IKHTISAR: Sekolah adalah tempat untuk belajar. Pembelajaran di sekolah selalu difokuskan kepada murid. Pembelajaran guru jarang diberi tumpuan, menyebabkan ilmu guru menjadi jumud. Guru yang sentiasa menambah ilmu dengan pembelajaran kendiri dan kemudian berkongsi ilmu dengan rakan sejawatan akan menghasilkan pembelajaran kolektif. Usaha ini akan dapat meningkatkan lagi keberkesanan pengajaran dan pembelajaran. Kertas ini membincangkan tentang amalan pembelajaran kolektif dalam kalangan guru di sekolah dalam rangka membina sekolah sebagai organisasi pembelajaran. Konsep tersebut memerlukan semua warga sekolah belajar secara berterusan dan meningkatkan pengetahuan mereka secara formal atau tidak formal. Kajian dijalankan secara tinjauan menggunakan borang soal selidik yang diedarkan kepada 321 orang guru di 14 buah Sekolah Berprestasi Tinggi (SBT) di Malaysia. Dapatan kajian menunjukkan bahawa amalan pembelajaran kolektif guru dipraktikkan pada tahap tinggi oleh semua guru SBT (skor min antara 4.06 hingga 4.65). Implikasi kajian ini mencadangkan agar pembelajaran secara kolektif diaplikasikan sebagai penyelesaian kepada banyak masalah guru.

KATA KUNCI: Pembelajaran kolektif, pembelajaran guru, organisasi pembelajaran, dan amalan pembelajaran kolektif guru.

ABSTRACT: This paper entitled “Collective Learning Practices among Teachers in High Performance School in Malaysia”. School is a place to learn. In schools, the focus of learning is the students. Teachers’ learning was not given priority, causing their knowledge become irrelevant. Teachers are constantly adding knowledge with self-learning and then share their knowledge with colleagues will produce collective learning. This effort will further enhance the effectiveness of teaching and learning.This paper discusses about teachers’ collective learning practices in order to develop school as learning organization. According to the concept, teachers must learn continuously, formally or informally, to increase their knowledge. The survey research was conducted using questionnaires. Three hundred and twenty-one teachers in fourteen High Performance School in Malaysia involved in this study. The results showed that collective learning was practiced at high level by the teachers (the mean score is between 4.06 to 4.65). The implication of study has recommended that collective learning should be practiced as solutions for more teachers’ problems.

KEY WORD: Collective learning, teachers’ learning, learning organization, and teachers’ collective learning practices.

About the Authors: Rosnah binti Ishak ialah Pelajar Ijazah Doktor Falsafah di Jabatan Pengurusan, Perancangan, dan Dasar Pendidikan, Fakulti Pendidikan UM (Universiti Malaya), 50603 Kuala Lumpur, Malaysia; dan Dr. Muhammad Faizal A. Ghani ialah Pensyarah Kanan di Jabatan Pengurusan, Perancangan, dan Dasar Pendidikan, Fakulti Pendidikan UM (Universiti Malaya), 50603 Kuala Lumpur, Malaysia. Mereka boleh dihubungi melalui alamat e-mail: rosnery.rosnah@gmail.com dan mdfaizal@um.edu.my

How to cite this article? Ishak, Rosnah binti & Muhammad Faizal A. Ghani. (2013). “Amalan Pembelajaran Kolektif dalam Kalangan Guru Sekolah Berprestasi Tinggi di Malaysia” in ATIKAN: Jurnal Kajian Pendidikan, Vol.3(1) Juni, pp.27-34. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung and FKIP UNSUR in Cianjur, West Java, ISSN 2088-1290.

Chronicle of the article: Accepted (April 17, 2013); Revised (May 27, 2013); and Published (June 15, 2013).

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