Pembangunan dan persepsi terhadap kit pengajaran Flipped Classroom Alkali Metals (FCAM) dalam kalangan guru negeri Melaka
<p>Objektif utama kajian ini adalah membangunkan kit pengajaran Flipped Classroom Alkali</p><p>Metals (FCAM) dan mengenal pasti persepsi guru terhadap kit pengajaran FCAM bagi</p><p>konstruk isi kandungan dan kepuasan. Pendekatan...
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QD Chemistry Nurul Ain Ashikin Halin Pembangunan dan persepsi terhadap kit pengajaran Flipped Classroom Alkali Metals (FCAM) dalam kalangan guru negeri Melaka |
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<p>Objektif utama kajian ini adalah membangunkan kit pengajaran Flipped Classroom Alkali</p><p>Metals (FCAM) dan mengenal pasti persepsi guru terhadap kit pengajaran FCAM bagi</p><p>konstruk isi kandungan dan kepuasan. Pendekatan Penyelidikan Reka Bentuk dan</p><p>Pembangunan (PRP) ubah suai bersama model Diskrepansi, model ADDIE dan model</p><p>penilaian formatif Tessmer telah dijadikan panduan kepada pengkaji membangunkan kit</p><p>pengajaran FCAM. Instrumen kajian yang terlibat adalah soal selidik analisis keperluan kit</p><p>pengajaran Flipped Classroom, borang penilaian kesahan kandungan kimia kit pengajaran</p><p>FCAM, borang penilaian kesahan pedagogi kit pengajaran FCAM dan soal selidik persepsi</p><p>guru terhadap kit pengajaran FCAM. Seramai 118 orang guru kimia di negeri Melaka telah</p><p>terlibat sebagai responden kajian. Data kesahan kandungan kit pengajaran FCAM dianalisis</p><p>secara peratus persetujuan pakar manakala nilai min persepsi guru terhadap kit pengajaran</p><p>FCAM pula dianalisis secara statistik deskriptif menggunakan nilai-nilai frekuensi, peratus,</p><p>min dan sisihan piawai. Analisis data mendapati bahawa nilai kesahan kandungan kimia kit</p><p>pengajaran FCAM ialah 98.79% manakala nilai kesahan pedagogi pula ialah 97.38%.</p><p>Sementara itu, nilai min persepsi guru terhadap kit pengajaran FCAM bagi konstruk isi</p><p>kandungan ialah 4.52 (SP: 0.51) sementara nilai min bagi aspek kepuasan pula ialah 4.56</p><p>(SP: 0.51). Sebagai kesimpulannya, isi kandungan kit pengajaran FCAM lengkap dan</p><p>menepati standard kandungan Unsur dalam Kumpulan 1. Persepsi terhadap isi kandungan</p><p>dan kepuasan kit juga berada pada tahap yang tinggi. Implikasi kajian menunjukkan bahawa</p><p>kit pengajaran FCAM mampu meringankan beban guru terutamanya dari segi kos, masa dan</p><p>tenaga.</p> |
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thesis |
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Master's degree |
| author |
Nurul Ain Ashikin Halin |
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Nurul Ain Ashikin Halin |
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Nurul Ain Ashikin Halin |
| title |
Pembangunan dan persepsi terhadap kit pengajaran Flipped Classroom Alkali Metals (FCAM) dalam kalangan guru negeri Melaka |
| title_short |
Pembangunan dan persepsi terhadap kit pengajaran Flipped Classroom Alkali Metals (FCAM) dalam kalangan guru negeri Melaka |
| title_full |
Pembangunan dan persepsi terhadap kit pengajaran Flipped Classroom Alkali Metals (FCAM) dalam kalangan guru negeri Melaka |
| title_fullStr |
Pembangunan dan persepsi terhadap kit pengajaran Flipped Classroom Alkali Metals (FCAM) dalam kalangan guru negeri Melaka |
| title_full_unstemmed |
Pembangunan dan persepsi terhadap kit pengajaran Flipped Classroom Alkali Metals (FCAM) dalam kalangan guru negeri Melaka |
| title_sort |
pembangunan dan persepsi terhadap kit pengajaran flipped classroom alkali metals (fcam) dalam kalangan guru negeri melaka |
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Universiti Pendidikan Sultan Idris |
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Fakulti Sains dan Matematik |
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2022 |
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https://ir.upsi.edu.my/detailsg.php?det=9708 |
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1783730296022106112 |
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oai:ir.upsi.edu.my:97082023-11-21 Pembangunan dan persepsi terhadap kit pengajaran Flipped Classroom Alkali Metals (FCAM) dalam kalangan guru negeri Melaka 2022 Nurul Ain Ashikin Halin QD Chemistry <p>Objektif utama kajian ini adalah membangunkan kit pengajaran Flipped Classroom Alkali</p><p>Metals (FCAM) dan mengenal pasti persepsi guru terhadap kit pengajaran FCAM bagi</p><p>konstruk isi kandungan dan kepuasan. Pendekatan Penyelidikan Reka Bentuk dan</p><p>Pembangunan (PRP) ubah suai bersama model Diskrepansi, model ADDIE dan model</p><p>penilaian formatif Tessmer telah dijadikan panduan kepada pengkaji membangunkan kit</p><p>pengajaran FCAM. Instrumen kajian yang terlibat adalah soal selidik analisis keperluan kit</p><p>pengajaran Flipped Classroom, borang penilaian kesahan kandungan kimia kit pengajaran</p><p>FCAM, borang penilaian kesahan pedagogi kit pengajaran FCAM dan soal selidik persepsi</p><p>guru terhadap kit pengajaran FCAM. Seramai 118 orang guru kimia di negeri Melaka telah</p><p>terlibat sebagai responden kajian. Data kesahan kandungan kit pengajaran FCAM dianalisis</p><p>secara peratus persetujuan pakar manakala nilai min persepsi guru terhadap kit pengajaran</p><p>FCAM pula dianalisis secara statistik deskriptif menggunakan nilai-nilai frekuensi, peratus,</p><p>min dan sisihan piawai. Analisis data mendapati bahawa nilai kesahan kandungan kimia kit</p><p>pengajaran FCAM ialah 98.79% manakala nilai kesahan pedagogi pula ialah 97.38%.</p><p>Sementara itu, nilai min persepsi guru terhadap kit pengajaran FCAM bagi konstruk isi</p><p>kandungan ialah 4.52 (SP: 0.51) sementara nilai min bagi aspek kepuasan pula ialah 4.56</p><p>(SP: 0.51). Sebagai kesimpulannya, isi kandungan kit pengajaran FCAM lengkap dan</p><p>menepati standard kandungan Unsur dalam Kumpulan 1. Persepsi terhadap isi kandungan</p><p>dan kepuasan kit juga berada pada tahap yang tinggi. Implikasi kajian menunjukkan bahawa</p><p>kit pengajaran FCAM mampu meringankan beban guru terutamanya dari segi kos, masa dan</p><p>tenaga.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9708 https://ir.upsi.edu.my/detailsg.php?det=9708 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik <p>Abu Hassan Kassim & Che Zubaidah Deris. (2012). Tahap pemahaman konsep jadual berkala dan struktur atom serta aplikasinya dalam kalangan pelajar sekolah menengah di daerah Gua Musang, Kelantan. Journal of Science and Mathematics Letters, 4(1), 43-52.</p><p>Abdelshaheed, B. S. (2017). Using flipped learning model in teaching english language among female english majors in Majmaah University. English Language Teaching, 10(11), 96-110.</p><p>Affero Ismail, Mustafa Bakri Mahusin, Lokman Hafiz Asary, Muhammad Zulfadly Mohd Zubir, Alias Masek & Ahmad Dardiri. (2020). 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