|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||
| Abstract : |
| Tujuan kajian ini adalah untuk mengkaji keberkesanan penggunaan pengaturcaraan LOGO terhadap pencapaian matematik murid tingkatan dua bagi topik geometri. Pencapaian matematik diukur berdasarkan pencapaian secara keseluruhan dan pencapaian berdasarkan soalan kemahiran berfikir aras tinggi (KBAT). Kajian ini mengguna reka bentuk Eksperimen Kuasi Pasca Ujian sahaja bagi membandingkan pencapaian matematik murid kumpulan eksperimen dan kumpulan kawalan dalam ujian pasca. Seramai 36 murid ditempatkan dalam kumpulan eksperimen dan 36 murid lagi ditempatkan dalam kumpulan kawalan. Murid kumpulan eksperimen menjalani proses pembelajaran matematik menggunakan pengaturcaraan LOGO manakala murid kumpulan kawalan menjalani pembelajaran matematik menggunakan persembahan slaid PowerPoint. Tempoh pelaksanaan kajian adalah selama enam minggu. Instrumen yang digunakan untuk mengukur pencapaian matematik murid adalah ujian pasca yang diadakan sebanyak dua kali. Ujian Pasca I dilakukan sejurus selepas dua minggu kajian dilakukan dan mengukur pencapaian murid dalam topik yang diajar iaitu topik Teorem Pythagoras. Manakala Ujian Pasca II dilakukan selepas enam minggu kajian bermula dan mengukur percapaian murid dalam topik Koordinat. Analisis data telah dilakukan menggunakan ujian-t bebas. Dapatan menunjukkan terdapat perbezaan signifikan di antara skor min pencapaian keseluruhan matematik kumpulan eksperimen (min = 75.58, SP = 11.01) dengan pencapaian kumpulan kawalan [(min = 67.94, SP = 10.39) ; t(70) = 3.03, p < 0.05]. Saiz kesan (Cohen, 1992) adalah sederhana (d Cohen = 0.71). Manakala keputusan dalam domain KBAT pula menunjukkan bahawa terdapat perbezaan yang signifikan di antara skor min soalan KBAT bagi kumpulan eksperimen (min = 7.42 , SP = 2.10) dengan kumpulan murid kawalan (min = 5.39, SP = 2.03) dengan nilai t(70) = 4.16 , p < 0.05. Saiz kesan adalah besar ( d Cohen = 0.98). |
| References |
1. Abdul Razak, I., & Nor Asmah, S. (2010). Pendekatan Pengajaran Yang Digunakan Oleh Guru Sekolah Menengah Di Daerah Johor Bahru Dalam Pengajaran Dan Pembelajaran Matematik. Pendekatan Pengajaran Yang Digunakan Oleh Guru Sekolah Menengah Di Daerah Johor Bahru Dalam Pengajaran Dan Pembelajaran Matematik, 1-7. 2. Alimisis, D. (2007). Teacher Education to Promote Constructivist Use of ICT: Study of a Logo-based Project. Dibentangkan di Persidangan Euro LOGO 2007. Bratislava : Slovakia. 3. An, J., & Park, N. (2011). Computer application in elementary education bases on fractal geometry theory using LOGO programming. In IT convergence and services (pp. 241-249). Springer Netherlands. 4. Barak M & Doppelt Y (2000). Using Portfolio to Enhance Creative Thinking. J. Technol. Stus.Summer-Fall 2000, Volume XXVI, Number 2. http://scholar.lib. vt.edu/ejournals. 5. Clements, D. H. (1987). Longitudinal study of the effects of Logo programming on cognitive abilities and achievement. Journal of Educational Computing Research, 3(1), 73-94. 6. Clements, D.H. (1994) The Uniqueness of the Computer as a Learning Tool: Insights from Research and Practice. In J.L. Wright & D.D. Shade (Eds.), Young Children: active learners in a technological age, pp. 31-50. Washington, DC: National Association for the Education of Young Children. 7. Clements, D. H., & Battista, M. T. (1989). The effects of Logo on children’s conceptualizations of angle and polygons. Journal for research in mathematics education, 356-371. 8. Clements, D. H., & Nastasi, B. K. (1992). The role of social interaction in the development of higher-order thinking in Logo environments Computer-based learning environments and problem solving (pp. 229-248): Springer. 9. Cohen, J. (1992). Statistical power analysis. Current directions in psychological science, 98-101. 10. Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5–6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87-97. 11. Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2012). How to design and evaluate research in education. McGraw-Hill Humanities/Social Sciences/Languages. 12. Glezou, K. (2010) . Development of Learning Environments with Use of Logo programming language in teaching praxis. Doctoral Dissertation. National and Kapodistrian University of Athens. 13. Harel, I. (1991).Children designers. Ablex Publishing. Norwood, NJ. 14. Jang, I. O., & Lew, H. C. (2011). Case studies in thinking processes of mathematically gifted elementary students through Logo programming. In Proceedings of the Sixteenth Asian Technology Conference in Mathematics, Bolu, Turkey, 2011. 15. Ko, Y., & Park, N. (2011). Experiment and verification of teaching fractal geometry concepts using a logo-based framework for elementary school children Future generation information technology (pp. 257-267): Springer. 16. Liao, Yuen-Kuang Cliff, and George W. Bright. “Effects of computer programming on cognitive outcomes: A meta-analysis.” Journal of Educational Computing Research 7.3 (1991): 251-268. 17. McCoy, L. P. (1990). Literature Relating Critical Skills for Problem Solving in Mathematics and in Computer Programming. School Science and Mathematics, 90: 48–60. 18. McMahon, G. (2009). Critical thinking and ICT integration in a Western Australian secondary school. Journal of Educational Technology & Society, 12(4), 269-281. 19. Misirli, A., & Komis, V. (2014). Robotics and Programming Concepts in Early Childhood Education: A Conceptual Framework for Designing Educational Scenarios. In C. Karagiannidis, P. Politis & I. Karasavvidis (Eds.), Research on e-Learning and ICT in Education (pp. 99-118): Springer New York. 20. Nembrini, J., Labelle, G., & Huang, J. (2010). Limited Embodied Programming. Paper presented at the Future Cities: ECAADE 2010: Proceedings of the 28th Conference on Education in Computer Aided Architectural Design in Europe, September 15-18, 2010, Zurich, Switzerland, ETH Zurich. 21. Nik Azis, N. P. (1996). Penghayatan matematik KBSR dan KBSM: Perkembangan professional [Appreciation of the integrated curriculum of primary and secondary school mathematics: Professional development]. Kuala Lumpur: Dewan Bahasa dan Pustaka. 22. Ohashi, Y. (2014). Characteristics Of Programming Education In Elementary, Junior High And High Schools In Japan. Inted2014 Proceedings, 3889-3892. 23. Ortiz, E., & Miller, D. (1991, April). A Logo vs. a textbook approach in teaching the concept of variable. Paper presented at the meeting of the National Council of Teachers of Mathematics, New Orleans, LA. 24. Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York : Basic Books. 25. Pardamean, B., Evelin, E., e Honni, H. (2011). The effect of logo programming language for creativity and problem solving. In Proceedings of the 10th WSEAS International Conference on E-Activities, E-ACTIVITIES’11, pages 151–156, Stevens Point, Wisconsin, USA. 26. Pea, R. D., & Kurland, D. M. (1984). On the cognitive effects of learning computer programming. New ideas in psychology, 2(2), 137-168. 27. Rinderknecht, C. (2014). A survey on teaching and learning recursive programming. Informatics in Education, 13(1), 87-119. 28. Serafini, G. (2011). Teaching programming at primary schools: visions, experiences, and long-term research prospects. In Informatics in Schools. Contributing to 21st Century Education (pp. 143-154). Springer Berlin Heidelberg. 29. Suguna Appalanayudu & Zaleha Ismail. (2005). Pembelajaran Geometri Di Kalangan Pelajar Dalam Persekitaran pengaturcaraan Logo. Doctoral Dissertation. Universiti Teknologi Malaysia. 30. UNESCO (2012). Information and Communication Technologies in Education: A curriculum for schools and Programme of Teacher Development. Dicapai pada 13 Januari 2014 dari www.unesco.org. 31. Wan Zah Wan Ali, Hajar Mohd Nor, Azimi Hamzah, & Nor Hayati Alwi. (2009). The conditions and level of ICT integration in Malaysian Smart Schools. International Journal of Education and Development using ICT, 5(2). Dicapai pada 23 Januari 2014 di http://ijedict.dec.uwi.edu/viewarticle.php?id=618. 32. Wright, G., Rich, P. & Lee, R. (2013). The Influence of Teaching Programming on Learning Mathematics. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 4612-4615). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). 33. Zabani Darus (2012). Status Pencapaian Pelajar dalam TIMSS dan PISA: Satu refleksi. Kementerian Pelajaran Malaysia. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |