merupakan kajian deskriptif
dengan menggunakan reka bentuk tinjauan. Data kajian dikutip melalui soal selidik
yang mengandungi 34 item. Data dianalisis dengan menggunakan perisian Statistical
Packages for the Social Sciences (SPSS) versi 20.0. Dapatan dilaporkan dalam bentuk
statistic deskriptif seperti kekerapan, peratusan, min dan sisihan piawai dan statistic
inferens seperti ANOVA satu hala, Korelasi Pearson-r dan Regresi Berganda. Hasil
dapatan Analisis ANOVA satu hala menunjukkan bahawa terdapat perbezaan skor min
yang tidak signifikan (F= .195, p=.823, p>0.05) bagi tingkah laku berdasarkan
pengalaman. Manakala untuk perbezaan skor min bagi sokongan pentadbir
berdasarkan pengalaman mengajar, hasil dapatan Analisis ANOVA menunjukkan
terdapat perbezaan skor min yang tidak signifikan (F= 1.048, p=.356, p>0.05) bagi
sokongan pentadbir berdasarkan pengalaman. Di samping itu, ujian ANOVA untuk
pengurusan kelas muzik berdasarkan pengalaman mengajar menunjukkan bahawa
terdapat perbezaan skor min yang tidak signifikan (F= 1.212, p=.304, p>0.05) bagi
pengurusan kelas muzik berdasarkan pengalaman. Manakala Analisis Ujian Korelasi
Pearson menunjukkan hubungan antara tingkah laku pelajar dan pengurusan kelas
adalah pada tahap sederhana (r=.467, N=70, p<0.05). Analisis Ujian Korelasi Pearson
menunjukkan (r=.609, N=70, p<0.05) di mana hubungan antara sokongan pentadbir
dan pengurusan kelas adalah pada tahap kuat. Dapatan daripada Analisis Regresi
berganda langkah demi langkah (stepwise) menunjukkan kedua-dua variabel tidak
bersandar, iaitu tingkah laku pelajar (t = 2.956, p < .05) dan sokongan pentadbir (t =
5.217, p < .05) yang signifikan. Maka dapat disimpulkan bahawa variabel-variabel
tersebut merupakan faktor kepada pengurusan kelas muzik di sekolah menengah
negeri Sabah. Pengurusan kelas yang baik dapat menjamin objektif pembelajaran

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tercapai serta menarik minat pelajar bukan sekadar dalam kelas tetapi juga berminat
untuk berusaha memajukan diri walaupun di luar kelas. Dengan kata lain, pengurusan
kelas yang cekap akan menentukan kejayaan sesuatu proses pengajaran dan
pembelajaran.

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 ABSTRACT
THE INFLUENCE OF STUDENTS’ BEHAVIOUR AND ADMINISTRATORS’
SUPPORT TOWARDS THE MANAGEMENT OF MUSIC CLASSES 21ST CENTURY
LEARNING
This research is conducted to observe the influence of students’ behavior and
administrators’ support towards the management of music classes in secondary
schools in Sabah. This research involved 21 district education offices in Sabah. Sample
of this research consisted of 70 music teachers. This descriptive quantitative research
is done through survey. The data is collected through a survey that consisted of 34
items. The data collected was analysed by using the Statistical Packages for the Social
Sciences (SPSS) version 20.0. The result is reported in descriptive statistics ( frequency,
percentage, mean and standard deviation) and inference statistics (one way ANOVA,
Pearson Correlation and Multiple Regression). The One Way ANOVA test showed that
there is a non-significant difference of min score (F= .195, p=.823, p>0.05) between
the students’ behavior based on the experience of teachers. Besides that, the One Way
ANOVA test also showed that there is no significant difference of min score (F= 1.048,
p=.356, p>0.05) between the administrators’ support based on teachers’ experience.
The One Way ANOVA test for the management of music classes based on teachers’
experience showed that there is no significant difference (F= 1.212, p=.304, p>0.05)
between both. Whereas the Correlation Pearson test shows that there is a positive and
moderate relationship between the students’ behavior and management of the music
classroom (r=.467, N=70, p<0.05) while there is a strong and positive relationship
(r=.609, N=70, p<0.05) between the administrators’ support and management of
music class. The multiple regression test shows that, both students’ behavior (t =
2.956, p < .05) and administrators’ support (t = 5.217, p < .05) shows significant
value. In conclusion, there is an influence by students’ behavior and administrators’
support towards the management of music class. A well managed class not only
ensures the achievement of objectives and learning outcomes but at the same time,
maintain the interests of students throughout the lesson in classroom and even outside
the classroom with the motivation to improve themselves. In other words, a well
managed classroom determines the success of the teaching and learning process.

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