Kesan Flipped Classroom terhadap motivasi, penglibatan dan pencapaian pelajar dalam topik perakaunan pengurusan di Kolej Matrikulasi

<p>Kajian ini bertujuan untuk membina dan menilai kesan pembelajaran secara flipped</p><p>classroom terhadap tahap motivasi, penglibatan dan pencapaian pelajar dalam topik</p><p>perakaunan pengurusan. Rancangan instruksional dibin...

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Main Author: Intan Haslina Kamarzaman
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Published: 2023
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institution Universiti Pendidikan Sultan Idris
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topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Intan Haslina Kamarzaman
Kesan Flipped Classroom terhadap motivasi, penglibatan dan pencapaian pelajar dalam topik perakaunan pengurusan di Kolej Matrikulasi
description <p>Kajian ini bertujuan untuk membina dan menilai kesan pembelajaran secara flipped</p><p>classroom terhadap tahap motivasi, penglibatan dan pencapaian pelajar dalam topik</p><p>perakaunan pengurusan. Rancangan instruksional dibina berdasarkan pengintegrasian</p><p>pendekatan flipped classroom dan first principle of instruction. Kandungan dan</p><p>aktiviti-aktiviti pembelajaran dibina berdasarkan kepada Spesifikasi Kurikulum</p><p>Bahagian Matrikulasi, Kementerian Pendidikan Malaysia dan merangkumi empat</p><p>topik perakaunan pengurusan: Manufacturing Overhead, Job Order Costing, Process</p><p>Costing dan Absorption Costing and Marginal Costing. Seramai tiga orang pakar</p><p>telah menilai kesahan rancangan instruksional ini dengan peratusan persetujuan pakar</p><p>sebanyak 93.33%. Bagi proses penilaian, pendekatan kuantitatif menggunakan reka</p><p>bentuk kuasi eksperimen digunakan dalam kajian ini. Bagi proses penilaian,</p><p>responden adalah seramai 80 orang pelajar perakaunan dari Kolej Matrikulasi Perak.</p><p>Seramai 40 orang pelajar telah dilibatkan dalam kumpulan rawatan (flipped</p><p>classroom) dan 40 orang pelajar kepada kumpulan kawalan (konvensional). Data</p><p>dikumpul daripada tiga instrumen iaitu Inventori Motivasi Intrinsik (IMI), Classroom</p><p>Engagement Inventory (CEI) yang menggunakan pengukuran berskala Likert dan</p><p>Ujian Pencapaian bagi topik tersebut. Nilai kebolehpercayaan instrumen kajian adalah</p><p>>0.65 dan r=0.87 bagi Ujian Pencapaian. Analisis deskriptif menunjukkan min ujian</p><p>pos kumpulan rawatan bagi ketiga-tiga pemboleh ubah iaitu motivasi (min 4.015, SD</p><p>0.496), penglibatan (min 4.036, SD 0.482), pencapaian (min 79.90, SD 9.248) adalah</p><p>lebih baik berbanding min kumpulan kawalan di mana motivasi (min 3.110,SD</p><p>0.831), penglibatan (min 3.189, SD 0.783) pencapaian (min 66.45, SD 11.061). Data</p><p>dianalisis dengan menggunakan ujian-t. Keputusan ujian-t menunjukkan bahawa</p><p>terdapat perbezaan yang signifikan antara kumpulan dalam ujian pra dan ujian pos</p><p>merentas semua pembolehubah bersandar, motivasi (t=-5.912, df=78, p<0.05),</p><p>penglibatan (t=-5.826, df=78, p<0.05) dan pencapaian (t=-5.900, df=78, p<0.05).</p><p>Kesimpulannya, pendekatan flipped classroom secara signifikan dapat meningkatkan</p><p>motivasi, penglibatan dan pencapaian pelajar. Implikasi kajian ini adalah rancangan</p><p>instruksional yang dibangunkan boleh digunakan sebagai garis panduan dalam</p><p>pengajaran topik perakaunan yang dipilih dengan kaedah pembelajaran secara flipped</p><p>classroom.</p>
format thesis
qualification_name
qualification_level Master's degree
author Intan Haslina Kamarzaman
author_facet Intan Haslina Kamarzaman
author_sort Intan Haslina Kamarzaman
title Kesan Flipped Classroom terhadap motivasi, penglibatan dan pencapaian pelajar dalam topik perakaunan pengurusan di Kolej Matrikulasi
title_short Kesan Flipped Classroom terhadap motivasi, penglibatan dan pencapaian pelajar dalam topik perakaunan pengurusan di Kolej Matrikulasi
title_full Kesan Flipped Classroom terhadap motivasi, penglibatan dan pencapaian pelajar dalam topik perakaunan pengurusan di Kolej Matrikulasi
title_fullStr Kesan Flipped Classroom terhadap motivasi, penglibatan dan pencapaian pelajar dalam topik perakaunan pengurusan di Kolej Matrikulasi
title_full_unstemmed Kesan Flipped Classroom terhadap motivasi, penglibatan dan pencapaian pelajar dalam topik perakaunan pengurusan di Kolej Matrikulasi
title_sort kesan flipped classroom terhadap motivasi, penglibatan dan pencapaian pelajar dalam topik perakaunan pengurusan di kolej matrikulasi
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pengurusan dan Ekonomi
publishDate 2023
url https://ir.upsi.edu.my/detailsg.php?det=9902
_version_ 1794025775250276352
spelling oai:ir.upsi.edu.my:99022024-03-14 Kesan Flipped Classroom terhadap motivasi, penglibatan dan pencapaian pelajar dalam topik perakaunan pengurusan di Kolej Matrikulasi 2023 Intan Haslina Kamarzaman LB Theory and practice of education <p>Kajian ini bertujuan untuk membina dan menilai kesan pembelajaran secara flipped</p><p>classroom terhadap tahap motivasi, penglibatan dan pencapaian pelajar dalam topik</p><p>perakaunan pengurusan. Rancangan instruksional dibina berdasarkan pengintegrasian</p><p>pendekatan flipped classroom dan first principle of instruction. Kandungan dan</p><p>aktiviti-aktiviti pembelajaran dibina berdasarkan kepada Spesifikasi Kurikulum</p><p>Bahagian Matrikulasi, Kementerian Pendidikan Malaysia dan merangkumi empat</p><p>topik perakaunan pengurusan: Manufacturing Overhead, Job Order Costing, Process</p><p>Costing dan Absorption Costing and Marginal Costing. Seramai tiga orang pakar</p><p>telah menilai kesahan rancangan instruksional ini dengan peratusan persetujuan pakar</p><p>sebanyak 93.33%. Bagi proses penilaian, pendekatan kuantitatif menggunakan reka</p><p>bentuk kuasi eksperimen digunakan dalam kajian ini. Bagi proses penilaian,</p><p>responden adalah seramai 80 orang pelajar perakaunan dari Kolej Matrikulasi Perak.</p><p>Seramai 40 orang pelajar telah dilibatkan dalam kumpulan rawatan (flipped</p><p>classroom) dan 40 orang pelajar kepada kumpulan kawalan (konvensional). Data</p><p>dikumpul daripada tiga instrumen iaitu Inventori Motivasi Intrinsik (IMI), Classroom</p><p>Engagement Inventory (CEI) yang menggunakan pengukuran berskala Likert dan</p><p>Ujian Pencapaian bagi topik tersebut. Nilai kebolehpercayaan instrumen kajian adalah</p><p>>0.65 dan r=0.87 bagi Ujian Pencapaian. Analisis deskriptif menunjukkan min ujian</p><p>pos kumpulan rawatan bagi ketiga-tiga pemboleh ubah iaitu motivasi (min 4.015, SD</p><p>0.496), penglibatan (min 4.036, SD 0.482), pencapaian (min 79.90, SD 9.248) adalah</p><p>lebih baik berbanding min kumpulan kawalan di mana motivasi (min 3.110,SD</p><p>0.831), penglibatan (min 3.189, SD 0.783) pencapaian (min 66.45, SD 11.061). Data</p><p>dianalisis dengan menggunakan ujian-t. Keputusan ujian-t menunjukkan bahawa</p><p>terdapat perbezaan yang signifikan antara kumpulan dalam ujian pra dan ujian pos</p><p>merentas semua pembolehubah bersandar, motivasi (t=-5.912, df=78, p<0.05),</p><p>penglibatan (t=-5.826, df=78, p<0.05) dan pencapaian (t=-5.900, df=78, p<0.05).</p><p>Kesimpulannya, pendekatan flipped classroom secara signifikan dapat meningkatkan</p><p>motivasi, penglibatan dan pencapaian pelajar. Implikasi kajian ini adalah rancangan</p><p>instruksional yang dibangunkan boleh digunakan sebagai garis panduan dalam</p><p>pengajaran topik perakaunan yang dipilih dengan kaedah pembelajaran secara flipped</p><p>classroom.</p> 2023 thesis https://ir.upsi.edu.my/detailsg.php?det=9902 https://ir.upsi.edu.my/detailsg.php?det=9902 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pengurusan dan Ekonomi <p>Abdul Ghani Abdullah, Abdul Rahman Abd. Aziz, & Abdul Rashid Mohamed (2007). Humor Dalam Pengajaran. Kuala Lumpur: PTS Professional Publishing Sdn. Bhd.</p><p>Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher education research & development, 34(1), 1-14. https://doi.org/10.1080/07294360.2014.934336</p><p>Abidin R. R. (2012). Parenting Stress IndexFourth Edition (PSI-4). Lutz, FL: Psychological Assessment Resources.</p><p>Acton, D., & Knorr, E. M. (2013). 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