Kesan interaksi model adaptasi kitaran POGIL terhadap pencapaian KBAT bagi subjek Matematik tingkatan dua
<p>Kajian ini bertujuan untuk menilai kesan interaksi penggunaan pelantar Google+</p><p>dengan pendekatan model adaptasi kitaran proses pembelajaran berorientasi inkuiri</p><p>terbimbing (POGIL) agar murid dapat menguasai kemahira...
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QA Mathematics Naquiah Safian@Sofian Kesan interaksi model adaptasi kitaran POGIL terhadap pencapaian KBAT bagi subjek Matematik tingkatan dua |
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<p>Kajian ini bertujuan untuk menilai kesan interaksi penggunaan pelantar Google+</p><p>dengan pendekatan model adaptasi kitaran proses pembelajaran berorientasi inkuiri</p><p>terbimbing (POGIL) agar murid dapat menguasai kemahiran berfikir aras tinggi</p><p>(KBAT). Model ini melibatkan tiga fasa aktiviti pembelajaran iaitu fasa pengenalan,</p><p>fasa konsep dan fasa peneguhan manakala lima stesen pembelajaran iaitu stesen</p><p>penglibatan, stesen penerokaan, stesen pembentukan, stesen mengaplikasi dan stesen</p><p>refleksi. Kitaran POGIL ini mengandungi aktiviti pembelajaran bagi subjek matematik</p><p>dengan tajuk pola dan urutan nombor untuk murid tingkatan dua. Pendekatan kuantitatif</p><p>dengan reka bentuk kuasi eksperimental telah digunakan dalam kajian ini. Pemilihan</p><p>sampel mudah secara rawak melibatkan 60 orang murid tingkatan dua dengan 30 orang</p><p>responden kumpulan rawatan dan 30 orang responden kumpulan kawalan. Instrumen</p><p>kajian ini terdiri daripada soal selidik dan ujian pencapaian. Data dianalisis dengan</p><p>menggunakan analisis deskriptif dan inferensi. Dapatan kajian ujian-t sampel</p><p>berpasangan p=0.000, t(29)=6.043 menunjukkan bahawa terdapat perbezaan</p><p>pencapaian antara kumpulan rawatan dan kumpulan kawalan. Ujian anova sehala</p><p>p>.001, F(3,6)=2.888 menunjukkan bahawa tidak terdapat perbezaan kekerapan</p><p>interaksi antara ketiga-tiga fasa. Analisis korelasi Pearson menunjukkan hubungan</p><p>kekerapan interaksi positif yang sangat kuat antara fasa pengenalan dengan fasa</p><p>peneguhan, r=0.780 manakala hubungan kuat fasa konsep dengan fasa pengenalan dan</p><p>fasa konsep dengan fasa peneguhan bagi nilai r=0.667 dan r=0.646. Terdapat hubungan</p><p>kekerapan interaksi yang kuat iaitu r=0.654 antara stesen penerokaan dengan stesen</p><p>pembentukan. Kesimpulan daripada kajian menunjukkan bahawa pelantar google+</p><p>membantu murid berdiskusi dengan teknik inkuiri dalam aktiviti model adaptasi</p><p>kitaran POGIL. Ini menunjukkan bahawa model ini telah memberi impak kepada pdpc</p><p>guru dalam mempelbagaikan strategi pembelajaran ke arah peningkatan pencapaian</p><p>KBAT bagi mata pelajaran yang berbentuk sains dan teknikal.</p> |
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Naquiah Safian@Sofian |
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Naquiah Safian@Sofian |
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Naquiah Safian@Sofian |
| title |
Kesan interaksi model adaptasi kitaran POGIL terhadap pencapaian KBAT bagi subjek Matematik tingkatan dua |
| title_short |
Kesan interaksi model adaptasi kitaran POGIL terhadap pencapaian KBAT bagi subjek Matematik tingkatan dua |
| title_full |
Kesan interaksi model adaptasi kitaran POGIL terhadap pencapaian KBAT bagi subjek Matematik tingkatan dua |
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Kesan interaksi model adaptasi kitaran POGIL terhadap pencapaian KBAT bagi subjek Matematik tingkatan dua |
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Kesan interaksi model adaptasi kitaran POGIL terhadap pencapaian KBAT bagi subjek Matematik tingkatan dua |
| title_sort |
kesan interaksi model adaptasi kitaran pogil terhadap pencapaian kbat bagi subjek matematik tingkatan dua |
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Universiti Pendidikan Sultan Idris |
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Fakulti Seni, Komputeran dan Industri Kreatif |
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2022 |
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https://ir.upsi.edu.my/detailsg.php?det=9171 |
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oai:ir.upsi.edu.my:91712023-07-11 Kesan interaksi model adaptasi kitaran POGIL terhadap pencapaian KBAT bagi subjek Matematik tingkatan dua 2022 Naquiah Safian@Sofian QA Mathematics <p>Kajian ini bertujuan untuk menilai kesan interaksi penggunaan pelantar Google+</p><p>dengan pendekatan model adaptasi kitaran proses pembelajaran berorientasi inkuiri</p><p>terbimbing (POGIL) agar murid dapat menguasai kemahiran berfikir aras tinggi</p><p>(KBAT). Model ini melibatkan tiga fasa aktiviti pembelajaran iaitu fasa pengenalan,</p><p>fasa konsep dan fasa peneguhan manakala lima stesen pembelajaran iaitu stesen</p><p>penglibatan, stesen penerokaan, stesen pembentukan, stesen mengaplikasi dan stesen</p><p>refleksi. Kitaran POGIL ini mengandungi aktiviti pembelajaran bagi subjek matematik</p><p>dengan tajuk pola dan urutan nombor untuk murid tingkatan dua. Pendekatan kuantitatif</p><p>dengan reka bentuk kuasi eksperimental telah digunakan dalam kajian ini. Pemilihan</p><p>sampel mudah secara rawak melibatkan 60 orang murid tingkatan dua dengan 30 orang</p><p>responden kumpulan rawatan dan 30 orang responden kumpulan kawalan. Instrumen</p><p>kajian ini terdiri daripada soal selidik dan ujian pencapaian. Data dianalisis dengan</p><p>menggunakan analisis deskriptif dan inferensi. Dapatan kajian ujian-t sampel</p><p>berpasangan p=0.000, t(29)=6.043 menunjukkan bahawa terdapat perbezaan</p><p>pencapaian antara kumpulan rawatan dan kumpulan kawalan. Ujian anova sehala</p><p>p>.001, F(3,6)=2.888 menunjukkan bahawa tidak terdapat perbezaan kekerapan</p><p>interaksi antara ketiga-tiga fasa. Analisis korelasi Pearson menunjukkan hubungan</p><p>kekerapan interaksi positif yang sangat kuat antara fasa pengenalan dengan fasa</p><p>peneguhan, r=0.780 manakala hubungan kuat fasa konsep dengan fasa pengenalan dan</p><p>fasa konsep dengan fasa peneguhan bagi nilai r=0.667 dan r=0.646. Terdapat hubungan</p><p>kekerapan interaksi yang kuat iaitu r=0.654 antara stesen penerokaan dengan stesen</p><p>pembentukan. Kesimpulan daripada kajian menunjukkan bahawa pelantar google+</p><p>membantu murid berdiskusi dengan teknik inkuiri dalam aktiviti model adaptasi</p><p>kitaran POGIL. Ini menunjukkan bahawa model ini telah memberi impak kepada pdpc</p><p>guru dalam mempelbagaikan strategi pembelajaran ke arah peningkatan pencapaian</p><p>KBAT bagi mata pelajaran yang berbentuk sains dan teknikal.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9171 https://ir.upsi.edu.my/detailsg.php?det=9171 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Seni, Komputeran dan Industri Kreatif <p>American Association of School Librarians. (1999). The planning guide for Information Power: Building partnerships for learning with school library media program assessment rubric for the 21st century. Chicago: AASL.</p><p></p><p>Abdoli-Sejzi, A. (2015). 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