Tahap Perkembangan Intelektual di kalangan Penuntut Universiti

TLDR: In this article, the suitability of the Reflective judgment interview technique in measuring the intellectual development of students was evaluated by using a semi-structured interview format consisting of four dilemmas involving controversial issues.

Abstract: The purpose of this study was to test the suitability of the Reflective Judgment technique in measuring the intellectual development of students. Reflective Judgment Interview is a semi structured interview format consisting of four dilemmas involving controversial issues. This study was conducted on 56 students of the National University of Malaysia consisting of 26 students from the lower level of education and 30 students from the higher level of education. Analyses of data show that higher level students significantly obtained higher mean scores (4.78) as compared to lower level students (4.15). This result supports the assumption on the Reflective Judgment model, jointly developed by Kitchener and King. In spite of the fact that there was an overlapping in the distribution of mean scores, the students from the higher level of education obtained scores that were more clustered in the relativism and probabalism stage. This study also shows that academic major, sex, and place of birth do not have any significant influence on the student’s intellectual development.  ABSTRAK Kajian ini bertujuan untuk menguji kesesuaian teknik Temubual Pertimbangan Reflektif (TPR) dalam mengukur perkembangan intelektual para pelajar. TPR adalah satu teknik temubual separa struktur yang terdiri daripada kenyataan-kenyataan yang bercanggah. Kajian ini telah dijalankan ke atas 56 orang pelajar UKM yang terdiri daripada 26 orang pelajar peringkat rendah dan 30 orang pelajar peringkat tinggi. Analisis data menunjukkan pelajar-pelajar peringkat tinggi secara signifikannya mendapat skor min (4.78) yang lebih tinggi daripada pelajar peringkat rendah (4.15). Keputusan ini menyokong tahap-tahap perkembangan intelektual seperti yang dinyatakan dalam model Pertimbangan Reflektif yang diasaskan oleh Kitchener dan King. Walaupun terdapat tindan lapis dalam taburan skor min namun begitu pelajar peringkat rendah lebih cenderung berada di tahap dualistik akhir dan tahap relativistik, manakala skor pelajar tinggi berkecenderungan berkelompok pada tahap relativistik dan tahap probabilistik. Kajian ini juga menunjukkan bidang pengkhususan, jantina, dan tempat asal tidak mempunyai pengaruh signifikan ke atas tahap perkembangan intelektual para pelajar.