Penilaian penggunaan peranti input tanpa sentuhan terhadap kemahiran Meta Kognitif dalam kalangan kanak-kanak
<p>Kajian ini bertujuan mengukur penggunaan peranti input tanpa sentuhan dalam meningkatkan</p><p>kemahiran meta kognitif dalam kalangan kanak-kanak. Pendekatan kualitatif dengan reka bentuk</p><p>kajian lapangan dilaksanakan dala...
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Suhairun Nizam Supal Penilaian penggunaan peranti input tanpa sentuhan terhadap kemahiran Meta Kognitif dalam kalangan kanak-kanak |
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<p>Kajian ini bertujuan mengukur penggunaan peranti input tanpa sentuhan dalam meningkatkan</p><p>kemahiran meta kognitif dalam kalangan kanak-kanak. Pendekatan kualitatif dengan reka bentuk</p><p>kajian lapangan dilaksanakan dalam kajian ini. Data dari lapangan dikumpulkan menggunakan teknik</p><p>temu bual, pemerhatian dan analisis dokumen. Proses triangulasi dilakukan bagi</p><p>mengesahkan data dari tiga teknik pengumpulan data yang dijalankan. Responden terdiri</p><p>daripada sepuluh orang kanak- kanak berumur di bawah empat tahun dari NCDRC, UPSI bersama empat</p><p>orang guru taska. Data dianalisa menggunakan kaedah tipologi dengan pengkelasan data mengikut</p><p>kategori bersistematik. Inventori Kesedaran Meta Kognitif diadaptasikan sebagai instrumen</p><p>kajian untuk menentukan tahap strategi kesedaran meta kognitif dalam kalangan kanak-kanak.</p><p>Hasil menunjukkan penggunaan peranti input tanpa sentuhan meningkatkan kemahiran skil motor </p><p>halus kanak-kanak dari segi pengawalan pergerakan tangan. Wujud perbezaan meta-tumpuan</p><p>mengikut umur dan terdapat peningkatan meta-pemahaman dari aspek penerimaan dan adaptasi</p><p>terhadap interaksi penggunaan peranti berkenaan. Hasil kajian menyatakan bahawa masih</p><p>terlalu awal untuk menilai hubungan pengalaman kanak-kanak dalam setiap fasa meta kognitif yang</p><p>dikaji (menilai, memantau dan regulasi). Hasil kajian ini turut menyokong teori Model Penerimaan</p><p>Teknologi dari aspek meningkatkan kemahiran meta kognitif (menilai, memantau dan</p><p>regulasi). Kesimpulannya, kajian ini telah mengenal pasti tiga tema utama iaitu</p><p>meta-tumpuan, meta-pemahaman dan refleksi dalam memberi kesan yang positif terhadap peningkatan</p><p>kemahiran kemahiran meta kognitif. Kajian ini memberi implikasi bahawa peranti input tanpa sentuhan</p><p>sesuai digunakan untuk meningka kan kemahiran meta kognitif dan kemahiran motor halus dalam kalangan kanak-kanak.</p><p></p> |
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Suhairun Nizam Supal |
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Suhairun Nizam Supal |
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Suhairun Nizam Supal |
| title |
Penilaian penggunaan peranti input tanpa sentuhan terhadap kemahiran Meta Kognitif dalam kalangan kanak-kanak |
| title_short |
Penilaian penggunaan peranti input tanpa sentuhan terhadap kemahiran Meta Kognitif dalam kalangan kanak-kanak |
| title_full |
Penilaian penggunaan peranti input tanpa sentuhan terhadap kemahiran Meta Kognitif dalam kalangan kanak-kanak |
| title_fullStr |
Penilaian penggunaan peranti input tanpa sentuhan terhadap kemahiran Meta Kognitif dalam kalangan kanak-kanak |
| title_full_unstemmed |
Penilaian penggunaan peranti input tanpa sentuhan terhadap kemahiran Meta Kognitif dalam kalangan kanak-kanak |
| title_sort |
penilaian penggunaan peranti input tanpa sentuhan terhadap kemahiran meta kognitif dalam kalangan kanak-kanak |
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Universiti Pendidikan Sultan Idris |
| granting_department |
Fakulti Seni, Komputeran dan Industri Kreatif |
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2020 |
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https://ir.upsi.edu.my/detailsg.php?det=7075 |
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oai:ir.upsi.edu.my:70752022-05-19 Penilaian penggunaan peranti input tanpa sentuhan terhadap kemahiran Meta Kognitif dalam kalangan kanak-kanak 2020 Suhairun Nizam Supal <p>Kajian ini bertujuan mengukur penggunaan peranti input tanpa sentuhan dalam meningkatkan</p><p>kemahiran meta kognitif dalam kalangan kanak-kanak. Pendekatan kualitatif dengan reka bentuk</p><p>kajian lapangan dilaksanakan dalam kajian ini. Data dari lapangan dikumpulkan menggunakan teknik</p><p>temu bual, pemerhatian dan analisis dokumen. Proses triangulasi dilakukan bagi</p><p>mengesahkan data dari tiga teknik pengumpulan data yang dijalankan. Responden terdiri</p><p>daripada sepuluh orang kanak- kanak berumur di bawah empat tahun dari NCDRC, UPSI bersama empat</p><p>orang guru taska. Data dianalisa menggunakan kaedah tipologi dengan pengkelasan data mengikut</p><p>kategori bersistematik. Inventori Kesedaran Meta Kognitif diadaptasikan sebagai instrumen</p><p>kajian untuk menentukan tahap strategi kesedaran meta kognitif dalam kalangan kanak-kanak.</p><p>Hasil menunjukkan penggunaan peranti input tanpa sentuhan meningkatkan kemahiran skil motor </p><p>halus kanak-kanak dari segi pengawalan pergerakan tangan. Wujud perbezaan meta-tumpuan</p><p>mengikut umur dan terdapat peningkatan meta-pemahaman dari aspek penerimaan dan adaptasi</p><p>terhadap interaksi penggunaan peranti berkenaan. Hasil kajian menyatakan bahawa masih</p><p>terlalu awal untuk menilai hubungan pengalaman kanak-kanak dalam setiap fasa meta kognitif yang</p><p>dikaji (menilai, memantau dan regulasi). Hasil kajian ini turut menyokong teori Model Penerimaan</p><p>Teknologi dari aspek meningkatkan kemahiran meta kognitif (menilai, memantau dan</p><p>regulasi). Kesimpulannya, kajian ini telah mengenal pasti tiga tema utama iaitu</p><p>meta-tumpuan, meta-pemahaman dan refleksi dalam memberi kesan yang positif terhadap peningkatan</p><p>kemahiran kemahiran meta kognitif. Kajian ini memberi implikasi bahawa peranti input tanpa sentuhan</p><p>sesuai digunakan untuk meningka kan kemahiran meta kognitif dan kemahiran motor halus dalam kalangan kanak-kanak.</p><p></p> 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=7075 https://ir.upsi.edu.my/detailsg.php?det=7075 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Seni, Komputeran dan Industri Kreatif <p>Abas, W.A.W. & Hamzah, A. (2017). Media dalam kehidupan dan perkembangan</p><p>kanak-kanak. Malaysian Journal of Media Studies. 15(2), 27-39.</p><p></p><p>Abdalla, M.K.T.M. (2019). Three dimensional virtual laboratories and simulations for education: </p><p>classification, criteria for efficacy, benefits, and criticism. 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