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Type :thesis
Subject :LB Theory and practice of education
Main Author :Nantha Kumar Sivaperumal
Title :Keberkesanan penggunaan pendekatan inkuiri 5E terhadap tajuk ketumpatan bagi meningkatkan pencapaian Sains murid tahun 3
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2023
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini bertujuan untuk menkaji kesan penggunaan pendekatan inkuiri 5E (engage, explore, explain, elaborate, evaluate) terhadap tajuk ketumpatan bagi meningkatkan pencapaian sains murid Tahun 3. Istilah ketumpatan merupakan istilah baru yang diperkenalkan di tahun 3 mulai tahun 2019. Murid-murid didapati menghadapi masalah dalam memahami konsep tajuk ini. Bagi mengatasi masalah tersebut satu kajian dibentuk dan dilaksanakan di sebuah sekolah untuk mengenalpasti kesan pendekatan inkuiri 5E terhadap tajuk ketumpatan bagi meningkatkan pencapaian Sains dalam kalangan murid tahun 3 serta persepsi murid terhadap pendekatan inkuiri 5E dalam pembelajaran sains. Kaedah penyelidikan kuantitatif digunakan dalam kajian ini. Kajian ini menggunakan reka bentuk kuasi-eksperimen di sebuah sekolah di negeri Selangor. Seramai 70 orang murid Tahun 3 terlibat dan mereka telah dibahagikan kepada dua kumpulan iaitu 35 murid dalam kumpulan rawatan dan 35 murid dalam kumpulan kawalan. Murid kumpulan rawatan (n=35) mengikuti pembelajaran sains melalui kaedah inkuiri 5E manakala murid kumpulan kawalan (n=35) diajar menggunakan kaedah tradisional. Pencapaian diukur melalui ujian pra dan ujian pasca yang terdiri daripada 20 item soalan aneka pilihan dan 4 soalan subjektif. Selain itu persepsi murid terhadap pendekatan inkuiri 5E diukur dengan menggunakan soal selidik 18 item mengikut tahap model 5E. Data dianalisis menggunakan ANCOVA dan ANOVA untuk membandingkan skor pencapaian dan persepsi murid di antara keduadua kumpulan. Hasil dapatan menunjukkan bahawa min ujian pasca kumpulan rawatan mencatatkan min yang tinggi (min=38.80, sp=4.58) berbanding kumpulan kawalan (min=30.45 sp= 3.29) dalam ujian. Tambahan pula, analisis ujian T menunjukkan bahawa terdapat perbezaan signifikan antara persepsi murid sebelum intervensi dan selepas intervensi, t(68)=-17.689, p=.000, iaitu Nilai p

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