Pembangunan dan persepsi murid terhadap MY CHEMISALT dalam kalangan murid kimia tingkatan empat
<p>Kajian ini bertujuan membangunkan permainan MY CHEMISALT bagi tajuk</p><p>penyediaan garam dan mengenal pasti persepsi murid terhadap permainan ini. Kajian</p><p>ini menggunakan reka bentuk penyelidikan pembangunan berasaskan m...
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QD Chemistry Marlina Mat Napes Pembangunan dan persepsi murid terhadap MY CHEMISALT dalam kalangan murid kimia tingkatan empat |
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<p>Kajian ini bertujuan membangunkan permainan MY CHEMISALT bagi tajuk</p><p>penyediaan garam dan mengenal pasti persepsi murid terhadap permainan ini. Kajian</p><p>ini menggunakan reka bentuk penyelidikan pembangunan berasaskan model reka</p><p>bentuk instruksional ADDIE. Teknik persampelan rawak kelompok dua peringkat</p><p>digunakan untuk memilih 225 orang murid tingkatan empat yang mengambil kimia dari</p><p>enam buah sekolah dalam daerah Gombak, Selangor sebagai sampel kajian. Persepsi</p><p>murid terhadap kebolehgunaan dan pengalaman bermain diukur dengan menggunakan</p><p>instrumen soal selidik dengan skala Likert lima mata yang diadaptasi daripada soal</p><p>selidik Model for the Evaluation of Educational Games (MEEGA+). Instrumen ini</p><p>mengandungi dua faktor kualiti iaitu kebolehgunaan dan pengalaman bermain. Data</p><p>kajian dianalisis menggunakan statistik deskriptif iaitu dengan menghitung Indeks</p><p>Kesahan Kandungan (CVI), nilai min serta sisihan piawai. MY CHEMISALT</p><p>mempunyai nilai kesahan kandungan yang tinggi dengan nilai CVI=1.00. Data persepsi</p><p>murid terhadap dua faktor kualiti MY CHEMISALT menunjukkan min skor yang tinggi</p><p>(min > 4.0) bagi kebolehgunaan (min=4.43, SP=0.43) dan pengalaman bermain</p><p>(min=4.87, SP=0.49). Kesimpulannya, MY CHEMISALT yang dibina dalam kajian ini</p><p>mempunyai indeks kesahan yang tinggi serta mendapat persepsi positif dari murid</p><p>berdasarkan dua faktor kualiti. Implikasinya, guru boleh menggunakan MY</p><p>CHEMISALT bagi mengukuhkan persediaan murid menjalankan eksperimen</p><p>penyediaan garam. Ciri-ciri menarik MY CHEMISALT dapat meningkatkan minat dan</p><p>motivasi murid terhadap tajuk tersebut.</p> |
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Marlina Mat Napes |
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Marlina Mat Napes |
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Marlina Mat Napes |
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Pembangunan dan persepsi murid terhadap MY CHEMISALT dalam kalangan murid kimia tingkatan empat |
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Pembangunan dan persepsi murid terhadap MY CHEMISALT dalam kalangan murid kimia tingkatan empat |
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Pembangunan dan persepsi murid terhadap MY CHEMISALT dalam kalangan murid kimia tingkatan empat |
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Pembangunan dan persepsi murid terhadap MY CHEMISALT dalam kalangan murid kimia tingkatan empat |
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Pembangunan dan persepsi murid terhadap MY CHEMISALT dalam kalangan murid kimia tingkatan empat |
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pembangunan dan persepsi murid terhadap my chemisalt dalam kalangan murid kimia tingkatan empat |
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Universiti Pendidikan Sultan Idris |
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Fakulti Sains dan Matematik |
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2022 |
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oai:ir.upsi.edu.my:95132023-09-21 Pembangunan dan persepsi murid terhadap MY CHEMISALT dalam kalangan murid kimia tingkatan empat 2022 Marlina Mat Napes QD Chemistry <p>Kajian ini bertujuan membangunkan permainan MY CHEMISALT bagi tajuk</p><p>penyediaan garam dan mengenal pasti persepsi murid terhadap permainan ini. Kajian</p><p>ini menggunakan reka bentuk penyelidikan pembangunan berasaskan model reka</p><p>bentuk instruksional ADDIE. Teknik persampelan rawak kelompok dua peringkat</p><p>digunakan untuk memilih 225 orang murid tingkatan empat yang mengambil kimia dari</p><p>enam buah sekolah dalam daerah Gombak, Selangor sebagai sampel kajian. Persepsi</p><p>murid terhadap kebolehgunaan dan pengalaman bermain diukur dengan menggunakan</p><p>instrumen soal selidik dengan skala Likert lima mata yang diadaptasi daripada soal</p><p>selidik Model for the Evaluation of Educational Games (MEEGA+). Instrumen ini</p><p>mengandungi dua faktor kualiti iaitu kebolehgunaan dan pengalaman bermain. Data</p><p>kajian dianalisis menggunakan statistik deskriptif iaitu dengan menghitung Indeks</p><p>Kesahan Kandungan (CVI), nilai min serta sisihan piawai. MY CHEMISALT</p><p>mempunyai nilai kesahan kandungan yang tinggi dengan nilai CVI=1.00. Data persepsi</p><p>murid terhadap dua faktor kualiti MY CHEMISALT menunjukkan min skor yang tinggi</p><p>(min > 4.0) bagi kebolehgunaan (min=4.43, SP=0.43) dan pengalaman bermain</p><p>(min=4.87, SP=0.49). Kesimpulannya, MY CHEMISALT yang dibina dalam kajian ini</p><p>mempunyai indeks kesahan yang tinggi serta mendapat persepsi positif dari murid</p><p>berdasarkan dua faktor kualiti. Implikasinya, guru boleh menggunakan MY</p><p>CHEMISALT bagi mengukuhkan persediaan murid menjalankan eksperimen</p><p>penyediaan garam. Ciri-ciri menarik MY CHEMISALT dapat meningkatkan minat dan</p><p>motivasi murid terhadap tajuk tersebut.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9513 https://ir.upsi.edu.my/detailsg.php?det=9513 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik <p>Adair, B. M., & McAfee, L. V. (2018). Chemical Pursuit: A modified trivia boardgame. Journal of Chemical Education, 95(3), 416-418. https://doi.org/10.1021/acs.jchemed.6b00946</p><p>Agustian, H. Y., & Seery, M. K. (2017). Reasserting the role of pre-laboratoryactivities in chemistry education: a proposed framework for theirdesign. Chemistry Education Research and Practice, 18(4), 518-532.https://doi.org/ 10.1039/C7RP00140A</p><p>Akaygun, S., & Jones, L. L. (2014). Words or Pictures: A comparison of written andpictorial explanations of physical and chemical equilibria. 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