Kesan strategi pengajaran integrasi kandungan,perwakilan dan kemahiran berfikir aras tinggi terhadap pencapaian dan sikap murid tingkatan 4 dalam penyelesaian masalah Algebra

Kesan strategi pengajaran integrasi kandungan,perwakilan dan kemahiran berfikir aras tinggi terhadap pencapaian dan sikap murid tingkatan 4 dalam penyelesaian masalah Algebra

Kajian ini bertujuan menentukan kesan strategi pengajaran integrasi Kandungan,Perwakilan dan Kemahiran Berfikir Aras Tinggi (KP-KBAT) terhadap pencapaian dansikap murid tingkatan 4 dalam penyelesaian masalah algebra. Reka bentuk kajian yangdigunakan ialah kuasi eksperimen ujian pra-pasca kumpulan ka...

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Main Author: Roslan Hasan
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Published: 2019
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LB Theory and practice of education
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spellingShingle LB Theory and practice of education
Roslan Hasan
Kesan strategi pengajaran integrasi kandungan,perwakilan dan kemahiran berfikir aras tinggi terhadap pencapaian dan sikap murid tingkatan 4 dalam penyelesaian masalah Algebra
description Kajian ini bertujuan menentukan kesan strategi pengajaran integrasi Kandungan,Perwakilan dan Kemahiran Berfikir Aras Tinggi (KP-KBAT) terhadap pencapaian dansikap murid tingkatan 4 dalam penyelesaian masalah algebra. Reka bentuk kajian yangdigunakan ialah kuasi eksperimen ujian pra-pasca kumpulan kawalan tidak setara.Sampel kajian terdiri daripada dua buah kelas berjumlah 42 murid Tingkatan 4 yangdipilih secara rawak berkelompok daripada sebuah sekolah di daerah Kulim BandarBaharu, Kedah. Kumpulan eksperimen (24 murid) menjalani pengajaran strategi KPKBATmanakala kumpulan kawalan (18 murid) menjalani Strategi PengajaranKonvensional (SPK) bagi topik Ungkapan dan Persamaan Kuadratik. Dua jenisinstrumen digunakan bagi mengumpul data iaitu Ujian Pra dan Pasca PencapaianUngkapan dan Persamaan Kuadratik dan Soal Selidik Sikap terhadap PenyelesaianMasalah. Data dianalisis menggunakan statistik deskriptif iaitu min dan sisihan piawai,disusuli dengan analisis statistik inferensi menggunakan Analisis Kovarian(ANCOVA). Dapatan kajian menunjukkan bahawa apabila pra ujian pencapaiandijadikan kovariat, didapati tidak terdapat perbezaan yang signifikan [F(1, 39) = 0.78 ,p >0.05] bagi markah ujian pasca antara kumpulan eksperimen dan kumpulan kawalan.Walau bagaimanapun, kumpulan eksperimen [(min = 17.00, s.p. = 4.93)] menunjukkanmin markah pencapaian yang lebih tinggi daripada kumpulan kawalan [(min = 16.56,s.p. = 4.58)]. Seterusnya, apabila skor soal selidik pra sikap terhadap penyelesaianmasalah dijadikan kovariat, didapati terdapat perbezaan signifikan [F(1, 39) = 9.53, p<0.05] bagi skor soal selidik pasca antara kumpulan eksperimen dan kawalan.Kumpulan eksperimen (min = 64.75, s.p. = 5.42) menunjukkan min skor soal selidikyang lebih tinggi dibandingkan dengan kumpulan kawalan [(min = 60.39, s.p. = 5.40)].Kesimpulannya, pengajaran menggunakan strategi KP-KBAT tidak memberi kesanterhadap pencapaian murid, tetapi ia memberi kesan ke atas sikap murid terhadappenyelesaian masalah bagi topik Ungkapan dan Persamaan Kuadratik. Implikasinya,strategi KP-KBAT merupakan satu strategi alternatif dalam pengajaran penyelesaianmasalah algebra dan boleh diaplikasi secara umumnya dalam pengajaran danpembelajaran matematik kerana sikap positif terhadap penyelesaian masalah matematikboleh memberi impak terhadap prestasi murid.
format thesis
qualification_name
qualification_level Master's degree
author Roslan Hasan
author_facet Roslan Hasan
author_sort Roslan Hasan
title Kesan strategi pengajaran integrasi kandungan,perwakilan dan kemahiran berfikir aras tinggi terhadap pencapaian dan sikap murid tingkatan 4 dalam penyelesaian masalah Algebra
title_short Kesan strategi pengajaran integrasi kandungan,perwakilan dan kemahiran berfikir aras tinggi terhadap pencapaian dan sikap murid tingkatan 4 dalam penyelesaian masalah Algebra
title_full Kesan strategi pengajaran integrasi kandungan,perwakilan dan kemahiran berfikir aras tinggi terhadap pencapaian dan sikap murid tingkatan 4 dalam penyelesaian masalah Algebra
title_fullStr Kesan strategi pengajaran integrasi kandungan,perwakilan dan kemahiran berfikir aras tinggi terhadap pencapaian dan sikap murid tingkatan 4 dalam penyelesaian masalah Algebra
title_full_unstemmed Kesan strategi pengajaran integrasi kandungan,perwakilan dan kemahiran berfikir aras tinggi terhadap pencapaian dan sikap murid tingkatan 4 dalam penyelesaian masalah Algebra
title_sort kesan strategi pengajaran integrasi kandungan,perwakilan dan kemahiran berfikir aras tinggi terhadap pencapaian dan sikap murid tingkatan 4 dalam penyelesaian masalah algebra
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Sains dan Matematik
publishDate 2019
url https://ir.upsi.edu.my/detailsg.php?det=6578
_version_ 1747833279890849792
spelling oai:ir.upsi.edu.my:65782022-01-13 Kesan strategi pengajaran integrasi kandungan,perwakilan dan kemahiran berfikir aras tinggi terhadap pencapaian dan sikap murid tingkatan 4 dalam penyelesaian masalah Algebra 2019 Roslan Hasan LB Theory and practice of education Kajian ini bertujuan menentukan kesan strategi pengajaran integrasi Kandungan,Perwakilan dan Kemahiran Berfikir Aras Tinggi (KP-KBAT) terhadap pencapaian dansikap murid tingkatan 4 dalam penyelesaian masalah algebra. Reka bentuk kajian yangdigunakan ialah kuasi eksperimen ujian pra-pasca kumpulan kawalan tidak setara.Sampel kajian terdiri daripada dua buah kelas berjumlah 42 murid Tingkatan 4 yangdipilih secara rawak berkelompok daripada sebuah sekolah di daerah Kulim BandarBaharu, Kedah. Kumpulan eksperimen (24 murid) menjalani pengajaran strategi KPKBATmanakala kumpulan kawalan (18 murid) menjalani Strategi PengajaranKonvensional (SPK) bagi topik Ungkapan dan Persamaan Kuadratik. Dua jenisinstrumen digunakan bagi mengumpul data iaitu Ujian Pra dan Pasca PencapaianUngkapan dan Persamaan Kuadratik dan Soal Selidik Sikap terhadap PenyelesaianMasalah. Data dianalisis menggunakan statistik deskriptif iaitu min dan sisihan piawai,disusuli dengan analisis statistik inferensi menggunakan Analisis Kovarian(ANCOVA). Dapatan kajian menunjukkan bahawa apabila pra ujian pencapaiandijadikan kovariat, didapati tidak terdapat perbezaan yang signifikan [F(1, 39) = 0.78 ,p >0.05] bagi markah ujian pasca antara kumpulan eksperimen dan kumpulan kawalan.Walau bagaimanapun, kumpulan eksperimen [(min = 17.00, s.p. = 4.93)] menunjukkanmin markah pencapaian yang lebih tinggi daripada kumpulan kawalan [(min = 16.56,s.p. = 4.58)]. Seterusnya, apabila skor soal selidik pra sikap terhadap penyelesaianmasalah dijadikan kovariat, didapati terdapat perbezaan signifikan [F(1, 39) = 9.53, p<0.05] bagi skor soal selidik pasca antara kumpulan eksperimen dan kawalan.Kumpulan eksperimen (min = 64.75, s.p. = 5.42) menunjukkan min skor soal selidikyang lebih tinggi dibandingkan dengan kumpulan kawalan [(min = 60.39, s.p. = 5.40)].Kesimpulannya, pengajaran menggunakan strategi KP-KBAT tidak memberi kesanterhadap pencapaian murid, tetapi ia memberi kesan ke atas sikap murid terhadappenyelesaian masalah bagi topik Ungkapan dan Persamaan Kuadratik. Implikasinya,strategi KP-KBAT merupakan satu strategi alternatif dalam pengajaran penyelesaianmasalah algebra dan boleh diaplikasi secara umumnya dalam pengajaran danpembelajaran matematik kerana sikap positif terhadap penyelesaian masalah matematikboleh memberi impak terhadap prestasi murid. 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=6578 https://ir.upsi.edu.my/detailsg.php?det=6578 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik Abdul Jalil Othman & Bahtiar Omar (2005). Aplikasi pembelajaran secarakonstruktivisme dalam pengajaran karangan berpandu. Masalah Pendidikan, 28, 221-232.Abrahamson, D. (2006). Mathematical representations as conceptual composites: Implicationsfor design. In Proceedings of the twenty eighth annual meeting of the North American chapter ofthe international group for the psychology of mathematics education, 2, 464-466.Adiguzel, T., & Akpinar, Y. (2004). 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