Kesan Modul Kelompok Kemahiran Belajar Pendekatan Terapi Kognitif tingkah laku terhadap Kemahiran Belajar dan konsep kendiri dalam kalangan pelajar
<p>Kajian ini bertujuan mengkaji Kesan Modul Kelompok Kemahiran Belajar HM (KBHM) berdasarkan Pendekatan Terapi Kognitif tingkah-laku (TKT) terhadap Kemahiran Belajar (KB) dan Konsep Kendiri (KK) dalam Kalangan Pelajar. Pembinaan modul KBHM didasarkan kepada Model Kitaran Pembelajaran...
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Roslan Ahmad Fuad Kesan Modul Kelompok Kemahiran Belajar Pendekatan Terapi Kognitif tingkah laku terhadap Kemahiran Belajar dan konsep kendiri dalam kalangan pelajar |
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<p>Kajian ini bertujuan mengkaji Kesan Modul Kelompok Kemahiran Belajar HM (KBHM) berdasarkan Pendekatan Terapi Kognitif tingkah-laku (TKT) terhadap Kemahiran Belajar (KB) dan Konsep Kendiri (KK) dalam Kalangan Pelajar. Pembinaan modul KBHM didasarkan kepada Model Kitaran Pembelajaran Pengalaman. Modul KB-TKT diuji kesahan dan kebolehpercayaan melalui ujian rintis sebelum kajian kesan modul dijalankan. Kajian ini merupakan kajian kuasi-eksperimental. Kajian ini dijalankan di dua buah sekolah menengah di Daerah Kuala Kangsar. Soal selidik kajian ialah maklumat peribadi berserta dua inventori iaitu inventori Kemahiran Belajar-HM (KBHM) dan inventori Skala Konsep Kendiri Multidimensi. Seramai 120 subjek terlibat dalam kajian iaitu 30 subjek (n=30) dalam kelompok besar, 30 subjek dalam tiga kelompok kecil dibahagi sama rata (n1=10, n2 =10 dan n3 =10) dan selebihnya (n=60) adalah kelompok kawalan. Subjek kelompok rawatan mengikuti 10 sesi rawatan Modul KBHM yang dijalankan secara mingguan manakala subjek Kelompok Kawalan tidak mengikuti apa-apa intervensi. Data dianalisis menggunakan analisis deskriptif MANOVA dan Post Hoc-Tukey pada aras kesignifikanan P=0.05 (signifikan pada aras 95%). Keputusan kajian menunjukkan terdapat perbezaan signifikan bagi analisis MANOVA dan Post Hoc-Tukey. Keputusan kajian analisis MANOVA memperlihatkan perbezaan yang signifikan antara min pra-ujian dan min pos-ujian bagi semua Pemboleh ubah bersandar iaitu kemahiran belajar (KB) pada nilai F (1, 239) = 1.612 (p<.05) dan konsep kendiri (KK) F (1, 239) = 16.290 (p<.01). Kajian Ujian Post-Hoc Tukey menunjukkan terdapat perbezaan yang signifikan antara KBKKB dengan KBBKB (.026); antara KBKKB dengan kelompok kawalan (K1) (.012) dan antara KBBKB dengan Kelompok Kawalan (.047) manakala KK pula mendapati bahawa terdapat perbezaan signifikan dengan KBKKB dengan KBBKB iaitu (.042), antara KBKKB dengan kelompok kawalan (.001) dan KBBKB dengan K1 (.004.) Ini membuktikan bahawa, kajian ini diterima dengan menolak kesemua hipotesis nol. Ini membuktikan bahawa kajian ini berjaya meningkatkan KB dan KK pelajar.</p> |
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Roslan Ahmad Fuad |
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Roslan Ahmad Fuad |
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Roslan Ahmad Fuad |
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Kesan Modul Kelompok Kemahiran Belajar Pendekatan Terapi Kognitif tingkah laku terhadap Kemahiran Belajar dan konsep kendiri dalam kalangan pelajar |
| title_short |
Kesan Modul Kelompok Kemahiran Belajar Pendekatan Terapi Kognitif tingkah laku terhadap Kemahiran Belajar dan konsep kendiri dalam kalangan pelajar |
| title_full |
Kesan Modul Kelompok Kemahiran Belajar Pendekatan Terapi Kognitif tingkah laku terhadap Kemahiran Belajar dan konsep kendiri dalam kalangan pelajar |
| title_fullStr |
Kesan Modul Kelompok Kemahiran Belajar Pendekatan Terapi Kognitif tingkah laku terhadap Kemahiran Belajar dan konsep kendiri dalam kalangan pelajar |
| title_full_unstemmed |
Kesan Modul Kelompok Kemahiran Belajar Pendekatan Terapi Kognitif tingkah laku terhadap Kemahiran Belajar dan konsep kendiri dalam kalangan pelajar |
| title_sort |
kesan modul kelompok kemahiran belajar pendekatan terapi kognitif tingkah laku terhadap kemahiran belajar dan konsep kendiri dalam kalangan pelajar |
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Universiti Pendidikan Sultan Idris |
| granting_department |
Fakulti Pembangunan Manusia |
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2019 |
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https://ir.upsi.edu.my/detailsg.php?det=8614 |
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1776104547625730048 |
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oai:ir.upsi.edu.my:86142023-01-16 Kesan Modul Kelompok Kemahiran Belajar Pendekatan Terapi Kognitif tingkah laku terhadap Kemahiran Belajar dan konsep kendiri dalam kalangan pelajar 2019 Roslan Ahmad Fuad <p>Kajian ini bertujuan mengkaji Kesan Modul Kelompok Kemahiran Belajar HM (KBHM) berdasarkan Pendekatan Terapi Kognitif tingkah-laku (TKT) terhadap Kemahiran Belajar (KB) dan Konsep Kendiri (KK) dalam Kalangan Pelajar. Pembinaan modul KBHM didasarkan kepada Model Kitaran Pembelajaran Pengalaman. Modul KB-TKT diuji kesahan dan kebolehpercayaan melalui ujian rintis sebelum kajian kesan modul dijalankan. Kajian ini merupakan kajian kuasi-eksperimental. Kajian ini dijalankan di dua buah sekolah menengah di Daerah Kuala Kangsar. Soal selidik kajian ialah maklumat peribadi berserta dua inventori iaitu inventori Kemahiran Belajar-HM (KBHM) dan inventori Skala Konsep Kendiri Multidimensi. Seramai 120 subjek terlibat dalam kajian iaitu 30 subjek (n=30) dalam kelompok besar, 30 subjek dalam tiga kelompok kecil dibahagi sama rata (n1=10, n2 =10 dan n3 =10) dan selebihnya (n=60) adalah kelompok kawalan. Subjek kelompok rawatan mengikuti 10 sesi rawatan Modul KBHM yang dijalankan secara mingguan manakala subjek Kelompok Kawalan tidak mengikuti apa-apa intervensi. Data dianalisis menggunakan analisis deskriptif MANOVA dan Post Hoc-Tukey pada aras kesignifikanan P=0.05 (signifikan pada aras 95%). Keputusan kajian menunjukkan terdapat perbezaan signifikan bagi analisis MANOVA dan Post Hoc-Tukey. Keputusan kajian analisis MANOVA memperlihatkan perbezaan yang signifikan antara min pra-ujian dan min pos-ujian bagi semua Pemboleh ubah bersandar iaitu kemahiran belajar (KB) pada nilai F (1, 239) = 1.612 (p<.05) dan konsep kendiri (KK) F (1, 239) = 16.290 (p<.01). Kajian Ujian Post-Hoc Tukey menunjukkan terdapat perbezaan yang signifikan antara KBKKB dengan KBBKB (.026); antara KBKKB dengan kelompok kawalan (K1) (.012) dan antara KBBKB dengan Kelompok Kawalan (.047) manakala KK pula mendapati bahawa terdapat perbezaan signifikan dengan KBKKB dengan KBBKB iaitu (.042), antara KBKKB dengan kelompok kawalan (.001) dan KBBKB dengan K1 (.004.) Ini membuktikan bahawa, kajian ini diterima dengan menolak kesemua hipotesis nol. Ini membuktikan bahawa kajian ini berjaya meningkatkan KB dan KK pelajar.</p> 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=8614 https://ir.upsi.edu.my/detailsg.php?det=8614 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>ACT. (2006). COMPASS/ESL reference manual. Iowa City, IA: Author.</p><p>Adibah Abdul Latif & Fatimah Harlina Mohd Taib (2012). Hubungan tingkah laku kesediaan pensyarah dengan tahap motivasi pelajar. Fakulti Pendidikan Universiti Teknologi Malaysia. 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