Kesan gaya pembelajaran VARK dan pendekatan pembelajaran pelajar ke atas pencapaian subjek kimia dan kemahiran insaniah secara kaedah pembelajaran teradun melalui media sosial

The influence of social media, such as Facebook in various fields, including education, is undeniable. However, the previous research found that blended learning methods via social media, especially in science and its suitable pedagogy has not been fully explored. This study aimed to identify the ef...

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Main Author:	Mohd Shahir, Mohamed Sunar
Format:	Thesis
Language:	eng eng aa
Published:	2019
Subjects:	LB Theory and practice of education
Online Access:	https://etd.uum.edu.my/8461/1/s93752_01.pdf https://etd.uum.edu.my/8461/2/s93752_02.pdf https://etd.uum.edu.my/8461/3/s93752%20references.docx
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id	my-uum-etd.8461
record_format	uketd_dc
spelling	my-uum-etd.84612021-07-19T03:11:43Z Kesan gaya pembelajaran VARK dan pendekatan pembelajaran pelajar ke atas pencapaian subjek kimia dan kemahiran insaniah secara kaedah pembelajaran teradun melalui media sosial 2019 Mohd Shahir, Mohamed Sunar Shaari, Ahmad Jelani Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts & Sciences LB Theory and practice of education The influence of social media, such as Facebook in various fields, including education, is undeniable. However, the previous research found that blended learning methods via social media, especially in science and its suitable pedagogy has not been fully explored. This study aimed to identify the effect of the blended learning method through social media on the achievement in the chemistry subject and the formation of students’ soft skills. Two methods of blended learning through social media have been introduced, namely problem-based learning methods and chemistry consultation slots through Facebook. A combination of qualitative and quantitative methods was used with the involvement of 120 students. The quantitative method used a 2x4 factorial design by involving two independent variables, namely learning approaches (surface and depth) and VARK (Visual, Aural, Read/Write and Kinesthetic) learning styles and two dependent variables (achievement in the chemistry subject and the formation of soft skills). Qualitative methods were executed using focus group interviews and student reflection reports. Two-Way ANOVA test results show that the main effect of VARK learning styles and student learning approaches on their achievement in the chemistry subject is significant. However, the effect of the interaction between VARK learning styles and learning approaches on student achievement is not significant. Meanwhile, for soft skills, the two-way ANOVA test results show that the main effect of VARK learning styles and student learning approaches on the formation of soft skills is not significant. Similarly, the effect of the interaction between VARK learning styles and learning approaches on the formation of soft skills is also insignificant. This research also found no changes in students’ VARK learning styles even after treatment. However, there seems to be a change from a surface learning approach to an in-depth learning approach. Thematic qualitative analysis, on the other hand, showed that students who adopted an in-depth learning approach have the potential to earn better results, especially in chemistry. Based on research findings, it is recommended that blended learning via social media is implemented in the learning process to solidify learning in the 21st century as aspired by the Ministry of Education Malaysia. 2019 Thesis https://etd.uum.edu.my/8461/ https://etd.uum.edu.my/8461/1/s93752_01.pdf text eng public https://etd.uum.edu.my/8461/2/s93752_02.pdf text eng public https://etd.uum.edu.my/8461/3/s93752%20references.docx text aa public other doctoral Universiti Utara Malaysia
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng aa
advisor	Shaari, Ahmad Jelani
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Mohd Shahir, Mohamed Sunar Kesan gaya pembelajaran VARK dan pendekatan pembelajaran pelajar ke atas pencapaian subjek kimia dan kemahiran insaniah secara kaedah pembelajaran teradun melalui media sosial
description	The influence of social media, such as Facebook in various fields, including education, is undeniable. However, the previous research found that blended learning methods via social media, especially in science and its suitable pedagogy has not been fully explored. This study aimed to identify the effect of the blended learning method through social media on the achievement in the chemistry subject and the formation of students’ soft skills. Two methods of blended learning through social media have been introduced, namely problem-based learning methods and chemistry consultation slots through Facebook. A combination of qualitative and quantitative methods was used with the involvement of 120 students. The quantitative method used a 2x4 factorial design by involving two independent variables, namely learning approaches (surface and depth) and VARK (Visual, Aural, Read/Write and Kinesthetic) learning styles and two dependent variables (achievement in the chemistry subject and the formation of soft skills). Qualitative methods were executed using focus group interviews and student reflection reports. Two-Way ANOVA test results show that the main effect of VARK learning styles and student learning approaches on their achievement in the chemistry subject is significant. However, the effect of the interaction between VARK learning styles and learning approaches on student achievement is not significant. Meanwhile, for soft skills, the two-way ANOVA test results show that the main effect of VARK learning styles and student learning approaches on the formation of soft skills is not significant. Similarly, the effect of the interaction between VARK learning styles and learning approaches on the formation of soft skills is also insignificant. This research also found no changes in students’ VARK learning styles even after treatment. However, there seems to be a change from a surface learning approach to an in-depth learning approach. Thematic qualitative analysis, on the other hand, showed that students who adopted an in-depth learning approach have the potential to earn better results, especially in chemistry. Based on research findings, it is recommended that blended learning via social media is implemented in the learning process to solidify learning in the 21st century as aspired by the Ministry of Education Malaysia.
format	Thesis
qualification_name	other
qualification_level	Doctorate
author	Mohd Shahir, Mohamed Sunar
author_facet	Mohd Shahir, Mohamed Sunar
author_sort	Mohd Shahir, Mohamed Sunar
title	Kesan gaya pembelajaran VARK dan pendekatan pembelajaran pelajar ke atas pencapaian subjek kimia dan kemahiran insaniah secara kaedah pembelajaran teradun melalui media sosial
title_short	Kesan gaya pembelajaran VARK dan pendekatan pembelajaran pelajar ke atas pencapaian subjek kimia dan kemahiran insaniah secara kaedah pembelajaran teradun melalui media sosial
title_full	Kesan gaya pembelajaran VARK dan pendekatan pembelajaran pelajar ke atas pencapaian subjek kimia dan kemahiran insaniah secara kaedah pembelajaran teradun melalui media sosial
title_fullStr	Kesan gaya pembelajaran VARK dan pendekatan pembelajaran pelajar ke atas pencapaian subjek kimia dan kemahiran insaniah secara kaedah pembelajaran teradun melalui media sosial
title_full_unstemmed	Kesan gaya pembelajaran VARK dan pendekatan pembelajaran pelajar ke atas pencapaian subjek kimia dan kemahiran insaniah secara kaedah pembelajaran teradun melalui media sosial
title_sort	kesan gaya pembelajaran vark dan pendekatan pembelajaran pelajar ke atas pencapaian subjek kimia dan kemahiran insaniah secara kaedah pembelajaran teradun melalui media sosial
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2019
url	https://etd.uum.edu.my/8461/1/s93752_01.pdf https://etd.uum.edu.my/8461/2/s93752_02.pdf https://etd.uum.edu.my/8461/3/s93752%20references.docx
_version_	1747828397953777664

Kesan gaya pembelajaran VARK dan pendekatan pembelajaran pelajar ke atas pencapaian subjek kimia dan kemahiran insaniah secara kaedah pembelajaran teradun melalui media sosial

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