Pembinaan dan kesan modul celik STEM terhadap pencapaian sains, pemikiran kreatif dan gaya kreativiti murid tingkatan satu

Pembinaan dan kesan modul celik STEM terhadap pencapaian sains, pemikiran kreatif dan gaya kreativiti murid tingkatan satu

Kajian ini bertujuan membina dan menentukan kesan Modul Celik STEM terhadappencapaian sains, pemikiran kreatif, dan gaya kreativiti murid. Kajian ini menggunaka npendekatan kuantitatif yang terdiri daripada dua peringkat utama. Peringkat pertamamelibatkan reka bentuk pembangunan bagi membina Modul C...

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Main Author: Ahmad Adnan Mohd Shukri
Format: thesis
Language:zsm
Published: 2020
Subjects:
QA Mathematics
Online Access:https://ir.upsi.edu.my/detailsg.php?det=6531
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pembinaan 1
id oai:ir.upsi.edu.my:6531
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institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language zsm
topic QA Mathematics
spellingShingle QA Mathematics
Ahmad Adnan Mohd Shukri
Pembinaan dan kesan modul celik STEM terhadap pencapaian sains, pemikiran kreatif dan gaya kreativiti murid tingkatan satu
description Kajian ini bertujuan membina dan menentukan kesan Modul Celik STEM terhadappencapaian sains, pemikiran kreatif, dan gaya kreativiti murid. Kajian ini menggunaka npendekatan kuantitatif yang terdiri daripada dua peringkat utama. Peringkat pertamamelibatkan reka bentuk pembangunan bagi membina Modul Celik STEM dan peringkatkedua menggunakan reka bentuk kuasi eksperimen bagi menentukan kesan modul yangdibina. Seramai 60 orang murid tingkatan satu dari sebuah sekolah berasrama di daerahBaling, Kedah dipilih sebagai responden melalui pensampelan rawak berkelompok.Responden terdiri daripada 30 orang murid kumpulan rawatan dan 30 orang muridkumpulan kawalan. Modul yang dibina disahkan oleh lima orang pakar dengan indekskesahan .90. Tiga jenis instrumen digunakan adalah ujian pencapaian sains, ujianpemikiran kreatif dan soal selidik gaya kreativiti yang masing-masing memperole hindeks kesahan .96, .94 dan .96 serta kebolehpercayaan .87, .90 dan .90. Data dianalis ismelalui statistik deskriptif dan inferens. ANCOVA sehala menunjukkan perbezaanyang signifikan antara kedua-dua kumpulan terhadap skor ujian pasca pencapaian sains[F (1,57) = 25.181, p = .000] dan skor ujian pasca pemikiran kreatif [F (1,57) = 16.639,p = .000] apabila skor ujian pra dikawal secara statistik. ANOVA sehala bagipengukuran berulang mengesahkan perbezaan yang signifikan terhadap empat gayakreativiti murid kumpulan rawatan sebelum dan selepas lapan minggu intervens idilaksanakan iaitu percaya kepada proses tanpa sedar [Wilks Lambda = .751, F (1,29)= 9.599, p = .004], menggunakan teknik [Wilks Lambda = .804, F (1,29) = 7.063, p =.013], menggunakan individu lain [Wilks Lambda = .437, F (1,29) = 37.393, p = .000]dan mengawal persekitaran/regulasi tingkah laku kendiri [Wilks Lambda = .782, F(1,29) = 8.081, p = .008]. Analisis korelasi Pearson menunjukkan tidak terdapathubungan yang signifikan antara pemikiran kreatif dengan pencapaian sains bagikumpulan rawatan (r = .220, p = .243) dan kumpulan kawalan (r = .308, p = .098) danantara pemikiran kreatif dengan gaya kreativiti bagi kumpulan rawatan (r = .294, p =.115). Kesimpulannya, penggunaan Modul Celik STEM dalam PdP dapatmeningkatkan pencapaian sains, pemikiran kreatif dan gaya kreativiti murid dengansignifikan. Implikasinya, Modul Celik STEM yang mengetengahkan pendekatanSTEM sebagai salah satu strategi PdP boleh digunakan para guru bagi meningkatka nlagi kefahaman murid dalam mata pelajaran Sains.
format thesis
qualification_name
qualification_level Master's degree
author Ahmad Adnan Mohd Shukri
author_facet Ahmad Adnan Mohd Shukri
author_sort Ahmad Adnan Mohd Shukri
title Pembinaan dan kesan modul celik STEM terhadap pencapaian sains, pemikiran kreatif dan gaya kreativiti murid tingkatan satu
title_short Pembinaan dan kesan modul celik STEM terhadap pencapaian sains, pemikiran kreatif dan gaya kreativiti murid tingkatan satu
title_full Pembinaan dan kesan modul celik STEM terhadap pencapaian sains, pemikiran kreatif dan gaya kreativiti murid tingkatan satu
title_fullStr Pembinaan dan kesan modul celik STEM terhadap pencapaian sains, pemikiran kreatif dan gaya kreativiti murid tingkatan satu
title_full_unstemmed Pembinaan dan kesan modul celik STEM terhadap pencapaian sains, pemikiran kreatif dan gaya kreativiti murid tingkatan satu
title_sort pembinaan dan kesan modul celik stem terhadap pencapaian sains, pemikiran kreatif dan gaya kreativiti murid tingkatan satu
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Sains dan Matematik
publishDate 2020
url https://ir.upsi.edu.my/detailsg.php?det=6531
_version_ 1747833274156187648
spelling oai:ir.upsi.edu.my:65312021-12-20 Pembinaan dan kesan modul celik STEM terhadap pencapaian sains, pemikiran kreatif dan gaya kreativiti murid tingkatan satu 2020 Ahmad Adnan Mohd Shukri QA Mathematics Kajian ini bertujuan membina dan menentukan kesan Modul Celik STEM terhadappencapaian sains, pemikiran kreatif, dan gaya kreativiti murid. Kajian ini menggunaka npendekatan kuantitatif yang terdiri daripada dua peringkat utama. Peringkat pertamamelibatkan reka bentuk pembangunan bagi membina Modul Celik STEM dan peringkatkedua menggunakan reka bentuk kuasi eksperimen bagi menentukan kesan modul yangdibina. Seramai 60 orang murid tingkatan satu dari sebuah sekolah berasrama di daerahBaling, Kedah dipilih sebagai responden melalui pensampelan rawak berkelompok.Responden terdiri daripada 30 orang murid kumpulan rawatan dan 30 orang muridkumpulan kawalan. Modul yang dibina disahkan oleh lima orang pakar dengan indekskesahan .90. Tiga jenis instrumen digunakan adalah ujian pencapaian sains, ujianpemikiran kreatif dan soal selidik gaya kreativiti yang masing-masing memperole hindeks kesahan .96, .94 dan .96 serta kebolehpercayaan .87, .90 dan .90. Data dianalis ismelalui statistik deskriptif dan inferens. ANCOVA sehala menunjukkan perbezaanyang signifikan antara kedua-dua kumpulan terhadap skor ujian pasca pencapaian sains[F (1,57) = 25.181, p = .000] dan skor ujian pasca pemikiran kreatif [F (1,57) = 16.639,p = .000] apabila skor ujian pra dikawal secara statistik. ANOVA sehala bagipengukuran berulang mengesahkan perbezaan yang signifikan terhadap empat gayakreativiti murid kumpulan rawatan sebelum dan selepas lapan minggu intervens idilaksanakan iaitu percaya kepada proses tanpa sedar [Wilks Lambda = .751, F (1,29)= 9.599, p = .004], menggunakan teknik [Wilks Lambda = .804, F (1,29) = 7.063, p =.013], menggunakan individu lain [Wilks Lambda = .437, F (1,29) = 37.393, p = .000]dan mengawal persekitaran/regulasi tingkah laku kendiri [Wilks Lambda = .782, F(1,29) = 8.081, p = .008]. Analisis korelasi Pearson menunjukkan tidak terdapathubungan yang signifikan antara pemikiran kreatif dengan pencapaian sains bagikumpulan rawatan (r = .220, p = .243) dan kumpulan kawalan (r = .308, p = .098) danantara pemikiran kreatif dengan gaya kreativiti bagi kumpulan rawatan (r = .294, p =.115). Kesimpulannya, penggunaan Modul Celik STEM dalam PdP dapatmeningkatkan pencapaian sains, pemikiran kreatif dan gaya kreativiti murid dengansignifikan. Implikasinya, Modul Celik STEM yang mengetengahkan pendekatanSTEM sebagai salah satu strategi PdP boleh digunakan para guru bagi meningkatka nlagi kefahaman murid dalam mata pelajaran Sains. 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=6531 https://ir.upsi.edu.my/detailsg.php?det=6531 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik Acar, D., Tertemiz, N., & Tasdemir, A. (2018). The effects of STEM training on theacademic achievement of 4th graders in Science and Mathematics and theirviews on STEM training teachers. International Electronic Journal ofElementary Education, 10(4), 505-513. doi: 10.26822/iejee.2018438141Adenan Ayob. (2012). Cara meningkatkan minat pelajar terhadap sains danMatematik. Tanjong Malim: Universiti Pendidikan Sultan Idris.Ahmad Suhael Adnan. (2017, Julai 7). Strategi suburkan minat terhadap STEM. BeritaHarian Online. Diakses dari http://www.bhrian.com.my/node/299869/ampAhmad Zamri Khairani. (2017). 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