Kesan pelaksanaan pembelajaran berasaskan masalah terhadap pemikiran kritis dan pencapaian pelajar dalam mata pelajaran prinsip perakaunan
Kajian ini bertujuan mengenal pasti kesan pembelajaran berasaskan masalah (PBM) terhadap pemikiran kritis dan pencapaian pelajar dalam mata pelajaran Prinsip Perakaunan. Pendekatan kuantitatif dengan reka bentuk kuasi eksperimen telah digunakan dalamkajian ini. Sampel terdiri daripada 31 orang pelaj...
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LB Theory and practice of education Siti Faridah Shafii Kesan pelaksanaan pembelajaran berasaskan masalah terhadap pemikiran kritis dan pencapaian pelajar dalam mata pelajaran prinsip perakaunan |
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Kajian ini bertujuan mengenal pasti kesan pembelajaran berasaskan masalah (PBM) terhadap pemikiran kritis dan pencapaian pelajar dalam mata pelajaran Prinsip Perakaunan. Pendekatan kuantitatif dengan reka bentuk kuasi eksperimen telah digunakan dalamkajian ini. Sampel terdiri daripada 31 orang pelajar kumpulan eksperimen dan 34 orangpelajar kumpulan kawalan. Tiga jenis instrumen digunakan iaitu set rangsangan PBM, ujian pemikirankritis Watson-Glaser dan ujian pencapaian melibatkan tajuk Penyata Kewangan (Milikan Tunggal). Datadianalisis menggunakan kaedah analisis deskriptif dan inferensi. Analisis deskriptif menjelaskan tahap pemikiran kritis dan pencapaian pelajar, manakala analisis inferensi pulamelibatkan ujian-t yang menerangkan perbezaan bagi pemboleh ubah kajian. Dapatan kajianmenunjukkan terdapat peningkatan tahap pemikiran kritis pada kedua-dua kumpulan dengan kumpulaneksperimen memperoleh peningkatan pencapaian yang lebih tinggi berbanding kumpulan kawalansecara signifikan (t=2.286, p=0.026). Selain itu, terdapat peningkatan pencapaian pada kedua-dua kumpulan dengan kumpulan eksperimen memperoleh peningkatan pencapaian yang lebihtinggi secara signifikan berbanding kumpulan kawalan (t=3.168, p=0.002). Kesimpulannya, kajian ini menunjukkan bahawa PBM dapat meningkatkan pemikiran kritis dan pencapaianpelajar. Implikasi kajian menunjukkan kaedah PBM dapat meningkatkankeberkesanan pengajaran dan pembelajaran Prinsip Perakaunan serta boleh dijadikansebagai alternatif kepada pembelajaran sedia ada. |
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Siti Faridah Shafii |
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Siti Faridah Shafii |
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Siti Faridah Shafii |
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Kesan pelaksanaan pembelajaran berasaskan masalah terhadap pemikiran kritis dan pencapaian pelajar dalam mata pelajaran prinsip perakaunan |
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Kesan pelaksanaan pembelajaran berasaskan masalah terhadap pemikiran kritis dan pencapaian pelajar dalam mata pelajaran prinsip perakaunan |
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Kesan pelaksanaan pembelajaran berasaskan masalah terhadap pemikiran kritis dan pencapaian pelajar dalam mata pelajaran prinsip perakaunan |
| title_fullStr |
Kesan pelaksanaan pembelajaran berasaskan masalah terhadap pemikiran kritis dan pencapaian pelajar dalam mata pelajaran prinsip perakaunan |
| title_full_unstemmed |
Kesan pelaksanaan pembelajaran berasaskan masalah terhadap pemikiran kritis dan pencapaian pelajar dalam mata pelajaran prinsip perakaunan |
| title_sort |
kesan pelaksanaan pembelajaran berasaskan masalah terhadap pemikiran kritis dan pencapaian pelajar dalam mata pelajaran prinsip perakaunan |
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Universiti Pendidikan Sultan Idris |
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Fakulti Pengurusan dan Ekonomi |
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2018 |
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oai:ir.upsi.edu.my:57942021-04-08 Kesan pelaksanaan pembelajaran berasaskan masalah terhadap pemikiran kritis dan pencapaian pelajar dalam mata pelajaran prinsip perakaunan 2018 Siti Faridah Shafii LB Theory and practice of education Kajian ini bertujuan mengenal pasti kesan pembelajaran berasaskan masalah (PBM) terhadap pemikiran kritis dan pencapaian pelajar dalam mata pelajaran Prinsip Perakaunan. Pendekatan kuantitatif dengan reka bentuk kuasi eksperimen telah digunakan dalamkajian ini. Sampel terdiri daripada 31 orang pelajar kumpulan eksperimen dan 34 orangpelajar kumpulan kawalan. Tiga jenis instrumen digunakan iaitu set rangsangan PBM, ujian pemikirankritis Watson-Glaser dan ujian pencapaian melibatkan tajuk Penyata Kewangan (Milikan Tunggal). Datadianalisis menggunakan kaedah analisis deskriptif dan inferensi. Analisis deskriptif menjelaskan tahap pemikiran kritis dan pencapaian pelajar, manakala analisis inferensi pulamelibatkan ujian-t yang menerangkan perbezaan bagi pemboleh ubah kajian. Dapatan kajianmenunjukkan terdapat peningkatan tahap pemikiran kritis pada kedua-dua kumpulan dengan kumpulaneksperimen memperoleh peningkatan pencapaian yang lebih tinggi berbanding kumpulan kawalansecara signifikan (t=2.286, p=0.026). Selain itu, terdapat peningkatan pencapaian pada kedua-dua kumpulan dengan kumpulan eksperimen memperoleh peningkatan pencapaian yang lebihtinggi secara signifikan berbanding kumpulan kawalan (t=3.168, p=0.002). Kesimpulannya, kajian ini menunjukkan bahawa PBM dapat meningkatkan pemikiran kritis dan pencapaianpelajar. Implikasi kajian menunjukkan kaedah PBM dapat meningkatkankeberkesanan pengajaran dan pembelajaran Prinsip Perakaunan serta boleh dijadikansebagai alternatif kepada pembelajaran sedia ada. 2018 thesis https://ir.upsi.edu.my/detailsg.php?det=5794 https://ir.upsi.edu.my/detailsg.php?det=5794 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pengurusan dan Ekonomi Abd Ghafar Mahmud. (2011). Haluan kerja pendidikan merealisasikan agendatransformasi negara. Selangor: Cetak Cepat Sdn. BhdAbdull Sukor Shaari & Kalaidevi Aplanaidu. (2012). Kesan Pendekatan Pembelajaran Masteri Terhadap Pencapaian Kemahiran Membaca Bahasa Melayu Murid Pemulihan Sekolah Rendah. JurnalPendidikan Bahasa Melayu, Vol 2, Bil. 2, 92- 103Accounting Education Change Commission. (1990). Objectives of Education for Accountants: Position Statement No. One. Accounting Education Change Commission.Accounting Education Change Commission. (1992). The First Course in Accounting: Position StatementNo. Two. 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