Pembangunan dan penilaian kebolehgunaan Modul Pembelajaran Berasaskan Masalah bagi meningkatkan kemahiran menaakul murid tahun lima
<p>Kajian ini bertujuan membangun dan menilai kebolehgunaan modul Pembelajaran</p><p>Berasaskan Masalah (PBM) untuk meningkatkan kemahiran menaakul matematik</p><p>dalam kalangan murid tahun lima. Pembangunan modul adalah berdasar...
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QA75 Electronic computers Computer science Karthikesan Manikabasagan Pembangunan dan penilaian kebolehgunaan Modul Pembelajaran Berasaskan Masalah bagi meningkatkan kemahiran menaakul murid tahun lima |
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<p>Kajian ini bertujuan membangun dan menilai kebolehgunaan modul Pembelajaran</p><p>Berasaskan Masalah (PBM) untuk meningkatkan kemahiran menaakul matematik</p><p>dalam kalangan murid tahun lima. Pembangunan modul adalah berdasarkan model</p><p>ADDIE dan telah melalui proses tiga pusingan Teknik Delphi bersama dengan 10 orang</p><p>panel pakar. Kajian juga menilai kebolehgunaan modul PBM untuk meningkatkan</p><p>kemahiran menaakul matematik dalam kalangan murid tahun lima. Penilaian</p><p>kebolehgunaan modul PBM adalah berpandukan Model Penilaian Kirkpatrick yang</p><p>merangkumi empat tahap penilaian, iaitu tahap reaksi, tahap pembelajaran, tahap</p><p>tingkah laku, dan tahap hasil. Pendekatan kuantitatif dengan kaedah reka bentuk dan</p><p>pembangunan (DDR) digunakan dalam kajian ini. Pemilihan sampel kajian dijalankan</p><p>secara persampelan bertujuan melibatkan 60 orang murid tahun lima dan 100 orang</p><p>guru matematik tahun lima di Daerah Kerian, Perak. Instrumen kajian yang digunakan</p><p>ialah soal selidik dan ujian bertulis. Soal selidik digunakan untuk menganalisis</p><p>keperluan pembangunan modul PBM untuk meningkatkan kemahiran menaakul</p><p>matematik dan juga menilai tahap kebolehgunaan modul PBM yang dibangunkan.</p><p>Ujian bertulis juga digunakan untuk menilai tahap kebolehgunaan dari segi tahap</p><p>pembelajaran. Dapatan kajian menunjukkan bahawa modul PBM berjaya dibangunkan</p><p>dan mendapat respons yang positif dan baik daripada responden. Modul PBM ini dapat</p><p>menarik minat murid untuk mengikuti pembelajaran matematik, meningkatkan</p><p>kemahiran menaakul matematik, kemahiran penyelesaian masalah dalam kalangan</p><p>murid tahun lima. Selain itu, murid dapat berinteraksi dengan rakan sekumpulan,</p><p>bertukar idea atau pendapat, berkongsi pengetahuan, pengalaman, dan maklumat,</p><p>menyelesaikan masalah, mendapat bantuan daripada rakan semasa menyelesaikan</p><p>masalah melalui pembelajaran kolaboratif. Akhirnya, disarankan agar guru, murid, dan</p><p>pihak yang berkepentingan dapat menjadikan modul ini sebagai bahan bantu mengajar</p><p>dalam proses pembelajaran Matematik.</p> |
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Master's degree |
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Karthikesan Manikabasagan |
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Karthikesan Manikabasagan |
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Karthikesan Manikabasagan |
| title |
Pembangunan dan penilaian kebolehgunaan Modul Pembelajaran Berasaskan Masalah bagi meningkatkan kemahiran menaakul murid tahun lima |
| title_short |
Pembangunan dan penilaian kebolehgunaan Modul Pembelajaran Berasaskan Masalah bagi meningkatkan kemahiran menaakul murid tahun lima |
| title_full |
Pembangunan dan penilaian kebolehgunaan Modul Pembelajaran Berasaskan Masalah bagi meningkatkan kemahiran menaakul murid tahun lima |
| title_fullStr |
Pembangunan dan penilaian kebolehgunaan Modul Pembelajaran Berasaskan Masalah bagi meningkatkan kemahiran menaakul murid tahun lima |
| title_full_unstemmed |
Pembangunan dan penilaian kebolehgunaan Modul Pembelajaran Berasaskan Masalah bagi meningkatkan kemahiran menaakul murid tahun lima |
| title_sort |
pembangunan dan penilaian kebolehgunaan modul pembelajaran berasaskan masalah bagi meningkatkan kemahiran menaakul murid tahun lima |
| granting_institution |
Perpustakaan Tuanku Bainun |
| granting_department |
Fakulti Sains dan Matematik |
| publishDate |
2023 |
| url |
https://ir.upsi.edu.my/detailsg.php?det=11435 |
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1811774767792914432 |
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oai:ir.upsi.edu.my:114352024-09-23 Pembangunan dan penilaian kebolehgunaan Modul Pembelajaran Berasaskan Masalah bagi meningkatkan kemahiran menaakul murid tahun lima 2023 Karthikesan Manikabasagan QA75 Electronic computers. Computer science <p>Kajian ini bertujuan membangun dan menilai kebolehgunaan modul Pembelajaran</p><p>Berasaskan Masalah (PBM) untuk meningkatkan kemahiran menaakul matematik</p><p>dalam kalangan murid tahun lima. Pembangunan modul adalah berdasarkan model</p><p>ADDIE dan telah melalui proses tiga pusingan Teknik Delphi bersama dengan 10 orang</p><p>panel pakar. Kajian juga menilai kebolehgunaan modul PBM untuk meningkatkan</p><p>kemahiran menaakul matematik dalam kalangan murid tahun lima. Penilaian</p><p>kebolehgunaan modul PBM adalah berpandukan Model Penilaian Kirkpatrick yang</p><p>merangkumi empat tahap penilaian, iaitu tahap reaksi, tahap pembelajaran, tahap</p><p>tingkah laku, dan tahap hasil. Pendekatan kuantitatif dengan kaedah reka bentuk dan</p><p>pembangunan (DDR) digunakan dalam kajian ini. Pemilihan sampel kajian dijalankan</p><p>secara persampelan bertujuan melibatkan 60 orang murid tahun lima dan 100 orang</p><p>guru matematik tahun lima di Daerah Kerian, Perak. Instrumen kajian yang digunakan</p><p>ialah soal selidik dan ujian bertulis. Soal selidik digunakan untuk menganalisis</p><p>keperluan pembangunan modul PBM untuk meningkatkan kemahiran menaakul</p><p>matematik dan juga menilai tahap kebolehgunaan modul PBM yang dibangunkan.</p><p>Ujian bertulis juga digunakan untuk menilai tahap kebolehgunaan dari segi tahap</p><p>pembelajaran. Dapatan kajian menunjukkan bahawa modul PBM berjaya dibangunkan</p><p>dan mendapat respons yang positif dan baik daripada responden. Modul PBM ini dapat</p><p>menarik minat murid untuk mengikuti pembelajaran matematik, meningkatkan</p><p>kemahiran menaakul matematik, kemahiran penyelesaian masalah dalam kalangan</p><p>murid tahun lima. Selain itu, murid dapat berinteraksi dengan rakan sekumpulan,</p><p>bertukar idea atau pendapat, berkongsi pengetahuan, pengalaman, dan maklumat,</p><p>menyelesaikan masalah, mendapat bantuan daripada rakan semasa menyelesaikan</p><p>masalah melalui pembelajaran kolaboratif. Akhirnya, disarankan agar guru, murid, dan</p><p>pihak yang berkepentingan dapat menjadikan modul ini sebagai bahan bantu mengajar</p><p>dalam proses pembelajaran Matematik.</p> 2023 thesis https://ir.upsi.edu.my/detailsg.php?det=11435 https://ir.upsi.edu.my/detailsg.php?det=11435 text zsm openAccess Masters Perpustakaan Tuanku Bainun Fakulti Sains dan Matematik <p>Abdillah, A., Mastuti, A. G., Rijal, M., & Sehuwaky, N. (2022). 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A comparative study of mathematics assessment practices between Malaysian and South Korean secondary schools mathematics teachers. Universal Journal of Educational Research, 8(11), 5015-5035.</p><p>Abdullah, A., & Peters, R. F. (2015). Malaysias Post-PISA2012 direction. International Journal of Culture and History, 1(1), 15-20.</p><p>Abdullah, N. I., Tarmizi, R. A., & Abu, R. (2010). The Effects of Problem Based Learning on Mathematics Performance and Affective Attributes in Learning Statistics at Form Four Secondary Level. Procedia Sosial and Behaviour Science (Elsevier), 8(370-376). https://doi.org/10.1016/j.sbspro.2010.12.052</p><p>Abramovich, S., Grinshpan, A. Z., & Milligan, D. L. (2019). Teaching Mathematics through Concept Motivation and Action Learning. Education Research International, 2019(April), 113. https://doi.org/10.1155/2019/3745406</p><p>Adams, D., Mooi, A. N. Y., & Muniandy, V. (2020). 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