Keberkesanan tiga kaedah mengulangkaji terhadap pencapaian markah Fizik pelajar tingkatan lima (IR)

Raja Sarimah Raja Alias

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Type :	thesis
Subject :	QC Physics
Main Author :	Raja Sarimah Raja Alias
Title :	Keberkesanan tiga kaedah mengulangkaji terhadap pencapaian markah Fizik pelajar tingkatan lima (IR)

Place of Production :	Tanjong Malim
Publisher :	Fakulti Sains dan Matematik
Year of Publication :	2009
Notes :	masters
Corporate Name :	Universiti Pendidikan Sultan Idris
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Abstract : Universiti Pendidikan Sultan Idris

The purpose of this research is to identify the most effective revision method to students’ achievement in Physics and to determine students’ perceptions towards the revision methods being studied. During the research, three group of students revised Force and Pressure, a topic of Form Four Physics syllabus using three revision method modules. The three modules were Traditional Module Revision Method (KT), Self-Study Module Revision Method (KK) and Workshop Module Revision Method (KB) representing the traditional revision method, self study revision method and workshop revision method respectively. A total of 120 students from 165 of Form Five students from Sekolah Berasrama Penuh Integrasi Rawang were the participants and were chosen using purposeful sampling. The participants were randomly divided into three groups for each revision method module being researched. This research is an experimental research with Pre-post Test Treatment and Control Group Experimental Design. The instruments used were the Students Perception Questionnaire and pre-post test for Physics topic. The questionnaire and pre-post tests were piloted and found to be highly reliable with the value of Crombach alpha for questionnaire is 0.902. The result of this research showed that there was a significant difference between the means score of pre-test and post-test for all the three revision methods. This meant that the modules have an effect towards students’ achievement in Physic. The result also showed that the Workshop Module Revision Method (KB) was the most effective module and the weak students from Group KB showed a significant improvement in their achievement. At the same time, Group KB showed a positive perception towards the Workshop Module Revision Method (KB)

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