Kesan modul KBAT-TKT terhadap KBAT, pemikiran kreatif, kritis serta pemikiran positif dan sihat dalam kalangan pelajar
<p>Kajian eksperimen ini bertujuan mengkaji kesan modul Kemahiran Berfikir Aras Tinggi berdasarkan Terapi Kognitif Tingkah Laku (KBAT-TKT) terhadap Kemahiran Berfikir Aras Tinggi (KBAT), Kemahiran Berfikir Kritis (KBKri), Kemahiran Berfikir Kreatif(KBKre) dan Pemikiran Positif dan Siha...
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LB Theory and practice of education Aidahapini Derum Kesan modul KBAT-TKT terhadap KBAT, pemikiran kreatif, kritis serta pemikiran positif dan sihat dalam kalangan pelajar |
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<p>Kajian eksperimen ini bertujuan mengkaji kesan modul Kemahiran Berfikir Aras Tinggi berdasarkan Terapi Kognitif Tingkah Laku (KBAT-TKT) terhadap Kemahiran Berfikir Aras Tinggi (KBAT), Kemahiran Berfikir Kritis (KBKri), Kemahiran Berfikir Kreatif(KBKre) dan Pemikiran Positif dan Sihat (PPS). Modul KBAT-TKT dibina berdasarkan integrasi Teori Taksanomi Anderson dan Terapi Kognitif Tingkah Laku (TKT) yang bertujuan meningkatkan KBAT dalam kalangan pelajar sekolah menengah. Soal selidik kajian ialah lima inventori yang merangkumi Inventori KBAT-SAINS, Inventori Pengetahuan KBAT-SAINS, Inventori KBKri, Inventori KBKre dan Inventori PPS. Responden kajian ialah 93 orang subjek yang dipilih memasuki dua kelompok rawatan dan satu kelompok kawalan. Dua kelompok rawatan ialah kelompok rawatan mingguan(KBMg-KBAT) seramai 31 subjek (n1 = 31) dan kelompok rawatan maraton (KBMr-KBAT) seramai 31 subjek (n2 = 31), manakala kelompok kawalan seramai 31 subjek.Subjek kelompok KBMg-KBAT mngikuti lapan sesi rawatan yang dijalankan secara mingguan. Manakala subjek KBMr-KBAT mengikuti lapan sesi rawatan yang dijalankan secara maraton selama dua hari. Data kajian dianalisis menggunakan analisis deskriptif, MANOVA dan ujian Pillais Trace pada aras signifikan .05. Keputusan analisis MANOVA menunjukkan berdasarkan ujian Pillais Trace bahawa terdapat kesan pemboleh ubah [F (8, 356) = 28.412, p < .05], pemboleh ubah bebas ujian [F (4, 177) = 381.033, p < .05] dan kesan interaksi Kumpulan *Ujian [F (8, 356) = 31.197, p < .05] ke atas pemboleh ubah KBAT, KBKri, KBKre dan PPS. Ini membuktikan bahawa, kajian ini diterima dengan menolak kesemua hipotesis nol. Dapatan kajian menunjukkan modul KBAT-TKT berkesan dalam meningkatkan pemboleh ubah KBAT, KBKri, KBKre dan PPS. Kelompok KBMg-KBAT lebih berkesan berbanding dengan kelompok KBMr-KBAT. Selain itu kajian ini juga mendapati faktor jantina dan kaum tidak mempengaruhi kesan rawatan. Implikasi kajian ini memberi sumbangan terhadap perkhidmatan bimbingan dan kaunseling di sekolah dan membuktikan modul KBATTKT dapat membantu pelajar meningkatkan KBAT, KBKri, KBKre dan PPS</p> |
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Aidahapini Derum |
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Aidahapini Derum |
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Aidahapini Derum |
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Kesan modul KBAT-TKT terhadap KBAT, pemikiran kreatif, kritis serta pemikiran positif dan sihat dalam kalangan pelajar |
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Kesan modul KBAT-TKT terhadap KBAT, pemikiran kreatif, kritis serta pemikiran positif dan sihat dalam kalangan pelajar |
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Kesan modul KBAT-TKT terhadap KBAT, pemikiran kreatif, kritis serta pemikiran positif dan sihat dalam kalangan pelajar |
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Kesan modul KBAT-TKT terhadap KBAT, pemikiran kreatif, kritis serta pemikiran positif dan sihat dalam kalangan pelajar |
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Kesan modul KBAT-TKT terhadap KBAT, pemikiran kreatif, kritis serta pemikiran positif dan sihat dalam kalangan pelajar |
| title_sort |
kesan modul kbat-tkt terhadap kbat, pemikiran kreatif, kritis serta pemikiran positif dan sihat dalam kalangan pelajar |
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Universiti Pendidikan Sultan Idris |
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Fakulti Pembangunan Manusia |
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2022 |
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https://ir.upsi.edu.my/detailsg.php?det=9532 |
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oai:ir.upsi.edu.my:95322023-10-05 Kesan modul KBAT-TKT terhadap KBAT, pemikiran kreatif, kritis serta pemikiran positif dan sihat dalam kalangan pelajar 2022 Aidahapini Derum LB Theory and practice of education <p>Kajian eksperimen ini bertujuan mengkaji kesan modul Kemahiran Berfikir Aras Tinggi berdasarkan Terapi Kognitif Tingkah Laku (KBAT-TKT) terhadap Kemahiran Berfikir Aras Tinggi (KBAT), Kemahiran Berfikir Kritis (KBKri), Kemahiran Berfikir Kreatif(KBKre) dan Pemikiran Positif dan Sihat (PPS). Modul KBAT-TKT dibina berdasarkan integrasi Teori Taksanomi Anderson dan Terapi Kognitif Tingkah Laku (TKT) yang bertujuan meningkatkan KBAT dalam kalangan pelajar sekolah menengah. Soal selidik kajian ialah lima inventori yang merangkumi Inventori KBAT-SAINS, Inventori Pengetahuan KBAT-SAINS, Inventori KBKri, Inventori KBKre dan Inventori PPS. Responden kajian ialah 93 orang subjek yang dipilih memasuki dua kelompok rawatan dan satu kelompok kawalan. Dua kelompok rawatan ialah kelompok rawatan mingguan(KBMg-KBAT) seramai 31 subjek (n1 = 31) dan kelompok rawatan maraton (KBMr-KBAT) seramai 31 subjek (n2 = 31), manakala kelompok kawalan seramai 31 subjek.Subjek kelompok KBMg-KBAT mngikuti lapan sesi rawatan yang dijalankan secara mingguan. Manakala subjek KBMr-KBAT mengikuti lapan sesi rawatan yang dijalankan secara maraton selama dua hari. Data kajian dianalisis menggunakan analisis deskriptif, MANOVA dan ujian Pillais Trace pada aras signifikan .05. Keputusan analisis MANOVA menunjukkan berdasarkan ujian Pillais Trace bahawa terdapat kesan pemboleh ubah [F (8, 356) = 28.412, p < .05], pemboleh ubah bebas ujian [F (4, 177) = 381.033, p < .05] dan kesan interaksi Kumpulan *Ujian [F (8, 356) = 31.197, p < .05] ke atas pemboleh ubah KBAT, KBKri, KBKre dan PPS. Ini membuktikan bahawa, kajian ini diterima dengan menolak kesemua hipotesis nol. Dapatan kajian menunjukkan modul KBAT-TKT berkesan dalam meningkatkan pemboleh ubah KBAT, KBKri, KBKre dan PPS. Kelompok KBMg-KBAT lebih berkesan berbanding dengan kelompok KBMr-KBAT. Selain itu kajian ini juga mendapati faktor jantina dan kaum tidak mempengaruhi kesan rawatan. Implikasi kajian ini memberi sumbangan terhadap perkhidmatan bimbingan dan kaunseling di sekolah dan membuktikan modul KBATTKT dapat membantu pelajar meningkatkan KBAT, KBKri, KBKre dan PPS</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9532 https://ir.upsi.edu.my/detailsg.php?det=9532 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Abd. Rahim, A. R. (1997). Kemahiran Berfikir Merentasi Kurikulum. Shah Alam:</p><p>Penerbit Fajar Bakti Snd. Bhd.</p><p></p><p>Abd. Rahim, A. R. (1999). Kemahiran Berfikir Merentasi Kurikulum. Shah Alam: Penerbit Fajar Bakti</p><p>Sdn. Bhd.</p><p></p><p>Abd. Rahim, A. R. (2000). Wawasan dan Agenda Pendidikan. 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