Kesan modul pembelajaran berasaskan masalah (MICRO-C PRO) terhadap pencapaian, kemahiran penyelesaian masalah, efikasi kendiri dan motivasi intrinsik pelajar di Kolej Vokasional

Kesan modul pembelajaran berasaskan masalah (MICRO-C PRO) terhadap pencapaian, kemahiran penyelesaian masalah, efikasi kendiri dan motivasi intrinsik pelajar di Kolej Vokasional

Kajian ini bertujuan untuk membangunkan dan mengkaji kesan modul MIKRO-C PRO berdasarkan pendekatan pembelajaran berasaskan masalah (PBM) terhadap pencapaian, kemahiran penyelesaian masalah, efikasi kendiri dan motivasi intrinsik pelajar di Kolej Vokasional Malaysia. Kajian kuasi-eksperimen dijalank...

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Main Author: Najwa Mohd Najid
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Najwa Mohd Najid
Kesan modul pembelajaran berasaskan masalah (MICRO-C PRO) terhadap pencapaian, kemahiran penyelesaian masalah, efikasi kendiri dan motivasi intrinsik pelajar di Kolej Vokasional
description Kajian ini bertujuan untuk membangunkan dan mengkaji kesan modul MIKRO-C PRO berdasarkan pendekatan pembelajaran berasaskan masalah (PBM) terhadap pencapaian, kemahiran penyelesaian masalah, efikasi kendiri dan motivasi intrinsik pelajar di Kolej Vokasional Malaysia. Kajian kuasi-eksperimen dijalankan ke atas 98 orang pelajar Diploma kursus Teknologi Elektronik semester lima, yang mengambil mata pelajaran Pengawal Mikro daripada empat buah Kolej Vokasional di zon utara menggunakan persampelan berkelompok. Sampel kajian terdiri daripada 48 orang pelajar kumpulan rawatan dan 50 orang pelajar kumpulan kawalan. Modul MIKRO-C PRO dibina merangkumi tajuk Mengaplikasikan Set Arahan Pengawal Mikro. Pelaksanaan modul MIKRO-C PRO dijalankan selama 10 minggu intervensi. Kesan modul MIKRO-C PRO diukur menggunakan instrumen ujian pencapaian Pengawal Mikro, soal selidik kemahiran penyelesaian masalah (PSI), motivasi intrinsik (IMI) dan efikasi kendiri (GSES). Data yang diperolehi dianalisa dengan menggunakan ujian MANCOVA dan keputusannya diterjemahkan. Didapati, pencapaian pelajar dalam kumpulan PBM lebih tinggi berbanding kumpulan kawalan [F(1,98) = 32.846, p<.05]. Kemahiran penyelesaian masalah pelajar juga lebih tinggi berbanding kumpulan kawalan [F(1, 98) = 11.742, p<.05]. Motivasi intrinsik pelajar pula lebih tinggi berbanding kumpulan kawalan [F(1, 98) = .663, p<.05]. Walaubagaimanapun, efikasi kendiri pelajar bagi kumpulan PBM tidak berbeza berbanding kumpulan kawalan [F(1, 98) = 4.243, p>.05]. Oleh itu, dapat disimpulkan bahawa penggunaan modul MICRO- C PRO telah meningkatkan pencapaian, kemahiran penyelesaian masalah, dan motivasi intrinsik pelajar, akan tetapi tidak meningkatkan efikasi kendiri mereka berbanding kaedah pengajaran secara konvensional. Implikasinya, penggunaan modul MICRO-C PRO berteraskan PBM dalam kajian ini boleh dimanfaatkan oleh tenaga pengajar di kolej vokasional ke arah memperkayakan bahan bantu pengajar dan rujukan tambahan pengajaran dan pembelajaran mata pelajaran Pengawal Mikro.
format thesis
qualification_name
qualification_level First Degree
author Najwa Mohd Najid
author_facet Najwa Mohd Najid
author_sort Najwa Mohd Najid
title Kesan modul pembelajaran berasaskan masalah (MICRO-C PRO) terhadap pencapaian, kemahiran penyelesaian masalah, efikasi kendiri dan motivasi intrinsik pelajar di Kolej Vokasional
title_short Kesan modul pembelajaran berasaskan masalah (MICRO-C PRO) terhadap pencapaian, kemahiran penyelesaian masalah, efikasi kendiri dan motivasi intrinsik pelajar di Kolej Vokasional
title_full Kesan modul pembelajaran berasaskan masalah (MICRO-C PRO) terhadap pencapaian, kemahiran penyelesaian masalah, efikasi kendiri dan motivasi intrinsik pelajar di Kolej Vokasional
title_fullStr Kesan modul pembelajaran berasaskan masalah (MICRO-C PRO) terhadap pencapaian, kemahiran penyelesaian masalah, efikasi kendiri dan motivasi intrinsik pelajar di Kolej Vokasional
title_full_unstemmed Kesan modul pembelajaran berasaskan masalah (MICRO-C PRO) terhadap pencapaian, kemahiran penyelesaian masalah, efikasi kendiri dan motivasi intrinsik pelajar di Kolej Vokasional
title_sort kesan modul pembelajaran berasaskan masalah (micro-c pro) terhadap pencapaian, kemahiran penyelesaian masalah, efikasi kendiri dan motivasi intrinsik pelajar di kolej vokasional
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Teknikal dan Vokasional
publishDate 2020
url https://ir.upsi.edu.my/detailsg.php?det=6920
_version_ 1747833330992152576
spelling oai:ir.upsi.edu.my:69202022-04-05 Kesan modul pembelajaran berasaskan masalah (MICRO-C PRO) terhadap pencapaian, kemahiran penyelesaian masalah, efikasi kendiri dan motivasi intrinsik pelajar di Kolej Vokasional 2020 Najwa Mohd Najid Kajian ini bertujuan untuk membangunkan dan mengkaji kesan modul MIKRO-C PRO berdasarkan pendekatan pembelajaran berasaskan masalah (PBM) terhadap pencapaian, kemahiran penyelesaian masalah, efikasi kendiri dan motivasi intrinsik pelajar di Kolej Vokasional Malaysia. Kajian kuasi-eksperimen dijalankan ke atas 98 orang pelajar Diploma kursus Teknologi Elektronik semester lima, yang mengambil mata pelajaran Pengawal Mikro daripada empat buah Kolej Vokasional di zon utara menggunakan persampelan berkelompok. Sampel kajian terdiri daripada 48 orang pelajar kumpulan rawatan dan 50 orang pelajar kumpulan kawalan. Modul MIKRO-C PRO dibina merangkumi tajuk Mengaplikasikan Set Arahan Pengawal Mikro. Pelaksanaan modul MIKRO-C PRO dijalankan selama 10 minggu intervensi. Kesan modul MIKRO-C PRO diukur menggunakan instrumen ujian pencapaian Pengawal Mikro, soal selidik kemahiran penyelesaian masalah (PSI), motivasi intrinsik (IMI) dan efikasi kendiri (GSES). Data yang diperolehi dianalisa dengan menggunakan ujian MANCOVA dan keputusannya diterjemahkan. Didapati, pencapaian pelajar dalam kumpulan PBM lebih tinggi berbanding kumpulan kawalan [F(1,98) = 32.846, p<.05]. Kemahiran penyelesaian masalah pelajar juga lebih tinggi berbanding kumpulan kawalan [F(1, 98) = 11.742, p<.05]. Motivasi intrinsik pelajar pula lebih tinggi berbanding kumpulan kawalan [F(1, 98) = .663, p<.05]. Walaubagaimanapun, efikasi kendiri pelajar bagi kumpulan PBM tidak berbeza berbanding kumpulan kawalan [F(1, 98) = 4.243, p>.05]. Oleh itu, dapat disimpulkan bahawa penggunaan modul MICRO- C PRO telah meningkatkan pencapaian, kemahiran penyelesaian masalah, dan motivasi intrinsik pelajar, akan tetapi tidak meningkatkan efikasi kendiri mereka berbanding kaedah pengajaran secara konvensional. Implikasinya, penggunaan modul MICRO-C PRO berteraskan PBM dalam kajian ini boleh dimanfaatkan oleh tenaga pengajar di kolej vokasional ke arah memperkayakan bahan bantu pengajar dan rujukan tambahan pengajaran dan pembelajaran mata pelajaran Pengawal Mikro. 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=6920 https://ir.upsi.edu.my/detailsg.php?det=6920 text zsm closedAccess First Degree Universiti Pendidikan Sultan Idris Fakulti Teknikal dan Vokasional Aidoo, B., Boateng, S. K., Kissi, P. S., & Ofori, I. (2016). Effect of Problem-Based Learning on Students Achievement in Chemistry. Journal of Education and Practice, 7(33), 103108.Ajao, L. A., Agajo, J., Kolo, J. G., Adegboye, M. A., & Yusuf, Y. (2015). 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