Kesan modul jom bijak sains terhadap kemahiran berfikir aras tinggi dan kemahiran proses sains bersepadu murid tahun 5

Tujuan kajian ini adalah untuk menentukan kesanns terhadap Kemahiran Proses Sains Bersepadu dan Kemahiran Berfikir Aras Tinggi. Kajian ini menggunakan rekabentuk kuasi-eksperimen menggunakan ujian pra dan pasca. Pembinaanmodul ini adalah berasaskan model ADDIE yang terdiri daripada fasa analisis, fa...

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Main Author:	Hamidah Mat
Format:	thesis
Language:	zsm
Published:	2019
Subjects:	Q Science
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=5368
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id	oai:ir.upsi.edu.my:5368
record_format	uketd_dc
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	zsm
topic	Q Science
spellingShingle	Q Science Hamidah Mat Kesan modul jom bijak sains terhadap kemahiran berfikir aras tinggi dan kemahiran proses sains bersepadu murid tahun 5
description	Tujuan kajian ini adalah untuk menentukan kesanns terhadap Kemahiran Proses Sains Bersepadu dan Kemahiran Berfikir Aras Tinggi. Kajian ini menggunakan rekabentuk kuasi-eksperimen menggunakan ujian pra dan pasca. Pembinaanmodul ini adalah berasaskan model ADDIE yang terdiri daripada fasa analisis, fasa rekebentuk, fasa perlaksanaan, fasa penilaian dan fasa perlaksanaan. Fasa penilaianmelibatkan lima orang pakar dalam bidang sains untuk mengesahkan kandungan dankebolehgunaan modul. Sampel kajian terdiri daripada 33 orang pelajar kumpulan rawatan dan33 orang pelajar kumpulan kawalan yang dipilih secara rawak kluster. Instrumen yangdigunakan ialah ujian pra, ujian pasca dan ujian kemahiran proses sains bersepadu.Hasil kajian menunjukkan bahawa terdapat peningkatan pencapaian pada kedua-dua kumpulanrawatan dan kawalan. Namun, kumpulan rawatan menunjukkan peningkatan pencapaian yang lebihtinggi secara signifikan berbanding kumpulan kawalan. Dapatan kajian juga menunjukkanterdapat peningkatan terhadap tahap kemahiran proses sains bersepadu skor ujian pasca kumpulanrawatan (min=33.48, SP=7.843) dan skor ujian kumpulan kawalan (min=17.76, SP=7.718) serta kemahiran berfikir aras tinggi pada kedua-dua kumpulan rawatan (min=70.18, SP=10.86)dan kawalan (min=64.91, SP=9.19) dengan kumpulan rawatan menunjukkan peningkatan pencapaianyang lebih tinggi secara signifikan berbanding kumpulan kawalan. Berdasarkan keputusan ujian-tsampel tidak bersandar bagi kemahiran berfikir aras tinggi mengaplikasi terdapat perbezaan yangsignifikan [t(66), p
format	thesis
qualification_name
qualification_level	Master's degree
author	Hamidah Mat
author_facet	Hamidah Mat
author_sort	Hamidah Mat
title	Kesan modul jom bijak sains terhadap kemahiran berfikir aras tinggi dan kemahiran proses sains bersepadu murid tahun 5
title_short	Kesan modul jom bijak sains terhadap kemahiran berfikir aras tinggi dan kemahiran proses sains bersepadu murid tahun 5
title_full	Kesan modul jom bijak sains terhadap kemahiran berfikir aras tinggi dan kemahiran proses sains bersepadu murid tahun 5
title_fullStr	Kesan modul jom bijak sains terhadap kemahiran berfikir aras tinggi dan kemahiran proses sains bersepadu murid tahun 5
title_full_unstemmed	Kesan modul jom bijak sains terhadap kemahiran berfikir aras tinggi dan kemahiran proses sains bersepadu murid tahun 5
title_sort	kesan modul jom bijak sains terhadap kemahiran berfikir aras tinggi dan kemahiran proses sains bersepadu murid tahun 5
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Pembangunan Manusia
publishDate	2019
url	https://ir.upsi.edu.my/detailsg.php?det=5368
_version_	1747833185226457088
spelling	oai:ir.upsi.edu.my:53682020-11-18 Kesan modul jom bijak sains terhadap kemahiran berfikir aras tinggi dan kemahiran proses sains bersepadu murid tahun 5 2019 Hamidah Mat Q Science Tujuan kajian ini adalah untuk menentukan kesanns terhadap Kemahiran Proses Sains Bersepadu dan Kemahiran Berfikir Aras Tinggi. Kajian ini menggunakan rekabentuk kuasi-eksperimen menggunakan ujian pra dan pasca. Pembinaanmodul ini adalah berasaskan model ADDIE yang terdiri daripada fasa analisis, fasa rekebentuk, fasa perlaksanaan, fasa penilaian dan fasa perlaksanaan. Fasa penilaianmelibatkan lima orang pakar dalam bidang sains untuk mengesahkan kandungan dankebolehgunaan modul. Sampel kajian terdiri daripada 33 orang pelajar kumpulan rawatan dan33 orang pelajar kumpulan kawalan yang dipilih secara rawak kluster. Instrumen yangdigunakan ialah ujian pra, ujian pasca dan ujian kemahiran proses sains bersepadu.Hasil kajian menunjukkan bahawa terdapat peningkatan pencapaian pada kedua-dua kumpulanrawatan dan kawalan. Namun, kumpulan rawatan menunjukkan peningkatan pencapaian yang lebihtinggi secara signifikan berbanding kumpulan kawalan. Dapatan kajian juga menunjukkanterdapat peningkatan terhadap tahap kemahiran proses sains bersepadu skor ujian pasca kumpulanrawatan (min=33.48, SP=7.843) dan skor ujian kumpulan kawalan (min=17.76, SP=7.718) serta kemahiran berfikir aras tinggi pada kedua-dua kumpulan rawatan (min=70.18, SP=10.86)dan kawalan (min=64.91, SP=9.19) dengan kumpulan rawatan menunjukkan peningkatan pencapaianyang lebih tinggi secara signifikan berbanding kumpulan kawalan. Berdasarkan keputusan ujian-tsampel tidak bersandar bagi kemahiran berfikir aras tinggi mengaplikasi terdapat perbezaan yangsignifikan [t(66), p 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=5368 https://ir.upsi.edu.my/detailsg.php?det=5368 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia A.Rahman Haron, Zamri Mahamod, Mohamed Amin Embi, Nik Mohd Rahimi NikYusof, Sharifah Nor Puteh & Jamaludin Badusah. (2012). Teknik salak dalam menjana idea membinaayat dengan cepat dan efektif. Jurnal Pendidikan, 2(2), 8493. Retrieved from manlaoshi@gmail.comAbdul Jamir, M. S., Ab. Halim, T., &Adawiyah, I. (2012). Pembelajaran Aktif dalamPengajaran dan Pembelajaran Berkesan Pendidikan Islam. Jurnal IPG Kampus Pendidikan Islam,122.Abdul Rasid, J. H. I. (2013). Pelaksanaan pembelajaran menyeronokkan dalampengajaran dan pembelajaran Bahasa Melayu. Jurnal Pendidikan Bahasa Melayu, 3, 4963.Ahmad, J., Noah, S. M., Kadir, R. A., Ahmad, H., &Pendidikan, F. P. 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