Penggunaan teknik jigsaw dalam meningkatkan tahap penguasaan penyelesaian masalah Fizik

The purpose of this study is examine whether the jigsaw technique used in teaching and learning could increase student' ability to solve problem in physic subject. This study compared two methods of teaching-the conventional the jigsaw technique. Thirty two students from a rural school in Ko...

Full description

Saved in:
Bibliographic Details
Main Author: Florita @ Nurul Awatif, Laji
Format: Thesis
Language:eng
eng
Published: 2010
Subjects:
Online Access:https://etd.uum.edu.my/4835/1/s802629.pdf
https://etd.uum.edu.my/4835/2/s802629_abstract.pdf
Tags: Add Tag
No Tags, Be the first to tag this record!
id my-uum-etd.4835
record_format uketd_dc
institution Universiti Utara Malaysia
collection UUM ETD
language eng
eng
advisor Mohd Yusoff, Nurahimah
topic LB1025-1050.75 Teaching (Principles and practice)
spellingShingle LB1025-1050.75 Teaching (Principles and practice)
Florita @ Nurul Awatif, Laji
Penggunaan teknik jigsaw dalam meningkatkan tahap penguasaan penyelesaian masalah Fizik
description The purpose of this study is examine whether the jigsaw technique used in teaching and learning could increase student' ability to solve problem in physic subject. This study compared two methods of teaching-the conventional the jigsaw technique. Thirty two students from a rural school in Kota Kinabalu were used as subjects. They were divided into control-group (normal lesson) and treatment-group (using jigsaw technique) in a quasi experiment method. This study intends to make the subject of physics as an interesting subject matter hr students to explore by maximizing their level of understanding through the sharing of knowledge and information among them. Learning in classes may not only be obtained from black board and teachers, but it is an unlimited and borderless discovery process of knowedge and information. The findings were analyzed using descriptive statistics in determining the mean score of students' achievements, and the paired t-test to examine significant scores gathered from the two groups. Findings showed that students in the treatment-group (who use jigsaw technique) demonstrated an increase in their level of undestanding from weak to excellent, and the significant difference between the two groups at a confidence level of more than 95%, p<.05. Based on the study and summary made, it can be concluded that the group that used the jigsaw technique is more effective compared to the group that only used conventional teaching. This means that the delivery of physics information and the ability of student to solve any problems solving can be increased through the discovery method. Hence, knowledge acquired by students can be sustained longer in their minds. Some important recommendations were given based on the findings
format Thesis
qualification_name masters
qualification_level Master's degree
author Florita @ Nurul Awatif, Laji
author_facet Florita @ Nurul Awatif, Laji
author_sort Florita @ Nurul Awatif, Laji
title Penggunaan teknik jigsaw dalam meningkatkan tahap penguasaan penyelesaian masalah Fizik
title_short Penggunaan teknik jigsaw dalam meningkatkan tahap penguasaan penyelesaian masalah Fizik
title_full Penggunaan teknik jigsaw dalam meningkatkan tahap penguasaan penyelesaian masalah Fizik
title_fullStr Penggunaan teknik jigsaw dalam meningkatkan tahap penguasaan penyelesaian masalah Fizik
title_full_unstemmed Penggunaan teknik jigsaw dalam meningkatkan tahap penguasaan penyelesaian masalah Fizik
title_sort penggunaan teknik jigsaw dalam meningkatkan tahap penguasaan penyelesaian masalah fizik
granting_institution Universiti Utara Malaysia
granting_department College of Arts and Sciences (CAS)
publishDate 2010
url https://etd.uum.edu.my/4835/1/s802629.pdf
https://etd.uum.edu.my/4835/2/s802629_abstract.pdf
_version_ 1747827811332128768
spelling my-uum-etd.48352015-08-11T04:12:06Z Penggunaan teknik jigsaw dalam meningkatkan tahap penguasaan penyelesaian masalah Fizik 2010 Florita @ Nurul Awatif, Laji Mohd Yusoff, Nurahimah College of Arts and Sciences (CAS) Awang Had Salleh Graduate School of Arts and Sciences LB1025-1050.75 Teaching (Principles and practice) The purpose of this study is examine whether the jigsaw technique used in teaching and learning could increase student' ability to solve problem in physic subject. This study compared two methods of teaching-the conventional the jigsaw technique. Thirty two students from a rural school in Kota Kinabalu were used as subjects. They were divided into control-group (normal lesson) and treatment-group (using jigsaw technique) in a quasi experiment method. This study intends to make the subject of physics as an interesting subject matter hr students to explore by maximizing their level of understanding through the sharing of knowledge and information among them. Learning in classes may not only be obtained from black board and teachers, but it is an unlimited and borderless discovery process of knowedge and information. The findings were analyzed using descriptive statistics in determining the mean score of students' achievements, and the paired t-test to examine significant scores gathered from the two groups. Findings showed that students in the treatment-group (who use jigsaw technique) demonstrated an increase in their level of undestanding from weak to excellent, and the significant difference between the two groups at a confidence level of more than 95%, p<.05. Based on the study and summary made, it can be concluded that the group that used the jigsaw technique is more effective compared to the group that only used conventional teaching. This means that the delivery of physics information and the ability of student to solve any problems solving can be increased through the discovery method. Hence, knowledge acquired by students can be sustained longer in their minds. Some important recommendations were given based on the findings 2010 Thesis https://etd.uum.edu.my/4835/ https://etd.uum.edu.my/4835/1/s802629.pdf text eng validuser https://etd.uum.edu.my/4835/2/s802629_abstract.pdf text eng public http://lintas.uum.edu.my:8080/elmu/index.jsp?module=webopac-l&action=fullDisplayRetriever.jsp&szMaterialNo=0000804239 masters masters Universiti Utara Malaysia Albert Peh Tze Koon. (2009). Challenging physics form 4. Selangor Darul Ehsan: Pustaka Sistem Pelajaran Sdn. Bhd. Anita Abd. Hamid. (2008). Penguasan istilah dan keupayaan penyelesaian masalah matematik dalam kalangan pelajar sekolah menengah. Universiti Malaysia Sabah. Tidak diterbitkan. Bryan A.Brown & Eliza Spang. (2007). Double talk. Synthesizing everyday and science language in the classroom. Science Education, 92, 708-732. Charles, R., Lester, F. & O'Daffer. (1997). How to evaluate progress in problem solving. National Council of Teachers of Mathematics. Dewan Bahasa dan Pustaka. (1983). Istilah fizik 1. Selangor Darul Ehsan: Percetakan Dewan Bahasa dan Pustaka. Debra McGregor. (2007). Developing thinking developing learning. A guide to thinking skills in education, England: Open University Press. Donald F. Slish. (2005). Assessment of the use of the Jigsaw Method and Active Learning in Non-majors, Introductory Biology. Bioscene, 31(4), 1-10. Curriculum Development Centre. (2005). Curriculum specifications for physic s form 5 Kuala Lumpur: Ministery Of Education Malaysia. Foo Seng Teek, Chong Chee Sian, Loh Chee Yoon & S. Nagappan. (2008). Success Physics SPM. Selangor Darul Ehsan: Oxford Fajar Sdn.Bhd. Gary D.Koppenhaver & Charles B.Shrader. (2003). Structuring the classroom for performance. Cooperative learning with instructor-assigned team. Decision Sciences Journal of Innovative Education, 1(1), 1-22. Gay, L. R. & Airasian, P. (2003). Educational Research. Competencies for analysis and aplications. New Jersey: Pearson Education, Inc., Upper Saddle river. Guilford, G. P. (1987). The nature of human intelligence. New York: Mc Graw Hill. Heibert, J.,Carpenter, T & Fennema, E. (1997) Making Sense. Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann. Jaques, D. (2000). Learning in Groups. Glasgow: Kogan Page Publishing. Jeanne Ellis Ormrod. (2006). Educational psychology. New Jersey: Prentice-Hall, Inc. John Burkhardt & Peter R. Turner (2001). Student teams and jigsaw techniques in an undergraduate CSE project course. Reno, NV: No: 0-7803-6669-7. Julie Cotton. (1995). The theory of learning. London: Biddles Ltd, Guildford and King's Lynn. Kemal Doymus. (2008). Teaching chemical equilibrium with the Jigsaw Technique. Research science Education, 38, 249-260. Koh Lee Ling, Choy Sau Kam, Lai Kim Leong, Khaw Ah Hong & Seah Al Kuan. (2008). Kesan kolaboratif terhadap sikap dan pencapaian matematik bagi murid-murid sekolah rendah di sekitar bandar Kuching. Jurnal Penyelidikan IPBL, 8, 50-64. Lim Peng Chew. (2006). Physics form 4. Selangor Darul Ehsan: Direct Art Sdn Bhd. Marshall, S.P. (1995). Schematics in problem-solving. New York: Cambridge University Press. Mary Alice Gunter, Thomas H. Estes, Jan Schwab. (2003). Instruction a model of approach. United States Of America: Pearson Education, Inc. Mayer, R.E. (1987). Educational psychology: A cognitive approach. Boston: Little Brown. McGregor, D. (2003). Applying learning theories reflexively to understand and support the use of group work in the learning of science. Keele: Keele University. Md Ikhram Mahadzir & Nor Haniza Hasan. (2002). Working together for success: Cooperative Learning. Jurnal Akademik, 1, 91-100. Mohd Majid Konting. (1990). Kaedah penyelidikan pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Mok Soon Sang. (1996). Pengajan matematik untuk diploma perguruan. Selangor: Kumpulan Budiman Sdn Bhd. Pengajaran dan pernbelajaran sains dan matematik (PPSMI). Kementerian Pelajaran Malaysia, dicapai pada 23/01/2009 dari http://ms.wikipedia.org/wiki/Pps mi#Objektif. Pizzini, E.L., Shepardson, D.P. & Abell, S.K. (1991). The inquiry level of junior high activities: implications to science teaching. Journal of Research in Science Teaching, 28(2), 111-121. Raluca Elena Teodorescu. (2009). Cognitive development in introductory physics: A research based approach to curriculum reform. The George Washington University: USA. Rob Weidman & M.J.Bishop. (2009). Using the Jigsaw Model to facilitate cooperative learning in an online course. The quarterly Review of Distance Education, 10(1), 52-64. Roth, W. M . (1995). Authentic School Science. Knowing and learning in open-enquiry science laboratories. Dordrecht: Kluwern Academic Press. Rosinah Siron & Mohd Amin Taspiran. (2002). Tinjauan terhadap pengurusan organisasi dan hubungannya dengan hasil perlakuan. Kajian di institusi pendidikan tinggi Swasta. Jurnal Penyelidikan Pendidikan. 4(12), 18-38. Samsudin Drahman & Fatimah Saleh. (2004). Visualisasi dalam penyelesaian masalah matematik berayat. Jurnal Pendidik dan Pendidikan, 19, 47-66. Sa'odah Elias & Zulkifli Abdul Rahman. (2001, September 4). New Concept: Ensuring teachers stick to syllabus via 'smart' way. The Star, PI, Edu. Scribner, S. (1986). Thingking in action. Some characteristic of practical thought, in R. Sternberg and R.K Wagner (eds) Practical Intelligance. Nature and origins of competence in the everyday world. Cambridge: Cambridge University Press. Sidek Mohd Noah. (2005). Reka bentuk penyelidikan. Serdang: Universiti Putra Malaysia. Tan Hock Yenn. (2006). Aplikasi model polya dalam menyelesaikan masalah matematik bagi topik pengukuran asas tingkatan satu. Universiti Malaysia Sabah. Tidak diterbitkan. Turner, M. (2001). Groups at work. Theory and research. Mahwah, NJ: Lawrence Erlbaum Associates. Vygotsky, L. H. (1978). Mind in society Cambridge, MA: Harvard University Press. Watson, R. & Wood Robinson, V. (1998). Learning to investigate, in M. Ratclife (ed.) The ASE guide to secondary science education. Cheltenham: Stenley Thomes.