Kesan modul KeBATiS terhadap pencapaian, kemahiran proses sains bersepadu dan sikap terhadap sains

Kesan modul KeBATiS terhadap pencapaian, kemahiran proses sains bersepadu dan sikap terhadap sains

<p>Kajian ini dijalankan untuk membangunkan dan menguji modul pengajaran kemahiran</p><p>berfikir aras tinggi dalam mata pelajaran sains dengan penerapan kaedah sokratik</p><p>berlandaskan Model Konstruktivisme Lima Fasa Needham (...

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Main Author: Mohd Nazri Hassan
Format: thesis
Language:zsm
Published: 2022
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LC Special aspects of education
Online Access:https://ir.upsi.edu.my/detailsg.php?det=8745
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institution Universiti Pendidikan Sultan Idris
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language zsm
topic LC Special aspects of education
spellingShingle LC Special aspects of education
Mohd Nazri Hassan
Kesan modul KeBATiS terhadap pencapaian, kemahiran proses sains bersepadu dan sikap terhadap sains
description <p>Kajian ini dijalankan untuk membangunkan dan menguji modul pengajaran kemahiran</p><p>berfikir aras tinggi dalam mata pelajaran sains dengan penerapan kaedah sokratik</p><p>berlandaskan Model Konstruktivisme Lima Fasa Needham (KeBATiS). Modul</p><p>KeBATiS dibangunkan melibatkan dua fasa. Fasa pertama melibatkan pembangunan</p><p>modul KeBATiS berpandukan model pembangunan modul Sidek. Fasa kedua kajian</p><p>menggunakan reka bentuk kuasi eksperimen ujian pra-pos kumpulan kawalan dan</p><p>kumpulan rawatan yang melibatkan 30 orang murid bagi setiap kumpulan. Proses</p><p>persampelan melibatkan persampelan kluster dan persampelan bertujuan. Data</p><p>dikumpulkan menggunakan tiga instrumen iaitu Ujian Pencapaian Sains, Ujian</p><p>Kemahiran Proses Sains Bersepadu dan Soal Selidik Sikap Terhadap Sains. Data</p><p>dianalisis secara deskriptif dan inferensi menerusi MANOVA dan ANOVA bagi</p><p>menentukan perbezaan pelajar antara kumpulan kawalan dan rawatan. Kajian ini</p><p>berjaya membangunkan Modul KeBATiS yang mempunyai kesahan dan</p><p>kebolehpercayaan yang tinggi. Dapatan kajian juga menunjukkan bahawa terdapat</p><p>perbezaan yang signifikan min ujian pos antara kumpulan bagi pencapaian sains,</p><p>penguasaan kemahiran proses sains bersepadu dan sikap terhadap sains. Ujian</p><p>multivariate Pillais Trace menunjukkan bahawa wujud kesan yang signifikan antara</p><p>ujian pra dan ujian pos. Kesimpulannya, dapatan ini menunjukkan bahawa modul</p><p>KeBATiS boleh digunakan untuk membantu meningkatkan pencapaian sains,</p><p>penguasaan kemahiran proses sains bersepadu dan sikap pelajar terhadap sains.</p><p>Implikasinya, modul KeBATiS menyokong teori kognitif dan teori konstruktivisme</p><p>serta membuktikan bahawa kaedah pembelajaran dengan penerapan kaedah sokratik</p><p>berlandaskan model konstruktivisme lima fasa Needham boleh dijadikan alternatif bagi</p><p>membangunkan penguasaan kemahiran berfikir aras tinggi dalam kalangan murid</p><p>sekolah rendah.</p>
format thesis
qualification_name
qualification_level Doctorate
author Mohd Nazri Hassan
author_facet Mohd Nazri Hassan
author_sort Mohd Nazri Hassan
title Kesan modul KeBATiS terhadap pencapaian, kemahiran proses sains bersepadu dan sikap terhadap sains
title_short Kesan modul KeBATiS terhadap pencapaian, kemahiran proses sains bersepadu dan sikap terhadap sains
title_full Kesan modul KeBATiS terhadap pencapaian, kemahiran proses sains bersepadu dan sikap terhadap sains
title_fullStr Kesan modul KeBATiS terhadap pencapaian, kemahiran proses sains bersepadu dan sikap terhadap sains
title_full_unstemmed Kesan modul KeBATiS terhadap pencapaian, kemahiran proses sains bersepadu dan sikap terhadap sains
title_sort kesan modul kebatis terhadap pencapaian, kemahiran proses sains bersepadu dan sikap terhadap sains
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2022
url https://ir.upsi.edu.my/detailsg.php?det=8745
_version_ 1776104563051331584
spelling oai:ir.upsi.edu.my:87452023-03-07 Kesan modul KeBATiS terhadap pencapaian, kemahiran proses sains bersepadu dan sikap terhadap sains 2022 Mohd Nazri Hassan LC Special aspects of education <p>Kajian ini dijalankan untuk membangunkan dan menguji modul pengajaran kemahiran</p><p>berfikir aras tinggi dalam mata pelajaran sains dengan penerapan kaedah sokratik</p><p>berlandaskan Model Konstruktivisme Lima Fasa Needham (KeBATiS). Modul</p><p>KeBATiS dibangunkan melibatkan dua fasa. Fasa pertama melibatkan pembangunan</p><p>modul KeBATiS berpandukan model pembangunan modul Sidek. Fasa kedua kajian</p><p>menggunakan reka bentuk kuasi eksperimen ujian pra-pos kumpulan kawalan dan</p><p>kumpulan rawatan yang melibatkan 30 orang murid bagi setiap kumpulan. Proses</p><p>persampelan melibatkan persampelan kluster dan persampelan bertujuan. Data</p><p>dikumpulkan menggunakan tiga instrumen iaitu Ujian Pencapaian Sains, Ujian</p><p>Kemahiran Proses Sains Bersepadu dan Soal Selidik Sikap Terhadap Sains. Data</p><p>dianalisis secara deskriptif dan inferensi menerusi MANOVA dan ANOVA bagi</p><p>menentukan perbezaan pelajar antara kumpulan kawalan dan rawatan. Kajian ini</p><p>berjaya membangunkan Modul KeBATiS yang mempunyai kesahan dan</p><p>kebolehpercayaan yang tinggi. Dapatan kajian juga menunjukkan bahawa terdapat</p><p>perbezaan yang signifikan min ujian pos antara kumpulan bagi pencapaian sains,</p><p>penguasaan kemahiran proses sains bersepadu dan sikap terhadap sains. Ujian</p><p>multivariate Pillais Trace menunjukkan bahawa wujud kesan yang signifikan antara</p><p>ujian pra dan ujian pos. Kesimpulannya, dapatan ini menunjukkan bahawa modul</p><p>KeBATiS boleh digunakan untuk membantu meningkatkan pencapaian sains,</p><p>penguasaan kemahiran proses sains bersepadu dan sikap pelajar terhadap sains.</p><p>Implikasinya, modul KeBATiS menyokong teori kognitif dan teori konstruktivisme</p><p>serta membuktikan bahawa kaedah pembelajaran dengan penerapan kaedah sokratik</p><p>berlandaskan model konstruktivisme lima fasa Needham boleh dijadikan alternatif bagi</p><p>membangunkan penguasaan kemahiran berfikir aras tinggi dalam kalangan murid</p><p>sekolah rendah.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=8745 https://ir.upsi.edu.my/detailsg.php?det=8745 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Abu Hassan Kassim (2003). Kurikulum Sains Sekolah Malaysia. Modul Pengajaran.</p><p>Universiti Teknologi Malaysia: Skudai, Johor</p><p></p><p>Adler M, Ziglio E. (1996). 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