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ABSTRAK

Kajian ini bertujuan untuk mengkaji perlaksanaan Pentaksiran Berasaskan Sekolah (PBS) di sekolah-sekolah menengah daerah Keningau, Sabah dengan mengenal pasti tahap pemahaman, tahap sokongan, permasalahan dan juga perbezaan tahap pemahaman dan masalah yang dihadapi oleh pengurus sekolah. Seramai 30 orang responden daripada 10 buah sekolah menengah di daerah Keningau, Sabah telah dipilih. Instrumen yang digunakan bagi membuat kajian ini adalah soal selidik. Segala data yang diterima dan dianalisis dengan menggunakan perisian SPSS (version 15 for windows). Dapatan kajian menunjukkan tahap pemahaman adalah tinggi iaitu min 4.27 dan menggambarkan bahawa pengurus sekolah sangat memahami pelaksanaan pentaksiran berasaskan sekolah (PBS). Bagi tahap sokongan yang diberikan responden dalam pelaksanaan PBS di sekolah mendapati nilai min keseluruhan adalah 3.82 dan mendapati pengurus sekolah memberi sokongan sangat tinggi terhadap guru-guru yang mengajar mata pelajaran yang mempunyai komponen PBS. Dapatan kajian tahap permasalahan yang dihadapi pengurus sekolah dalam pelaksanaan PBS pula terletak pada tahap sederhana iaitu nilai purata min = 2.75. Ini menunjukkan tahap permasalahan yang dihadapi responden dalam pelaksanaan PBS adalah pada tahap sederhana. Analisis ujian-t menunjukkan tidak terdapat perbezaan yang signifikan antara tahap pemahaman ( p= 0.521 > 0.05 ) dan tahap masalah ( p= 0.567 > 0.05 ) pengurus sekolah dalam pelaksanaan PBS mengikut jantina. Analisis ujian-t juga mendapati tidak terdapat perbezaan yang signifikan antara tahap pemahaman (p= 0.833 > 0.05 ) dan tahap permasalahan (p= 0.154 > 0.05)dengan lokasi sekolah. Bebarapa cadangan dikemukakan untuk meningkatkan keberkesanan pelaksanaan Pentaksiran Berasaskan Sekolah (PBS) bagi memantapkan sistem pentaksiran dan penilaian supaya lebih holistik. Seterusnya, memupuk pelajar memiliki kemahiran dan ketrampilan, memantapkan program kokurikulum dan sukan, memperkukuh disiplin pelajar, mempercepat perkhidmatan sistem aduan masalah disiplin, memantapkan kurikulum, serta meningkatkan kerjasama kementerian dengan pelbagai agensi.

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ABSTRACT

This research aims to specifically explore the implementation of School Based Assessment in secondary schools within Keningau district in Sabah. It also strives to identify the level of mastery extent of support offered, difficulties as well as differences of perceptions faced by school administrators. 30 respondents in Keningau District are randomly selected as the respondents of this research. In addition, the technique of questionaire is employed as the sole instrument of this research. Data are analysed utilizing SPSS software (version 15 for windows). Result of research indicates that the level of mastery or understanding are exceptionally high with a minimum of 4.27 and this finding shows that school administrators are well aware of the School Based Assessment implementation. In terms of support provided by respondents in the implementation of School Based Assessment in schools, it is found that minimum overall value is 3.82 and therefore it indicates that school administrators are wiling to offer full cooperation to teachers involved. The outcome of research also indicates that level of shortcomings faced by school administrators in their effort of implementing School Based Assessment is average state with a minimum average of 2.75. This further proves the high level of tolerance and understanding among school administrators. Furthermore, the analysis of t-test indicates that the there are significant differences between the level mastery ( p= 0.521 > 0.05 ) and the level of problems( p= 0.567 > 0.05 ) among school administrators in terms of genders. Also, the analysis of t-test also results in the findly between the level of mastery (p= 0.833 > 0.05 ) and level of problems (p= 0.154 > 0.05) in terms of school locations. Various suggestions are therefore put forth so as to heightened the effectiveness in implementry the School Based Assessment which primary goal is to make the examination and marking process more reliable and holistic. Most importantly, we also can see it as a noble effort to upgrade extra curriculur and sports, improve on disciplinary problems, en chance curriculum and to help elevate the extent of coopertion between the edu-ministry with other agencies.