Kesan pengajaran menggunakan strategi model peringkat kefahaman numerasi terhadap pencapaian dan sikap murid tingkatan 2 dalam penyelesaian masalah Matematik berayat
<p>Kajian ini bertujuan mengkaji kesan pengajaran menggunakan Strategi Model</p><p>Peringkat Kefahaman Numerasi (SMPKN) terhadap pencapaian dan sikap murid</p><p>Tingkatan 2 dalam menyelesaikan masalah matematik berayat. Kajian in...
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QA Mathematics Norshafikah Mustapha Kamal Kesan pengajaran menggunakan strategi model peringkat kefahaman numerasi terhadap pencapaian dan sikap murid tingkatan 2 dalam penyelesaian masalah Matematik berayat |
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<p>Kajian ini bertujuan mengkaji kesan pengajaran menggunakan Strategi Model</p><p>Peringkat Kefahaman Numerasi (SMPKN) terhadap pencapaian dan sikap murid</p><p>Tingkatan 2 dalam menyelesaikan masalah matematik berayat. Kajian ini merupakan</p><p>kajian kuantitatif dengan reka bentuk kajian kuasi eksperimen. Sampel kajian terdiri</p><p>daripada dua buah kelas berjumlah 66 murid Tingkatan 2 yang dipilih secara rawak</p><p>kelompok daripada sebuah sekolah di daerah Larut, Taiping. Seramai 33 orang murid</p><p>sebagai kumpulan eksperimen menjalani pengajaran menggunakan SMPKN manakala</p><p>seramai 33 orang murid sebagai kumpulan kawalan menjalani pengajaran</p><p>menggunakan Strategi Pengajaran Konvensional (SPKON). Dua jenis instrumen</p><p>digunakan bagi mengumpul data iaitu Ujian Pra dan Pasca Penyelesaian Masalah</p><p>Matematik Berayat dan Soal Selidik Sikap terhadap Penyelesaian Masalah Matematik</p><p>Berayat. Data dianalisis menggunakan statistik deskriptif iaitu min dan sisihan piawai,</p><p>disusuli dengan analisis statistik inferensi menggunakan Analisis Kovarian. Dapatan</p><p>kajian menunjukkan bahawa apabila pra ujian pencapaian dijadikan kovariat, didapati</p><p>terdapat perbezaan yang signifikan [F(1,63) = 584.858, p .05] bagi min markah</p><p>pasca ujian di antara kumpulan eksperimen dan kumpulan kawalan. Seterusnya,</p><p>apabila skor soal selidik pra sikap terhadap penyelesaian masalah matematik berayat</p><p>dijadikan kovariat [F(1, 63) = 0.039, p .05], didapati tidak terdapat perbezaan</p><p>signifikan bagi kedua-dua min skor soal selidik pasca tersebut di antara kedua-dua</p><p>kumpulan. Walau bagaimanapun, terdapat peningkatan dari segi min markah sikap</p><p>terhadap penyelesaian masalah matematik berayat murid kumpulan eksperimen dalam</p><p>pra-pasca ujian. Kesimpulannya, SMPKN dapat meningkatkan pencapaian murid</p><p>dalam penyelesaian masalah matematik berayat tetapi SMPKN ini kurang memberi</p><p>impak kepada sikap terhadap penyelesaian masalah matematik berayat kerana domain</p><p>afektif mengambil tempoh yang lebih lama untuk menunjukkan kesan terhadap</p><p>intervensi tersebut. Implikasinya, SMPKN merupakan satu strategi alternatif yang</p><p>perlu dijadikan amalan dalam pengajaran penyelesaian masalah matematik berayat</p><p>agar pencapaian domain kognitif dan afektif dapat dicapai.</p> |
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thesis |
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Master's degree |
| author |
Norshafikah Mustapha Kamal |
| author_facet |
Norshafikah Mustapha Kamal |
| author_sort |
Norshafikah Mustapha Kamal |
| title |
Kesan pengajaran menggunakan strategi model peringkat kefahaman numerasi terhadap pencapaian dan sikap murid tingkatan 2 dalam penyelesaian masalah Matematik berayat |
| title_short |
Kesan pengajaran menggunakan strategi model peringkat kefahaman numerasi terhadap pencapaian dan sikap murid tingkatan 2 dalam penyelesaian masalah Matematik berayat |
| title_full |
Kesan pengajaran menggunakan strategi model peringkat kefahaman numerasi terhadap pencapaian dan sikap murid tingkatan 2 dalam penyelesaian masalah Matematik berayat |
| title_fullStr |
Kesan pengajaran menggunakan strategi model peringkat kefahaman numerasi terhadap pencapaian dan sikap murid tingkatan 2 dalam penyelesaian masalah Matematik berayat |
| title_full_unstemmed |
Kesan pengajaran menggunakan strategi model peringkat kefahaman numerasi terhadap pencapaian dan sikap murid tingkatan 2 dalam penyelesaian masalah Matematik berayat |
| title_sort |
kesan pengajaran menggunakan strategi model peringkat kefahaman numerasi terhadap pencapaian dan sikap murid tingkatan 2 dalam penyelesaian masalah matematik berayat |
| granting_institution |
Universiti Pendidikan Sultan Idris |
| granting_department |
Fakulti Sains dan Matematik |
| publishDate |
2021 |
| url |
https://ir.upsi.edu.my/detailsg.php?det=7671 |
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oai:ir.upsi.edu.my:76712022-11-09 Kesan pengajaran menggunakan strategi model peringkat kefahaman numerasi terhadap pencapaian dan sikap murid tingkatan 2 dalam penyelesaian masalah Matematik berayat 2021 Norshafikah Mustapha Kamal QA Mathematics <p>Kajian ini bertujuan mengkaji kesan pengajaran menggunakan Strategi Model</p><p>Peringkat Kefahaman Numerasi (SMPKN) terhadap pencapaian dan sikap murid</p><p>Tingkatan 2 dalam menyelesaikan masalah matematik berayat. Kajian ini merupakan</p><p>kajian kuantitatif dengan reka bentuk kajian kuasi eksperimen. Sampel kajian terdiri</p><p>daripada dua buah kelas berjumlah 66 murid Tingkatan 2 yang dipilih secara rawak</p><p>kelompok daripada sebuah sekolah di daerah Larut, Taiping. Seramai 33 orang murid</p><p>sebagai kumpulan eksperimen menjalani pengajaran menggunakan SMPKN manakala</p><p>seramai 33 orang murid sebagai kumpulan kawalan menjalani pengajaran</p><p>menggunakan Strategi Pengajaran Konvensional (SPKON). Dua jenis instrumen</p><p>digunakan bagi mengumpul data iaitu Ujian Pra dan Pasca Penyelesaian Masalah</p><p>Matematik Berayat dan Soal Selidik Sikap terhadap Penyelesaian Masalah Matematik</p><p>Berayat. Data dianalisis menggunakan statistik deskriptif iaitu min dan sisihan piawai,</p><p>disusuli dengan analisis statistik inferensi menggunakan Analisis Kovarian. Dapatan</p><p>kajian menunjukkan bahawa apabila pra ujian pencapaian dijadikan kovariat, didapati</p><p>terdapat perbezaan yang signifikan [F(1,63) = 584.858, p .05] bagi min markah</p><p>pasca ujian di antara kumpulan eksperimen dan kumpulan kawalan. Seterusnya,</p><p>apabila skor soal selidik pra sikap terhadap penyelesaian masalah matematik berayat</p><p>dijadikan kovariat [F(1, 63) = 0.039, p .05], didapati tidak terdapat perbezaan</p><p>signifikan bagi kedua-dua min skor soal selidik pasca tersebut di antara kedua-dua</p><p>kumpulan. Walau bagaimanapun, terdapat peningkatan dari segi min markah sikap</p><p>terhadap penyelesaian masalah matematik berayat murid kumpulan eksperimen dalam</p><p>pra-pasca ujian. Kesimpulannya, SMPKN dapat meningkatkan pencapaian murid</p><p>dalam penyelesaian masalah matematik berayat tetapi SMPKN ini kurang memberi</p><p>impak kepada sikap terhadap penyelesaian masalah matematik berayat kerana domain</p><p>afektif mengambil tempoh yang lebih lama untuk menunjukkan kesan terhadap</p><p>intervensi tersebut. Implikasinya, SMPKN merupakan satu strategi alternatif yang</p><p>perlu dijadikan amalan dalam pengajaran penyelesaian masalah matematik berayat</p><p>agar pencapaian domain kognitif dan afektif dapat dicapai.</p> 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=7671 https://ir.upsi.edu.my/detailsg.php?det=7671 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik <p>Abdol Reza, L., Aida Suraya, M. Y., & Kamariah, A. B. (2017). 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