Pembinaan dan kesan Modul Scaffolding Literasi (ScafoLIT) terhadap kemahiran membaca murid Pemulihan Khas

Kajian kuantitatif ini bertujuan untuk membina dan menilai kesan Modul ScaffoldingLiterasi (ScafoLIT) terhadap kemahiran membaca perkataan, frasa dan ayat pola suku kata terbukadalam kalangan murid Pemulihan Khas Tahun Tiga. Modul ScafoLIT direka berdasarkan TeoriSosiobudaya Vygotsky dan Model Pempr...

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Main Author:	Ramli Hasan
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Language:	zsm
Published:	2020
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spellingShingle	Ramli Hasan Pembinaan dan kesan Modul Scaffolding Literasi (ScafoLIT) terhadap kemahiran membaca murid Pemulihan Khas
description	Kajian kuantitatif ini bertujuan untuk membina dan menilai kesan Modul ScaffoldingLiterasi (ScafoLIT) terhadap kemahiran membaca perkataan, frasa dan ayat pola suku kata terbukadalam kalangan murid Pemulihan Khas Tahun Tiga. Modul ScafoLIT direka berdasarkan TeoriSosiobudaya Vygotsky dan Model Pemprosesan Membaca Top Down Goodman. Modul ScafoLIT dibinaberpandukan kerangka model ADDIE. Pendekatan kuasi eksperimen digunakan bagi menilai kesan Modul ScafoLIT terhadap murid Pemulihan Khas Tahun Tiga. Seramai 60 orangmurid Pemulihan Khas Tahun Tiga di sebuah daerah dalam negeri Sarawak telah dipilihsecara rawak sebagai subjek kajian. Subjek kajian dibahagikan kepada kumpulan rawatan dankumpulan kawalan. Kumpulan rawatan melalui proses intervensi menggunakan Modul ScafoLITmanakala kumpulan kawalan diajar menggunakan kaedah konvensional. Pentadbiran ujian prakemahiran membaca dijalankan sebelum kedua-dua kumpulan menjalani intervensi selama tiga bulan,diikuti pentadbiran ujian pasca kemahiran membaca. Data dianalisis secara deskriptif dan inferensi.Dapatan ujian-t bersandar menunjukkan terdapat peningkatan yang signifikan antara skor ujian pra(M =17.13 SP= 3.92) berbanding ujian pasca (M = 35.00, SP =6.58), t(29) =-28.77, p <.05. Dapatanujian-t tidak bersandar menunjukkan pencapaian kemahiran membaca dalam ujian pasca bagi kumpulanrawatan (M =35.00, SP =6.58) adalah lebih tinggi berbanding ujian pasca kumpulan kawalan (M=28.45, SD =5.93), t(58) = 4.06, p <.05. Kesimpulannya, Modul ScafoLIT adalah berkesan dalammeningkatkan keupayaan membaca perkataan, frasa dan ayat pola suku kata terbuka dalamkalangan murid Pemulihan Khas Tahun Tiga. Implikasi kajian menunjukkan bahawa ModulScafoLIT sesuai diperluaskan penggunaannya kepada murid Pemulihan Khas di sekolah.Penggunaan Modul ScafoLIT juga dapat menambah kepelbagaian kaedah pengajaran danpembelajaran guru Pemulihan Khas.
format	thesis
qualification_name
qualification_level	Master's degree
author	Ramli Hasan
author_facet	Ramli Hasan
author_sort	Ramli Hasan
title	Pembinaan dan kesan Modul Scaffolding Literasi (ScafoLIT) terhadap kemahiran membaca murid Pemulihan Khas
title_short	Pembinaan dan kesan Modul Scaffolding Literasi (ScafoLIT) terhadap kemahiran membaca murid Pemulihan Khas
title_full	Pembinaan dan kesan Modul Scaffolding Literasi (ScafoLIT) terhadap kemahiran membaca murid Pemulihan Khas
title_fullStr	Pembinaan dan kesan Modul Scaffolding Literasi (ScafoLIT) terhadap kemahiran membaca murid Pemulihan Khas
title_full_unstemmed	Pembinaan dan kesan Modul Scaffolding Literasi (ScafoLIT) terhadap kemahiran membaca murid Pemulihan Khas
title_sort	pembinaan dan kesan modul scaffolding literasi (scafolit) terhadap kemahiran membaca murid pemulihan khas
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Pembangunan Manusia
publishDate	2020
url	https://ir.upsi.edu.my/detailsg.php?det=6967
_version_	1747833338670874624
spelling	oai:ir.upsi.edu.my:69672022-04-12 Pembinaan dan kesan Modul Scaffolding Literasi (ScafoLIT) terhadap kemahiran membaca murid Pemulihan Khas 2020 Ramli Hasan Kajian kuantitatif ini bertujuan untuk membina dan menilai kesan Modul ScaffoldingLiterasi (ScafoLIT) terhadap kemahiran membaca perkataan, frasa dan ayat pola suku kata terbukadalam kalangan murid Pemulihan Khas Tahun Tiga. Modul ScafoLIT direka berdasarkan TeoriSosiobudaya Vygotsky dan Model Pemprosesan Membaca Top Down Goodman. Modul ScafoLIT dibinaberpandukan kerangka model ADDIE. Pendekatan kuasi eksperimen digunakan bagi menilai kesan Modul ScafoLIT terhadap murid Pemulihan Khas Tahun Tiga. Seramai 60 orangmurid Pemulihan Khas Tahun Tiga di sebuah daerah dalam negeri Sarawak telah dipilihsecara rawak sebagai subjek kajian. Subjek kajian dibahagikan kepada kumpulan rawatan dankumpulan kawalan. Kumpulan rawatan melalui proses intervensi menggunakan Modul ScafoLITmanakala kumpulan kawalan diajar menggunakan kaedah konvensional. Pentadbiran ujian prakemahiran membaca dijalankan sebelum kedua-dua kumpulan menjalani intervensi selama tiga bulan,diikuti pentadbiran ujian pasca kemahiran membaca. Data dianalisis secara deskriptif dan inferensi.Dapatan ujian-t bersandar menunjukkan terdapat peningkatan yang signifikan antara skor ujian pra(M =17.13 SP= 3.92) berbanding ujian pasca (M = 35.00, SP =6.58), t(29) =-28.77, p <.05. Dapatanujian-t tidak bersandar menunjukkan pencapaian kemahiran membaca dalam ujian pasca bagi kumpulanrawatan (M =35.00, SP =6.58) adalah lebih tinggi berbanding ujian pasca kumpulan kawalan (M=28.45, SD =5.93), t(58) = 4.06, p <.05. Kesimpulannya, Modul ScafoLIT adalah berkesan dalammeningkatkan keupayaan membaca perkataan, frasa dan ayat pola suku kata terbuka dalamkalangan murid Pemulihan Khas Tahun Tiga. Implikasi kajian menunjukkan bahawa ModulScafoLIT sesuai diperluaskan penggunaannya kepada murid Pemulihan Khas di sekolah.Penggunaan Modul ScafoLIT juga dapat menambah kepelbagaian kaedah pengajaran danpembelajaran guru Pemulihan Khas. 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=6967 https://ir.upsi.edu.my/detailsg.php?det=6967 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia Ab. Halim Tamuri, & Nur Hanani Hussin. (2017). Pembelajaran abad ke 21 dalamkepelbagaian budaya: Harapan dan cabaran. In Seminar Pedagogi Antarabangsa ke-8 (PEDA8), 8(1),112.Abraham, P. (2000). Skilled reading: Top-down, bottom-up. Boston: World Education.Angosto, A., Snchez, P., lvarez, M., Cuevas, I., & Len, J. A. (2013). Evidence for top-downprocessing in reading comprehension of children. Psicologa Educativa, 19(2), 8388.Arnhem, J. Van, Spiller, J. M., & Spiller, J. M. (2014). Augmented reality for discovery andinstruction. 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