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Type :Thesis
Subject :LB Theory and practice of education
Main Author :Teo, Huey Shia
Title :Model pengaruh faktor personal dalaman, persekitaran dan tingkah laku terhadap pencapaian Matematik dalam kalangan pelajar Sekolah Menengah di Malaysia
Hits :37
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2024
Corporate Name :Perpustakaan Tuanku Bainun
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Abstract : Perpustakaan Tuanku Bainun
Kajian ini mengkaji model hubungan saling berkait antara faktor personal dalaman, persekitaran dan tingkah laku pelajar dalam mempengaruhi pencapaian matematik pelajar. Reka bentuk kajian kuantitatif ini merupakan kajian tinjauan secara keratan rentas menggunakan soal selidik MSLQ (Motivated Strategies for Learning Questionnaire), PSI (Problem-Solving Inventory) dan SCoF (Students_ Conceptions of Feedback) yang diadaptasi dan diubahsuai. Analisis indeks kesahan kandungan, faktor penerokaan, kebolehpercayaan Cronbach Alpha dan pengesahan faktor dijalankan untuk menilai kesahan serta kebolehpercayaan faktor soal selidik kajian. Kesahan dan kebolehpercayaan soal selidik huraian kendiri yang menggunakan skala selang penilaian kendiri 10 mata berjaya diperolehi. Seramai 429 orang pelajar tingkatan empat Sekolah Menengah Kebangsaan Harian di Malaysia dipilih sebagai sampel kajian dengan menggunakan pensampelan rawak pelbagai peringkat dan kelompok. Data kajian dianalisis menggunakan perisian IBM-SPSS versi 26 dan IBM-SPSS-AMOS versi 24 untuk menjawab persoalan kajian. Analisis persamaan struktur penuh menunjukkan terdapat hubungan signifikan antara faktor personal dalaman, persekitaran dan tingkah laku berdasarkan model Triadic Reciprocal Causation Bandura. Dapatan kajian menunjukkan 46.0% varian dalam pencapaian matematik berjaya diramalkan oleh pemboleh ubah eksogenus model kajian. Antaranya faktor personal dalaman menyumbang secara signifikan (_ = .688, C.R.= 3.474, p< .05) kepada pencapaian matematik pelajar. Manakala, faktor persekitaran pula memberi kesan negatif (_ = -.167, C.R.= -2.005, p< .05) terhadap pencapaian matematik pelajar. Secara keseluruhan, kesepadanan model yang dicadangkan dalam kerangka kajian ini berjaya dicapai. Hasil kajian ini dapat diaplikasikan dalam merangka pelan pembelajaran yang lebih komprehensif dan efektif untuk menangani isu pencapaian matematik.

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