Analisis strategi komunikasi mod lisan dalam program dwi bahasa Matematik Tingkatan Satu

Analisis strategi komunikasi mod lisan dalam program dwi bahasa Matematik Tingkatan Satu

<p>Kajian kes ini bertujuan menganalisis strategi komunikasi mod lisan dalam pengajaran</p><p>matematik (SKMLPM) bagi lima orang guru matematik Tingkatan Satu, kelas Dual</p><p>Language Programme, di lima buah sekolah menengah keb...

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Main Author: Kang, Chin Aik
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Published: 2023
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QA Mathematics
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institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language zsm
topic QA Mathematics
spellingShingle QA Mathematics
Kang, Chin Aik
Analisis strategi komunikasi mod lisan dalam program dwi bahasa Matematik Tingkatan Satu
description <p>Kajian kes ini bertujuan menganalisis strategi komunikasi mod lisan dalam pengajaran</p><p>matematik (SKMLPM) bagi lima orang guru matematik Tingkatan Satu, kelas Dual</p><p>Language Programme, di lima buah sekolah menengah kebangsaan, Kinta Utara, Ipoh,</p><p>Perak. SKMLPM merangkumi pemadam bunyi bising, pengawal suara, pengimbang</p><p>suara, penambah suara, dan perekod suara. Kaedah pengumpulan data merangkumi</p><p>pemerhatian, temu bual, dan analisis dokumen. Data dianalisis dengan analisis</p><p>kandungan, pemadanan paten dan analisis merentas kes. Dapatan kajian menunjukkan</p><p>lima peserta mempunyai matlamat SKMLPM domain kognitif. Empat peserta</p><p>mempunyai domain afektif dan tiada peserta mempunyai domain psikomotor. Aras</p><p>domain kognitif peserta merangkumi aras pengetahuan, pemahaman, aplikasi, analisis,</p><p>dan penilaian. Aras afektif adalah terbatas pada aras menerima dan memberi respons.</p><p>Kelima-lima peserta: menjalin simetri dengan murid; membenarkan penggunaan</p><p>bahasa Melayu dan bahasa ibunda; menyampai konsep mengikut turutan sebutandefinisi-</p><p>contoh-soalan; menyesuaikan suasana pembelajaran; meminta bantuan ahli</p><p>komuniti sekolah; melaksana pengawal suara secara tidak langsung; merujuk Dokumen</p><p>Standard Kurikulum dan Pentaksiran; memfokus kepada sebutan, definisi, contoh, dan</p><p>soalan; menggalakkan kaedah pengajaran mod lisan; melaksana aktiviti mod lisan;</p><p>menggabungjalin komunikasi lisan dengan komunikasi visual; menggunakan alat bantu</p><p>mengajar (ABM) yang mudah; melaksana perekod suara tak bersuara dan perekod suara</p><p>bersuara. Masalah yang dihadapi oleh peserta secara kolektif adalah: tahap berbahasa</p><p>Inggeris dan kehadiran murid rendah; bunyi bising murid; kelas gelap, terdapat</p><p>pembalikan cahaya dan kelantunan bunyi; lokasi bilik khas jauh; kekurangan fasiliti</p><p>dan kemahiran teknologi maklumat. Masalah sepunya peserta adalah kekangan masa</p><p>dan masalah menambah suara ABM. Hanya dua peserta melaksana perekod suara</p><p>separa bersuara. Sebagai kesimpulan, matlamat SKMLPM peserta tidak holistik;</p><p>Peserta melaksana SKMLPM secara meningkatkan bunyi membina dan menurunkan</p><p>bunyi mengganggu; Punca masalah pelaksanaan SKMLPM adalah gangguan fizikal,</p><p>gangguan fisiologikal, gangguan semantik, gangguan psikologikal, gangguan topikal,</p><p>dan gangguan teknikal. Implikasi kajian adalah guru perlu membentuk matlamat</p><p>SKMLPM holistik, meningkatkan kemahiran melaksana SKMLPM serta merancang</p><p>pengurusan masa dan pemilihan ABM.</p>
format thesis
qualification_name
qualification_level Doctorate
author Kang, Chin Aik
author_facet Kang, Chin Aik
author_sort Kang, Chin Aik
title Analisis strategi komunikasi mod lisan dalam program dwi bahasa Matematik Tingkatan Satu
title_short Analisis strategi komunikasi mod lisan dalam program dwi bahasa Matematik Tingkatan Satu
title_full Analisis strategi komunikasi mod lisan dalam program dwi bahasa Matematik Tingkatan Satu
title_fullStr Analisis strategi komunikasi mod lisan dalam program dwi bahasa Matematik Tingkatan Satu
title_full_unstemmed Analisis strategi komunikasi mod lisan dalam program dwi bahasa Matematik Tingkatan Satu
title_sort analisis strategi komunikasi mod lisan dalam program dwi bahasa matematik tingkatan satu
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Sains dan Matematik
publishDate 2023
url https://ir.upsi.edu.my/detailsg.php?det=9899
_version_ 1794025774360035328
spelling oai:ir.upsi.edu.my:98992024-03-14 Analisis strategi komunikasi mod lisan dalam program dwi bahasa Matematik Tingkatan Satu 2023 Kang, Chin Aik QA Mathematics <p>Kajian kes ini bertujuan menganalisis strategi komunikasi mod lisan dalam pengajaran</p><p>matematik (SKMLPM) bagi lima orang guru matematik Tingkatan Satu, kelas Dual</p><p>Language Programme, di lima buah sekolah menengah kebangsaan, Kinta Utara, Ipoh,</p><p>Perak. SKMLPM merangkumi pemadam bunyi bising, pengawal suara, pengimbang</p><p>suara, penambah suara, dan perekod suara. Kaedah pengumpulan data merangkumi</p><p>pemerhatian, temu bual, dan analisis dokumen. Data dianalisis dengan analisis</p><p>kandungan, pemadanan paten dan analisis merentas kes. Dapatan kajian menunjukkan</p><p>lima peserta mempunyai matlamat SKMLPM domain kognitif. Empat peserta</p><p>mempunyai domain afektif dan tiada peserta mempunyai domain psikomotor. Aras</p><p>domain kognitif peserta merangkumi aras pengetahuan, pemahaman, aplikasi, analisis,</p><p>dan penilaian. Aras afektif adalah terbatas pada aras menerima dan memberi respons.</p><p>Kelima-lima peserta: menjalin simetri dengan murid; membenarkan penggunaan</p><p>bahasa Melayu dan bahasa ibunda; menyampai konsep mengikut turutan sebutandefinisi-</p><p>contoh-soalan; menyesuaikan suasana pembelajaran; meminta bantuan ahli</p><p>komuniti sekolah; melaksana pengawal suara secara tidak langsung; merujuk Dokumen</p><p>Standard Kurikulum dan Pentaksiran; memfokus kepada sebutan, definisi, contoh, dan</p><p>soalan; menggalakkan kaedah pengajaran mod lisan; melaksana aktiviti mod lisan;</p><p>menggabungjalin komunikasi lisan dengan komunikasi visual; menggunakan alat bantu</p><p>mengajar (ABM) yang mudah; melaksana perekod suara tak bersuara dan perekod suara</p><p>bersuara. Masalah yang dihadapi oleh peserta secara kolektif adalah: tahap berbahasa</p><p>Inggeris dan kehadiran murid rendah; bunyi bising murid; kelas gelap, terdapat</p><p>pembalikan cahaya dan kelantunan bunyi; lokasi bilik khas jauh; kekurangan fasiliti</p><p>dan kemahiran teknologi maklumat. Masalah sepunya peserta adalah kekangan masa</p><p>dan masalah menambah suara ABM. Hanya dua peserta melaksana perekod suara</p><p>separa bersuara. Sebagai kesimpulan, matlamat SKMLPM peserta tidak holistik;</p><p>Peserta melaksana SKMLPM secara meningkatkan bunyi membina dan menurunkan</p><p>bunyi mengganggu; Punca masalah pelaksanaan SKMLPM adalah gangguan fizikal,</p><p>gangguan fisiologikal, gangguan semantik, gangguan psikologikal, gangguan topikal,</p><p>dan gangguan teknikal. Implikasi kajian adalah guru perlu membentuk matlamat</p><p>SKMLPM holistik, meningkatkan kemahiran melaksana SKMLPM serta merancang</p><p>pengurusan masa dan pemilihan ABM.</p> 2023 thesis https://ir.upsi.edu.my/detailsg.php?det=9899 https://ir.upsi.edu.my/detailsg.php?det=9899 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik <p>\Abda, K. (2017). Assessing the factors that affect teaching speaking skills: The case of Robe Teachers College, English Department Second Year Students. International Journal of Humanities and Social Science Studies, 3(5), 285-299.</p><p>Abdull Sukor Shaari. (2010). Guru berkesan: Petua dan panduan.Sintok: Universiti Utara Malaysia.</p><p></p><p>Abdull Sukor Shaari. (2013). Pedagogi: Dari sekolah ke institut pendidikan tinggi. Sintok: Universiti Utara Malaysia.</p><p></p><p>Adenan Ayob, Mohd Rashid Md Idris & Mohd Rain Shaari. (2010). Aspek kemahiran berbahasa. 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