Kesan penggunaan instruksional teradun, koperatif dan konvensional terhadap pencapaian Matematik dan sikap murid tahun 5

Détails bibliographiques
Auteur principal:	Shella Devi Govindarajan
Format:	Thèse
Langue:	malais
Publié:	2024
Sujets:	LB Theory and practice of education
Accès en ligne:	https://ir.upsi.edu.my/detailsg.php?det=13473
Abstract	Abstract here

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author	Shella Devi Govindarajan
author_facet	Shella Devi Govindarajan
author_sort	Shella Devi Govindarajan
description
format	Thesis
id	upsi-13473
institution	Universiti Pendidikan Sultan Idris
language	Malay
publishDate	2024
record_format	sWADAH
record_pdf	Restricted
spelling	upsi-134732025-10-27 Kesan penggunaan instruksional teradun, koperatif dan konvensional terhadap pencapaian Matematik dan sikap murid tahun 5 2024 Shella Devi Govindarajan LB Theory and practice of education <p>Kajian ini bertujuan untuk mengenalpasti kesan penggunaan instruksional teradun (KIPT), instruksional koperatif (KIPK) dan instruksional konvensional (KIK) terhadap pencapaian matematik, dan sikap murid tahun 5. Kajian ini menggunakan reka bentuk kuasi eksperimen siri masa untuk mencapai enam objektif kajian. Kumpulan rawatan pertama (n=40) menjalani KIPT (Moodle), kumpulan rawatan kedua pula (n=42) menjalani KIPK (STAD) manakala kumpulan rawatan ketiga (n=40) pula menjalani KIK (chalk and talk). Pengajaran ini berlangsung di sebuah sekolah rendah di daerah Kinta Utara selama 14 minggu. Pembentukan Instrumen kajian adalah berdasarkan tinjauan literature dan teori-teori yang digunakan dalam kajian ini.Data utama kajian ini dikumpulkan melalui ujian pertengahan 1, ujian pertengahan 2, dan ujian pos manakala soal selidik dijalankan pada intervensi 1, intervensi 2 dan intervensi 3. Bagi mengenal pasti hasil dapatan kajian kumpulan-kumpulan rawatan, data ujian pertengahan 1, ujian pertengahan 2, ujian pos dan soal selidik sikap dianalisis menggunakan Analysis of Variance (ANOVA) sehala. ANOVA sehala tidak menunjukkan perbezaan yang signifikan antara ketiga-tiga kumpulan pembelajaran terhadap skor ujian pertengahan 1 [F(2,120)= 2.951, p> .005] dan skor ujian pertengahan 2 pula menunjukkan perbezaan signifikan antara ketiga-tiga kumpulan pembelajaran iaitu [F(2,120)=30.48,p<.005] dan skor ujian pos pula menunjukkan terdapat perbezaan yang signifikan antara ketiga-tiga kumpulan pembelajaran [F(2,120) = 77.08, p < .005]. Bagi dapatan kajian borang soal selidik bagi intervensi 1 menunjukkan bahawa tidak terdapat perbezaan signifikan [F(2,120)=1.356,p>.005 manakala skor intervensi 2 pula menunjukkan terdapat perbezaan signifikan [F(2,120)=31.204, p<.005] dan intervensi 3 menunjukkan skor yang signifikan iaitu [F(2,120)= 39.149,p<.005]. Dapatan kajian memberi indikasi bahawa wujud perbezaan signifikan yang berpihak kepada kumpulan KIPT dalam pencapaian matematik dan sikap murid. Implikasi kajian menunjukkan bahawa murid dalam kelas pembelajaran teradun (KIPT)mengatasi murid-murid kumpulan pembelajaran koperatif (KIPK) dan konvensional (KIK).</p> 2024 thesis https://ir.upsi.edu.my/detailsg.php?det=13473 https://ir.upsi.edu.my/detailsg.php?det=13473 text zsm N/A openAccess Doctoral Perpustakaan Tuanku Bainun Fakulti Pembangunan Manusia <p>Abbott, M. L., & Fouts, J. T. (2003). 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spellingShingle	LB Theory and practice of education Shella Devi Govindarajan Kesan penggunaan instruksional teradun, koperatif dan konvensional terhadap pencapaian Matematik dan sikap murid tahun 5
thesis_level	PhD
title	Kesan penggunaan instruksional teradun, koperatif dan konvensional terhadap pencapaian Matematik dan sikap murid tahun 5
title_full	Kesan penggunaan instruksional teradun, koperatif dan konvensional terhadap pencapaian Matematik dan sikap murid tahun 5
title_fullStr	Kesan penggunaan instruksional teradun, koperatif dan konvensional terhadap pencapaian Matematik dan sikap murid tahun 5
title_full_unstemmed	Kesan penggunaan instruksional teradun, koperatif dan konvensional terhadap pencapaian Matematik dan sikap murid tahun 5
title_short	Kesan penggunaan instruksional teradun, koperatif dan konvensional terhadap pencapaian Matematik dan sikap murid tahun 5
title_sort	kesan penggunaan instruksional teradun koperatif dan konvensional terhadap pencapaian matematik dan sikap murid tahun 5
topic	LB Theory and practice of education
url	https://ir.upsi.edu.my/detailsg.php?det=13473
work_keys_str_mv	AT shelladevigovindarajan kesanpenggunaaninstruksionalteradunkoperatifdankonvensionalterhadappencapaianmatematikdansikapmuridtahun5

Kesan penggunaan instruksional teradun, koperatif dan konvensional terhadap pencapaian Matematik dan sikap murid tahun 5

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