Pengaruh kecerdasan pelbagai terhadap pencapaian akademik pelajar tingkatan enam bagi subjek Pengajian Perniagaan di Larut Matang dan Selama Perak
<p>Tujuan kajian ini adalah untuk meneliti pengaruh kecerdasan pelbagai terhadap</p><p>pencapaian akademik pelajar bagi subjek Pengajian Perniagaan di daerah Larut Matang</p><p>dan Selama (LMS), Perak. Kajian kuantitatif ini melib...
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<p>Tujuan kajian ini adalah untuk meneliti pengaruh kecerdasan pelbagai terhadap</p><p>pencapaian akademik pelajar bagi subjek Pengajian Perniagaan di daerah Larut Matang</p><p>dan Selama (LMS), Perak. Kajian kuantitatif ini melibatkan 291 orang responden yang</p><p>terdiri daripada pelajar menengah dari lapan buah sekolah di daerah LMS yang dipilih</p><p>secara rawak. Instrumen Multiple Intelligences Test yang dibangunkan oleh Gardner</p><p>berasaskan teori kecerdasan pelbagai oleh Gardner (1983) digunakan dalam kajian</p><p>untuk menentukan pengaruh lapan domain kecerdasan pelbagai terhadap pelajar</p><p>tingkatan enam dalam pencapaian akademik subjek Pengajian Perniagaan. Data</p><p>dianalisis dengan menggunakan statistik deskriptif dan inferens iaitu Ujian T, ANOVA</p><p>sehala, ujian korelasi Pearson dan ujian regresi pelbagai. Ujian T untuk menentukan</p><p>perbezaan berdasarkan pengalaman pembelajaran subjek perdagangan menunjukkan</p><p>hanya domain kecerdasan Linguistik F(1, 291)=9.586, p=0.006, logikal matematik</p><p>F(2,291)=3.045, p=0.082, muzik F(1,290)=0.013, p=0.908 dan interpersonal</p><p>F(1,291)=0.404, p=0.525 signifikan terhadap pencapaian akademik (p<0.05). Manakala</p><p>ujian ANOVA sehala yang dijalankan untuk melihat sebab pelajar mengambil subjek</p><p>Pengajian Perniagaan sama ada minat, tiada pilihan atau dipaksa menunjukkan domain</p><p>linguistik F=5.289,p=0.006, interpersonal F=4.419, p=0.017 dan muzik</p><p>F=6.101,p=0.003 perbezaan yang signifikan terhadap pencapaian akademik subjek</p><p>Pengajian Perniagaan (p<0.05). Ujian korelasi Pearson juga menunjukkan domain</p><p>kecerdasan linguistik r=.362, logikal matematik (r=-.270), muzik (r=0.180), spatial</p><p>(r=0.47) dan interpersonal (r= 0.567) menunjukkan hubungan signifikan terhadap</p><p>pencapaian akademik (p<0.05). Kajian ini memberi maklumat penting bahawa domain</p><p>kecerdasan pelbagai seharusnya diberi perhatian dalam persediaan pembelajaran dan</p><p>pengajaran bagi membantu meningkatkan pencapaian subjek Pengajian Perniagaan.</p><p>Analisis regresi pelbagai menunjukkan bahawa domain kecerdasan linguistik (B=0.000,</p><p>p=0.020), logikal matematik (B=-.003,p=0.002,) spatial (B=.002, p=0.042) dan</p><p>interpersonal (B=.006, p=0.001) mempunyai pengaruh dalam menyumbang adjusted R2</p><p>18.3% terhadap pencapaian akademik subjek Pengajian Perniagaan. Kesimpulannya,</p><p>domain kecerdasan pelbagai memberi impak positif dalam kalangan pelajar dari segi</p><p>motivasi dan mengenalpasti kekuatan diri sendiri, memperkembangkan potensi diri,</p><p>berfikir secara kreatif dan kritis serta membantu pencapaian akademik yang cemerlang.</p> |
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| author |
Kho, Ai Peng |
| author_facet |
Kho, Ai Peng |
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Kho, Ai Peng |
| title |
Pengaruh kecerdasan pelbagai terhadap pencapaian akademik pelajar tingkatan enam bagi subjek Pengajian Perniagaan di Larut Matang dan Selama Perak |
| title_short |
Pengaruh kecerdasan pelbagai terhadap pencapaian akademik pelajar tingkatan enam bagi subjek Pengajian Perniagaan di Larut Matang dan Selama Perak |
| title_full |
Pengaruh kecerdasan pelbagai terhadap pencapaian akademik pelajar tingkatan enam bagi subjek Pengajian Perniagaan di Larut Matang dan Selama Perak |
| title_fullStr |
Pengaruh kecerdasan pelbagai terhadap pencapaian akademik pelajar tingkatan enam bagi subjek Pengajian Perniagaan di Larut Matang dan Selama Perak |
| title_full_unstemmed |
Pengaruh kecerdasan pelbagai terhadap pencapaian akademik pelajar tingkatan enam bagi subjek Pengajian Perniagaan di Larut Matang dan Selama Perak |
| title_sort |
pengaruh kecerdasan pelbagai terhadap pencapaian akademik pelajar tingkatan enam bagi subjek pengajian perniagaan di larut matang dan selama perak |
| granting_institution |
Universiti Pendidikan Sultan Idris |
| granting_department |
Fakulti Pengurusan dan Ekonomi |
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2021 |
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https://ir.upsi.edu.my/detailsg.php?det=7513 |
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oai:ir.upsi.edu.my:75132022-10-26 Pengaruh kecerdasan pelbagai terhadap pencapaian akademik pelajar tingkatan enam bagi subjek Pengajian Perniagaan di Larut Matang dan Selama Perak 2021 Kho, Ai Peng LB Theory and practice of education <p>Tujuan kajian ini adalah untuk meneliti pengaruh kecerdasan pelbagai terhadap</p><p>pencapaian akademik pelajar bagi subjek Pengajian Perniagaan di daerah Larut Matang</p><p>dan Selama (LMS), Perak. Kajian kuantitatif ini melibatkan 291 orang responden yang</p><p>terdiri daripada pelajar menengah dari lapan buah sekolah di daerah LMS yang dipilih</p><p>secara rawak. Instrumen Multiple Intelligences Test yang dibangunkan oleh Gardner</p><p>berasaskan teori kecerdasan pelbagai oleh Gardner (1983) digunakan dalam kajian</p><p>untuk menentukan pengaruh lapan domain kecerdasan pelbagai terhadap pelajar</p><p>tingkatan enam dalam pencapaian akademik subjek Pengajian Perniagaan. Data</p><p>dianalisis dengan menggunakan statistik deskriptif dan inferens iaitu Ujian T, ANOVA</p><p>sehala, ujian korelasi Pearson dan ujian regresi pelbagai. Ujian T untuk menentukan</p><p>perbezaan berdasarkan pengalaman pembelajaran subjek perdagangan menunjukkan</p><p>hanya domain kecerdasan Linguistik F(1, 291)=9.586, p=0.006, logikal matematik</p><p>F(2,291)=3.045, p=0.082, muzik F(1,290)=0.013, p=0.908 dan interpersonal</p><p>F(1,291)=0.404, p=0.525 signifikan terhadap pencapaian akademik (p<0.05). Manakala</p><p>ujian ANOVA sehala yang dijalankan untuk melihat sebab pelajar mengambil subjek</p><p>Pengajian Perniagaan sama ada minat, tiada pilihan atau dipaksa menunjukkan domain</p><p>linguistik F=5.289,p=0.006, interpersonal F=4.419, p=0.017 dan muzik</p><p>F=6.101,p=0.003 perbezaan yang signifikan terhadap pencapaian akademik subjek</p><p>Pengajian Perniagaan (p<0.05). Ujian korelasi Pearson juga menunjukkan domain</p><p>kecerdasan linguistik r=.362, logikal matematik (r=-.270), muzik (r=0.180), spatial</p><p>(r=0.47) dan interpersonal (r= 0.567) menunjukkan hubungan signifikan terhadap</p><p>pencapaian akademik (p<0.05). Kajian ini memberi maklumat penting bahawa domain</p><p>kecerdasan pelbagai seharusnya diberi perhatian dalam persediaan pembelajaran dan</p><p>pengajaran bagi membantu meningkatkan pencapaian subjek Pengajian Perniagaan.</p><p>Analisis regresi pelbagai menunjukkan bahawa domain kecerdasan linguistik (B=0.000,</p><p>p=0.020), logikal matematik (B=-.003,p=0.002,) spatial (B=.002, p=0.042) dan</p><p>interpersonal (B=.006, p=0.001) mempunyai pengaruh dalam menyumbang adjusted R2</p><p>18.3% terhadap pencapaian akademik subjek Pengajian Perniagaan. Kesimpulannya,</p><p>domain kecerdasan pelbagai memberi impak positif dalam kalangan pelajar dari segi</p><p>motivasi dan mengenalpasti kekuatan diri sendiri, memperkembangkan potensi diri,</p><p>berfikir secara kreatif dan kritis serta membantu pencapaian akademik yang cemerlang.</p> 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=7513 https://ir.upsi.edu.my/detailsg.php?det=7513 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pengurusan dan Ekonomi <p>Abdul Sukor Shaari. (2003). Hubungan Motivasi, Keupayaan Mengajar dan Komitmen</p><p>Kerja dengan Prestasi Kerja Guru Bahasa Melayu sekolah menengah. Tesis PHD</p><p>UUM. Sintok, Kedah.</p><p></p><p>Aleksic, V. (2017). Digital Gameplay Preferences and Multiple Intelligences Profile of Early</p><p>Adolescents in Serbia. Procedings of European Conference on Games Based Learning, 775-783.</p><p></p><p>Allison. P. D. (1999). Multiple Regression. AP. 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