Interaksi dalam pembelajaran berasaskan masalah secara kolaboratif menerusi talian dan kesannya terhadap pemikiran kritis pelajar

This study investigates the effects of problem-based learning strategy in a computer supported collaborative learning environment towards students’ critical thinking and achievements. This study further investigates types of interaction and how interaction may support students’ critical thinking. An...

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Main Author:	Baharudin, Siti Mastura
Format:	Thesis
Language:	English
Published:	2015
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/54801/1/SitiMasturaBaharudinPFP2015.pdf
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id	my-utm-ep.54801
record_format	uketd_dc
spelling	my-utm-ep.548012020-11-08T06:03:25Z Interaksi dalam pembelajaran berasaskan masalah secara kolaboratif menerusi talian dan kesannya terhadap pemikiran kritis pelajar 2015-10 Baharudin, Siti Mastura L Education (General) This study investigates the effects of problem-based learning strategy in a computer supported collaborative learning environment towards students’ critical thinking and achievements. This study further investigates types of interaction and how interaction may support students’ critical thinking. An initial stage of this study was carried out by obtaining students’ perceptions on their favourite online learning characteristics using a questionnaire. It involved 166 students who had enrolled in a programming-based subject at a public research university. Information obtained from the data collected in this stage was used as a guideline for developing a learning environment. The developed learning environment was assessed using a pre-experimental design and was participated by 38 students from the same population. Quantitative and qualitative research instruments were used to test the level of critical thinking skills and achievement in performance tests. Records of log data, critical thinking skill codes, interaction codes and achievement test scores were used for analysis purposes. Results of the t test analysis for students’ pre- and posttest scores have shown significant improvements in the students’ achievement (t=- 7.86, P<0.05). In addition, the t test analysis for the pre- and post-tests have also shown significant improvement in each level of critical thinking skills which include triggering event level (t=-4.53, P<0.05), exploration level (t=-4.14, P<0.05), integration level (t=-3.51, P<0.05) and resolution level (t=-4.36, P<0.05). Next, the result of an in-depth content analysis has shown that exploration level in critical thinking skill is the highest compared to other level of critical thinking skills, with 49% forum and chat messages received during online discussions. This study has also found that there were six types of significant interaction during learning sessions which include issue, position, argument, response and acceptance of response. Meanwhile, the predictive model has predicted that referencing the resources provided in the learning environment is an important aspect towards improving achievements and critical thinking skills. In conclusion, the learning environment had increased students’ critical thinking skills and performance. Position is the most significant interaction type that increased students’ critical thinking skills and performance in tests. 2015-10 Thesis http://eprints.utm.my/id/eprint/54801/ http://eprints.utm.my/id/eprint/54801/1/SitiMasturaBaharudinPFP2015.pdf application/pdf en public http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:96427 phd doctoral Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) Baharudin, Siti Mastura Interaksi dalam pembelajaran berasaskan masalah secara kolaboratif menerusi talian dan kesannya terhadap pemikiran kritis pelajar
description	This study investigates the effects of problem-based learning strategy in a computer supported collaborative learning environment towards students’ critical thinking and achievements. This study further investigates types of interaction and how interaction may support students’ critical thinking. An initial stage of this study was carried out by obtaining students’ perceptions on their favourite online learning characteristics using a questionnaire. It involved 166 students who had enrolled in a programming-based subject at a public research university. Information obtained from the data collected in this stage was used as a guideline for developing a learning environment. The developed learning environment was assessed using a pre-experimental design and was participated by 38 students from the same population. Quantitative and qualitative research instruments were used to test the level of critical thinking skills and achievement in performance tests. Records of log data, critical thinking skill codes, interaction codes and achievement test scores were used for analysis purposes. Results of the t test analysis for students’ pre- and posttest scores have shown significant improvements in the students’ achievement (t=- 7.86, P<0.05). In addition, the t test analysis for the pre- and post-tests have also shown significant improvement in each level of critical thinking skills which include triggering event level (t=-4.53, P<0.05), exploration level (t=-4.14, P<0.05), integration level (t=-3.51, P<0.05) and resolution level (t=-4.36, P<0.05). Next, the result of an in-depth content analysis has shown that exploration level in critical thinking skill is the highest compared to other level of critical thinking skills, with 49% forum and chat messages received during online discussions. This study has also found that there were six types of significant interaction during learning sessions which include issue, position, argument, response and acceptance of response. Meanwhile, the predictive model has predicted that referencing the resources provided in the learning environment is an important aspect towards improving achievements and critical thinking skills. In conclusion, the learning environment had increased students’ critical thinking skills and performance. Position is the most significant interaction type that increased students’ critical thinking skills and performance in tests.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Baharudin, Siti Mastura
author_facet	Baharudin, Siti Mastura
author_sort	Baharudin, Siti Mastura
title	Interaksi dalam pembelajaran berasaskan masalah secara kolaboratif menerusi talian dan kesannya terhadap pemikiran kritis pelajar
title_short	Interaksi dalam pembelajaran berasaskan masalah secara kolaboratif menerusi talian dan kesannya terhadap pemikiran kritis pelajar
title_full	Interaksi dalam pembelajaran berasaskan masalah secara kolaboratif menerusi talian dan kesannya terhadap pemikiran kritis pelajar
title_fullStr	Interaksi dalam pembelajaran berasaskan masalah secara kolaboratif menerusi talian dan kesannya terhadap pemikiran kritis pelajar
title_full_unstemmed	Interaksi dalam pembelajaran berasaskan masalah secara kolaboratif menerusi talian dan kesannya terhadap pemikiran kritis pelajar
title_sort	interaksi dalam pembelajaran berasaskan masalah secara kolaboratif menerusi talian dan kesannya terhadap pemikiran kritis pelajar
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2015
url	http://eprints.utm.my/id/eprint/54801/1/SitiMasturaBaharudinPFP2015.pdf
_version_	1747817730168324096

Interaksi dalam pembelajaran berasaskan masalah secara kolaboratif menerusi talian dan kesannya terhadap pemikiran kritis pelajar

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