Kesan pembelajaran berasaskan Projek (PBPj) terhadap pencapaian dan motivasi intrinsik bagi Projek Tahun Akhir dalam kalangan pelajar Kolej Vokasional

Kesan pembelajaran berasaskan Projek (PBPj) terhadap pencapaian dan motivasi intrinsik bagi Projek Tahun Akhir dalam kalangan pelajar Kolej Vokasional

Kajian ini dijalankan bertujuan untuk menentukan kesan kaedah pembelajaranberasaskan projek terhadap pencapaian teori, amali dan motivasi intrinsik bagi subjek Projek TahunAkhir 1 (PTA1). Modul Pembelajaran Berasaskan Projek (M-PBPj) dibangunkan dengan mengintegrasikan teori konstruktivis, teori pem...

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Main Author: Wan Hafiidzull Wan Rashid
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Wan Hafiidzull Wan Rashid
Kesan pembelajaran berasaskan Projek (PBPj) terhadap pencapaian dan motivasi intrinsik bagi Projek Tahun Akhir dalam kalangan pelajar Kolej Vokasional
description Kajian ini dijalankan bertujuan untuk menentukan kesan kaedah pembelajaranberasaskan projek terhadap pencapaian teori, amali dan motivasi intrinsik bagi subjek Projek TahunAkhir 1 (PTA1). Modul Pembelajaran Berasaskan Projek (M-PBPj) dibangunkan dengan mengintegrasikan teori konstruktivis, teori pembelajaran bermakna, teori tingkah laku,teori penentuan sendiri dan model Buck Institute for Education (BIE) berdasarkan kepadareka bentuk pembangunan ADDIE. Kajian ini menggunakan kaedah pendekatan kuantitatif denganreka bentuk kuasi-eksperimen yang melibatkan 91 pelajar yang diagih kepada kumpulan kawalan(n=45) dan rawatan (n=46) dalam bidang Kejuruteraan Mekanikal dan Pembuatan di sebuahKolej Vokasional. Ujian pencapaian teori PTA1 digunakan untuk mengukur pencapaian teori manakalaborang penilaian amali PTA1 digunakan untuk mengukur pencapaian amali. Soal selidik IntrinsicMotivation Inventori (IMI) digunakan untuk mengukur tahap motivasi intrinsik pelajarterhadap bahan pengajaran. Modul pembelajaran telah disahkan oleh tiga orang pakar bagikesahan konstruk. Kebolehpercayaan instrumen diukur menggunakan pekali Alfa Cronbach = 0.71-0.82untuk setiap konstruk yang diuji. Oleh itu, instrumen didapati mempunyai kesahan dankebolehpercayaan yang baik. Statistik deskriptif dan inferens seperti kekerapan, peratusan, min,sisihan piawai, ujian-t dan saiz kesan telah digunakan untuk menganalisis data. Min ujian pascabagi konstruk teori untuk kumpulan rawatan (M = 27.54 ; SP = 4.35) lebih tinggi daripada min ujianpasca kumpulan kawalan (M = 21.02; SP = 4.52) manakala min ujian pasca bagi konstruk amali untukkumpulan rawatan (M = 33.13; SP = 6.67) lebih tinggi daripada min ujian pasca kumpulankawalan (M = 30.80; SP = 6.96). Min soal selidik pasca bagi konstruk motivasi intrinsik untukkumpulan rawatan (M = 3.60; SP = 0.26) lebih tinggi daripada min pasca kumpulan kawalan (M= 2.96; SP = 0.27). Ujian-t menunjukkan terdapat perbezaan yang signifikan berdasarkan ujianpasca pencapaian teori [t(89) = -7.01; p
format thesis
qualification_name
qualification_level Master's degree
author Wan Hafiidzull Wan Rashid
author_facet Wan Hafiidzull Wan Rashid
author_sort Wan Hafiidzull Wan Rashid
title Kesan pembelajaran berasaskan Projek (PBPj) terhadap pencapaian dan motivasi intrinsik bagi Projek Tahun Akhir dalam kalangan pelajar Kolej Vokasional
title_short Kesan pembelajaran berasaskan Projek (PBPj) terhadap pencapaian dan motivasi intrinsik bagi Projek Tahun Akhir dalam kalangan pelajar Kolej Vokasional
title_full Kesan pembelajaran berasaskan Projek (PBPj) terhadap pencapaian dan motivasi intrinsik bagi Projek Tahun Akhir dalam kalangan pelajar Kolej Vokasional
title_fullStr Kesan pembelajaran berasaskan Projek (PBPj) terhadap pencapaian dan motivasi intrinsik bagi Projek Tahun Akhir dalam kalangan pelajar Kolej Vokasional
title_full_unstemmed Kesan pembelajaran berasaskan Projek (PBPj) terhadap pencapaian dan motivasi intrinsik bagi Projek Tahun Akhir dalam kalangan pelajar Kolej Vokasional
title_sort kesan pembelajaran berasaskan projek (pbpj) terhadap pencapaian dan motivasi intrinsik bagi projek tahun akhir dalam kalangan pelajar kolej vokasional
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Teknikal dan Vokasional
publishDate 2020
url https://ir.upsi.edu.my/detailsg.php?det=6969
_version_ 1747833338925678592
spelling oai:ir.upsi.edu.my:69692022-04-12 Kesan pembelajaran berasaskan Projek (PBPj) terhadap pencapaian dan motivasi intrinsik bagi Projek Tahun Akhir dalam kalangan pelajar Kolej Vokasional 2020 Wan Hafiidzull Wan Rashid Kajian ini dijalankan bertujuan untuk menentukan kesan kaedah pembelajaranberasaskan projek terhadap pencapaian teori, amali dan motivasi intrinsik bagi subjek Projek TahunAkhir 1 (PTA1). Modul Pembelajaran Berasaskan Projek (M-PBPj) dibangunkan dengan mengintegrasikan teori konstruktivis, teori pembelajaran bermakna, teori tingkah laku,teori penentuan sendiri dan model Buck Institute for Education (BIE) berdasarkan kepadareka bentuk pembangunan ADDIE. Kajian ini menggunakan kaedah pendekatan kuantitatif denganreka bentuk kuasi-eksperimen yang melibatkan 91 pelajar yang diagih kepada kumpulan kawalan(n=45) dan rawatan (n=46) dalam bidang Kejuruteraan Mekanikal dan Pembuatan di sebuahKolej Vokasional. Ujian pencapaian teori PTA1 digunakan untuk mengukur pencapaian teori manakalaborang penilaian amali PTA1 digunakan untuk mengukur pencapaian amali. Soal selidik IntrinsicMotivation Inventori (IMI) digunakan untuk mengukur tahap motivasi intrinsik pelajarterhadap bahan pengajaran. Modul pembelajaran telah disahkan oleh tiga orang pakar bagikesahan konstruk. Kebolehpercayaan instrumen diukur menggunakan pekali Alfa Cronbach = 0.71-0.82untuk setiap konstruk yang diuji. Oleh itu, instrumen didapati mempunyai kesahan dankebolehpercayaan yang baik. Statistik deskriptif dan inferens seperti kekerapan, peratusan, min,sisihan piawai, ujian-t dan saiz kesan telah digunakan untuk menganalisis data. Min ujian pascabagi konstruk teori untuk kumpulan rawatan (M = 27.54 ; SP = 4.35) lebih tinggi daripada min ujianpasca kumpulan kawalan (M = 21.02; SP = 4.52) manakala min ujian pasca bagi konstruk amali untukkumpulan rawatan (M = 33.13; SP = 6.67) lebih tinggi daripada min ujian pasca kumpulankawalan (M = 30.80; SP = 6.96). Min soal selidik pasca bagi konstruk motivasi intrinsik untukkumpulan rawatan (M = 3.60; SP = 0.26) lebih tinggi daripada min pasca kumpulan kawalan (M= 2.96; SP = 0.27). Ujian-t menunjukkan terdapat perbezaan yang signifikan berdasarkan ujianpasca pencapaian teori [t(89) = -7.01; p 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=6969 https://ir.upsi.edu.my/detailsg.php?det=6969 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Teknikal dan Vokasional Abdul Aziz, A., Jaafar, M., Enshassi, A., & Mohamed-Salleh, M. (2008). Does vocationaltraining meet the construction industry needs in Malaysia? 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