Modul Basic Concepts in Genetics: intervensi tahap penguasaan dan kerangka alternatif konsep asas genetik pelajar Biologi tingkatan empat

Modul Basic Concepts in Genetics: intervensi tahap penguasaan dan kerangka alternatif konsep asas genetik pelajar Biologi tingkatan empat

<p>Kajian ini bertujuan membangun dan mengkaji kesan Modul Basic Concepts in</p><p>Genetics (BCG) terhadap penguasaan dan kerangka alternatif konsep asas genetik</p><p>pelajar Biologi. Konsep asas genetik yang dikaji ialah gen (KG...

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Main Author: Sahabuddin Basri
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Published: 2022
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LB Theory and practice of education
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topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Sahabuddin Basri
Modul Basic Concepts in Genetics: intervensi tahap penguasaan dan kerangka alternatif konsep asas genetik pelajar Biologi tingkatan empat
description <p>Kajian ini bertujuan membangun dan mengkaji kesan Modul Basic Concepts in</p><p>Genetics (BCG) terhadap penguasaan dan kerangka alternatif konsep asas genetik</p><p>pelajar Biologi. Konsep asas genetik yang dikaji ialah gen (KG), kromosom (KK),</p><p>hubungan gen, kromosom dan DNA (HGK) serta hubungan pembahagian sel dan</p><p>pewarisan (HPP). Kajian ini menggunakan pendekatan reka bentuk kajian</p><p>pembangunan berpandukan Model Sidek dan Jamaludin. Reka bentuk kuasi</p><p>eksperimen digunakan bagi menentukan keberkesanan modul. Seramai 64 pelajar</p><p>tingkatan empat dari dua buah sekolah di daerah Tawau dipilih melalui persampelan</p><p>rawak berstrata yang terdiri daripada 34 pelajar kumpulan eksperimen dan 30 pelajar</p><p>kumpulan kawalan. Instrumen kajian ialah Soal Selidik Persepsi Terhadap Modul dan</p><p>Ujian Pencapaian Konsep Asas Genetik. Data dianalisis secara deskriptif dan</p><p>inferensi. Dapatan kajian menunjukkan Modul BCG mempunyai kesahan yang baik</p><p>dengan indeks kesahan 0.94. Hasil analisis terhadap persepsi pelajar menunjukkan</p><p>nilai yang tinggi terhadap kualiti kandungan modul [Min=4.27], keberkesanan</p><p>[Min=4.36] dan kepuasan [Min=4.40]. Ujian-t menunjukkan perbezaan yang</p><p>signifikan terhadap skor antara kumpulan kawalan dan eksperimen bagi konsep KG</p><p>[F=0.002, p=0.968], KK [F=8.59, p=0.005], dan HGK [F=3.95, p=0.051] manakala</p><p>tiada perbezaan yang signifikan terhadap konsep HPP [F=6.10 p=0.016]. Ujian-t juga</p><p>menunjukkan perbezaan yang signifikan antara pelajar lelaki dan perempuan terhadap</p><p>konsep KK [F=8.29, p=0.005] namun tiada perbezaan yang signifikan antara jantina</p><p>pelajar terhadap skor ujian KG, HGK dan HPP. Ujian-U Mann-Whitney pula</p><p>menunjukkan terdapat perbezaan skor yang signifikan antara pelajar lelaki kumpulan</p><p>kawalan dan eksperimen terhadap konsep HGK [U=19.5, z=-2.73, p=0.006] tetapi</p><p>tiada perbezaan signifikan antara jantina bagi kedua-dua kumpulan terhadap konsep</p><p>KG, KK, dan HPP. Oleh itu, kerangka alternatif yang disingkirkan adalah masingmasing</p><p>tujuh dan empat daripada kumpulan eksperimen dan kumpulan kawalan.</p><p>Kesimpulannya, intervensi menggunakan Modul BCG dalam pengajaran terbukti</p><p>dapat mengurangkan kerangka alternatif. Implikasi hasil kajian ialah Modul BCG ini</p><p>sesuai penggunaannya bagi meningkatkan penguasaan konsep asas genetik pelajar</p><p>Biologi.</p>
format thesis
qualification_name
qualification_level Master's degree
author Sahabuddin Basri
author_facet Sahabuddin Basri
author_sort Sahabuddin Basri
title Modul Basic Concepts in Genetics: intervensi tahap penguasaan dan kerangka alternatif konsep asas genetik pelajar Biologi tingkatan empat
title_short Modul Basic Concepts in Genetics: intervensi tahap penguasaan dan kerangka alternatif konsep asas genetik pelajar Biologi tingkatan empat
title_full Modul Basic Concepts in Genetics: intervensi tahap penguasaan dan kerangka alternatif konsep asas genetik pelajar Biologi tingkatan empat
title_fullStr Modul Basic Concepts in Genetics: intervensi tahap penguasaan dan kerangka alternatif konsep asas genetik pelajar Biologi tingkatan empat
title_full_unstemmed Modul Basic Concepts in Genetics: intervensi tahap penguasaan dan kerangka alternatif konsep asas genetik pelajar Biologi tingkatan empat
title_sort modul basic concepts in genetics: intervensi tahap penguasaan dan kerangka alternatif konsep asas genetik pelajar biologi tingkatan empat
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Sains dan Matematik
publishDate 2022
url https://ir.upsi.edu.my/detailsg.php?det=8756
_version_ 1776104564245659648
spelling oai:ir.upsi.edu.my:87562023-03-08 Modul Basic Concepts in Genetics: intervensi tahap penguasaan dan kerangka alternatif konsep asas genetik pelajar Biologi tingkatan empat 2022 Sahabuddin Basri LB Theory and practice of education <p>Kajian ini bertujuan membangun dan mengkaji kesan Modul Basic Concepts in</p><p>Genetics (BCG) terhadap penguasaan dan kerangka alternatif konsep asas genetik</p><p>pelajar Biologi. Konsep asas genetik yang dikaji ialah gen (KG), kromosom (KK),</p><p>hubungan gen, kromosom dan DNA (HGK) serta hubungan pembahagian sel dan</p><p>pewarisan (HPP). Kajian ini menggunakan pendekatan reka bentuk kajian</p><p>pembangunan berpandukan Model Sidek dan Jamaludin. Reka bentuk kuasi</p><p>eksperimen digunakan bagi menentukan keberkesanan modul. Seramai 64 pelajar</p><p>tingkatan empat dari dua buah sekolah di daerah Tawau dipilih melalui persampelan</p><p>rawak berstrata yang terdiri daripada 34 pelajar kumpulan eksperimen dan 30 pelajar</p><p>kumpulan kawalan. Instrumen kajian ialah Soal Selidik Persepsi Terhadap Modul dan</p><p>Ujian Pencapaian Konsep Asas Genetik. Data dianalisis secara deskriptif dan</p><p>inferensi. Dapatan kajian menunjukkan Modul BCG mempunyai kesahan yang baik</p><p>dengan indeks kesahan 0.94. Hasil analisis terhadap persepsi pelajar menunjukkan</p><p>nilai yang tinggi terhadap kualiti kandungan modul [Min=4.27], keberkesanan</p><p>[Min=4.36] dan kepuasan [Min=4.40]. Ujian-t menunjukkan perbezaan yang</p><p>signifikan terhadap skor antara kumpulan kawalan dan eksperimen bagi konsep KG</p><p>[F=0.002, p=0.968], KK [F=8.59, p=0.005], dan HGK [F=3.95, p=0.051] manakala</p><p>tiada perbezaan yang signifikan terhadap konsep HPP [F=6.10 p=0.016]. Ujian-t juga</p><p>menunjukkan perbezaan yang signifikan antara pelajar lelaki dan perempuan terhadap</p><p>konsep KK [F=8.29, p=0.005] namun tiada perbezaan yang signifikan antara jantina</p><p>pelajar terhadap skor ujian KG, HGK dan HPP. Ujian-U Mann-Whitney pula</p><p>menunjukkan terdapat perbezaan skor yang signifikan antara pelajar lelaki kumpulan</p><p>kawalan dan eksperimen terhadap konsep HGK [U=19.5, z=-2.73, p=0.006] tetapi</p><p>tiada perbezaan signifikan antara jantina bagi kedua-dua kumpulan terhadap konsep</p><p>KG, KK, dan HPP. Oleh itu, kerangka alternatif yang disingkirkan adalah masingmasing</p><p>tujuh dan empat daripada kumpulan eksperimen dan kumpulan kawalan.</p><p>Kesimpulannya, intervensi menggunakan Modul BCG dalam pengajaran terbukti</p><p>dapat mengurangkan kerangka alternatif. Implikasi hasil kajian ialah Modul BCG ini</p><p>sesuai penggunaannya bagi meningkatkan penguasaan konsep asas genetik pelajar</p><p>Biologi.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=8756 https://ir.upsi.edu.my/detailsg.php?det=8756 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik <p>Abdu Raheem, B. O. (2012). 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