UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :QD Chemistry
Main Author :Shafiza Hanim Azizan
Title :Penilaian pendekatan pembezaan pengajaran terhadap pencapaian dan sikap murid dalam tajuk ikatan kimia (IR)
Place of Production :Tanjong Malim
Publisher :Fakulti Sains dan Matematik
Year of Publication :2017
Notes :masters
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
Kajian kuasi eksperimen ini bertujuan menilai pendekatan pembezaan pengajaran terhadap pencapaian dan sikap murid terhadap kimia. Teknik pensampelan rawak mudah digunakan dalam kajian ini yang melibatkan dua buah sekolah menengah harian dari daerah Kuala Kangsar, Perak. Seramai 73 orang murid tingkatan empat terlibat dalam kajian ini yang mengikuti pendekatan pembezaan pengajaran inkuiri 5E dan pengajaran inkuiri 5E bagi tajuk ikatan kimia yang berlangsung selama dua minggu. Instrumen yang digunakan dalam kajian ini ialah Ujian Pencapaian Kimia dan Soal Selidik Sikap Terhadap Kimia. Dapatan kajian menunjukkan bahawa terdapat perbezaan yang signifikan bagi skor min ujian pra antara kumpulan eksperimen dan kumpulan kawalan. Apabila perbezaan dalam skor min ujian pra dilaraskan, didapati pendekatan pengajaran tidak menunjukkan kesan yang signifikan terhadap skor min ujian pasca. Ini bermakna, tidak terdapat perbezaan yang signifikan dalam skor min ujian pasca antara kumpulan eksperimen dan kumpulan kawalan. Kajian ini juga mendapati kedua-dua kumpulan eksperimen dan kawalan menunjukkan peningkatan yang signifikan dalam ujian pra dan ujian pasca bagi Ujian Pencapaian Kimia. Kajian juga mendapati bahawa terdapat perbezaan yang signifikan dalam sikap terhadap kimia antara kumpulan eksperimen dan kumpulan kawalan. Kesimpulannya, pendekatan pembezaan pengajaran tidak mempunyai kesan yang signifikan terhadap pencapaian murid tetapi menunjukkan kesan yang signifikan dalam sikap murid terhadap kimia. Implikasinya, pendekatan pembezaan pengajaran dapat menggalakkan penglibatan murid secara aktif semasa pembelajaran dan memupuk sikap positif murid terhadap kimia. Oleh itu, pendekatan pembezaan pengajaran boleh menyokong dan memudahkan pembelajaran murid dalam kimia.

References

Abu Hassan Kassim & Che Zubaidah Deris. (2012). Tahap pemahaman konsep jadual 

berkala dan struktur atom serta aplikasinya dalam kalangan pelajar sekolah 

menengah di Daerah Gua Musang, Kelantan. Jurnal Sains dan Matematik, 4, 

43-52. 

 

Ahmad, R.N. & Asghar, S.K. (2011). Attitude towards biology and its effects on 

student‟s achievement. International Journal of Biology, 3, 100-104.

 

Aziz Nordin & Lin, H.L. (2010). Hubungan sikap terhadap mata pelajaran sains dan 

penguasaan konsep asas sains pelajar tingkatan dua. Diperolehi pada 7 

Oktober 2015, daripada http://eprints.utm.my/11404/ 

 

Barmby, P., Kind, P.M. & Jones, K. (2008). Examining changing attitudes in 

secondary school science. International Journal of Science Education, 30, 

1075-1093. 

 

Beliavsky, N. (2006). Revisiting Vygotsky and Gardner: Realizing human potential. 

The Journal of Aesthetic Education, 40, 1-11.

 

Brown, J.D. (2011). Likert items and scales of measurement? Shiken: JALT testing & 

evaluation SIG newsletter, 15, 10-14.

Bybee, R.W., Taylor, J.A., Gardner, A., Scotter, P.V., Powell, J.C., Westbrook, A. & 

 

Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness 

and applications executive summary. Colorado Spring: Biological Sciences 

Curriculum Study. 

 

Chapman, C. & King, R. (2014). Planning and organizing standard-based 

differentiated instruction (Edisi 2). California: Corwin. 

 

Cherry, K. (2014). What is the experimental group? Diperolehi pada 30 Januari 2016, 

daripada http://psychology.about.com/od/eindex/fl/What-Is-the-ExperimentalGroup.htm

 

Cherry, K. (2016). What is the control group? Diperolehi pada 30 Januari 2016, 

daripada http://psychology.about.com/od/cindex/g/control-group.htm 

 

Cheung, D. (2009). Developing a scale to measure students‟ attitudes toward 

chemistry lessons. International Journal of Science Education, 31, 2185-2203. 

 

Cheung, D. (2011). Evaluating student attitudes toward chemistry lessons to enhance 

teaching in the secondary school. Educación Química, 22, 117-122. 

 

Chua, Y.P. (2014). Buku 2: Asas statistik penyelidikan (Edisi 3). Shah Alam: 

McGraw-Hill Education. 

 

Coll, R.K. & Taylor, N. (2001). Alternative conceptions of chemical bonding held by 

upper secondary and tertiary students. Research in Science & Technological 

Education, 19, 171-191. 

 

Collins, B. C. (2013). Teaching chemistry concepts using differentiated instruction via 

tiered labs and activity menus. Disertasi Ijazah Sarjana yang tidak diterbitkan. 

East Lansing: Michigan State University. 

 

Daniel, E. (2010). Cerebal influence in Malaysian science teaching and learning: 

Word, images or both? Jurnal Pendidikan, 30, 85-110. 

 

Demircioğlu, G., Aslan, A. & Yadigaroğlu, M. (2014). Exploratory factor analysis 

study for the scale of high school students‟ attitudes towards chemistry. 

International Journal on New Trends in Education and Their Implications, 5, 

38-45.

 

Eng, N.H, Lim, E.W. & Lim, Y.C. (2016). Focus SPM Kimia. Bangi: Penerbitan 

Pelangi Sdn. Bhd. 

 

Farhana Wan Yunus & Zainun Mat Ali. (2013). Attitude towards learning chemistry 

among secondary school students in Malaysia. Journal of Asian Behavioural 

Studies, 3, 1-11.

 

Franklin, S. (2006). VAKing out learning styles-why the notion of „learning styles‟ is 

unhelpful to teachers. Education 3-13, 34, 81-87.

 

Fundi, S. K. (2016). The effect of matching learning styles and instructional strategies 

on academic achievement and student enjoyment of science lessons in a high 

school general chemistry course. Disertasi Doktor Falsafah yang tidak 

diterbitkan. Atlanta: Mercer University. 

 

Gardner, H. (1987). The theory of multiple intelligences. Annals of Dyslexia, 37, 19-

35.

 

Gregory, G. & Chapman, C. (2012). Differentiated instructional strategies: One size 

doesn’t fit all (Edisi 3). Thousand Oak, CA: Corwin. 

 

Hilton, A. & Nichols, K. (2011). Representational classroom practices that contribute 

to students‟ conceptual and representational understanding of chemical 

bonding. International Journal of Science Education, 33, 2215-2246. 

 

Hofstein, A. & Mamlok-Naaman, R. (2011). High school students‟ attitudes toward 

and interest in learning chemistry. Educación Química, 22, 90-102. 

 

Ikhsan Othman & Rohizani Yaakub. (2010). Aplikasi teori kecerdasan pelbagai dalam 

pelaksanaan kurikulum. Asia Pacific Journal of Educators and Education, 25, 

21-32.

 

Johnstone, A.H. (1991). Why is science difficult to learn? Things are seldom what 

they seem. Journal of Computer Assisted Learning, 7, 75-83. 

 

Joyce, B., Weil, M. & Calhoun, E. (2009). Models of teaching (Edisi 8). Boston: 

Pearson Education, Inc. 

 

Kalpana Thakur. (2014). Differentiated instruction in the inclusive classroom. 

Research Journal of Educational Sciences, 2, 10-14. 

 

Kamisah Osman, Zanaton Iksan & Lilia Halim. (2007). Sikap terhadap sains dan 

sikap saintifik di kalangan pelajar sains. Jurnal Pendidikan, 32, 39-60. 

 

Kan, A. & Akbas, A. (2006). Affective factors that influence chemistry achievement 

(attitude and self-efficacy) and the power of these factors to predict chemistry 

achievement - I. Journal of Turkish Science Education, 3, 76-85.

 

Kapusnick, R.A. & Hauslein, C.M. (2001). The „silver cup‟ of differentiated 

instruction. Kappa Delta Pi Record, 37, 156-159. 

 

Kementerian Pendidikan Malaysia. (2012). Spesifikasi kurikulum kimia tingkatan 4. 

Putrajaya: Bahagian Pembangunan Kurikulum. 

 

Kind, P., Jones, K. & Barmby, P. (2007). Developing attitudes towards science 

measures. International Journal of Science Education, 29, 871-893. 

 

Konstantinou-Katzi, P., Tsolaki, E., Meletiou-Mavrotheris & Koutselini, M. (2013). 

Differentiation of teaching and learning mathematics: An action research 

study in tertiary education. International Journal of Mathematical Education 

in Science and Technology, 44, 332-349. 

 

Lanzo, M.K. (2011). Will differentiated instruction through mixed ability grouping 

improve the attitude of the struggling student toward mathematics? Disertasi 

Ijazah Sarjana yang tidak diterbitkan. New Jersey: Caldwell College. 

 

Lee, M.P., Thang, S.M. & Radha, M.K.N. (2015). Matching teaching styles and 

learning styles: What happens in the case of a mismatch? International 

Conference on Social Sciences & Humanities. Theme: Knowledge for Social 

Transformation & Development in the 21st Century, Special Issue 1, 66-76. 

 

Lembaga Peperiksaan Malaysia. (2016). Analisis bertopik kertas soalan peperiksaan 

sebenar 2009-2015 SPM Chemistry. Kajang: Cepat Cetak Sdn. Bhd. 

 

Levy, H.M. (2008). Meeting the needs of all students through differentiated 

instruction: Helping every child reach and exceed standards. The Clearing 

House: A Journal of Educational Strategies, 81, 161-164. 

 

Llewellyn, D. (2002). Inquire within: Implementing inquiry-based science standards. 

Thousand Oaks: Corwin Press. 

 

Mastropieri, M.A., Scruggs, T.E. & Graetz, J.E. (2005). Cognition and learning in 

inclusive high school chemistry classes. Cognition and learning in diverse 

settings, 18, 107-118.

 

Mastropieri, M.A., Scruggs, T.E., Norland, J.J., Berkeley, S., McDuffie, K., Tornquist, 

E.H., et al. (2006). Differentiated curriculum enhancement in inclusive middle 

school science: Effects on classroom and high-stakes tests. The Journal of 

Special Education, 40, 130-137. 

 

Mohd Hasrul Kamarulzaman, Hazita Azman & Azizah Mohd Zahidi. (2015). 

Differentiation practices among the English teachers at PERMATApintar 

national gifted and talented center. Asian Social Science, 11, 346-351. 

 

Mohd Nor Bakar & Nur Afza Ayob. (2010). Masalah pembelajaran mengenai topik 

ikatan kimia dalam konteks penyelesaian masalah di kalangan pelajar 

tingkatan empat. Diperolehi pada 2 Disember 2015, daripada 

http://eprints.utm.my/11556/

 

Mok, S.S. (2009). Psikologi pendidikan & pedagogi: Murid dan alam belajar (Edisi 

4). Selangor: Penerbitan Multimedia Sdn. Bhd. 

 

Morgan, H. (2014). Maximizing student success with differentiated learning. The 

Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87, 

34-38. 

 

Muhammad, J.L., Asghar, S. & Ahmad, A. (2011). A validity study of attitudes 

toward science scale among Iranian secondary school students. International 

Education Studies, 4, 36-47. 

 

Muthomi, M.W. & Mbugua, Z.K. (2014). Effectiveness of differentiated instruction 

on secondary school students achievement in mathematics. International 

Journal of Applied Science and Technology, 4, 116-122.

 

Nahum, T.L, Mamlok-Naaman, R., Hofstein, A. & Taber, K.S. (2010). Teaching and

learning the concept of chemical bonding. Studies in Science Education, 46, 

179-207.

 

Najiba Abdullah Meyad, Samsilah Roslan, Maria Chong Abdullah, Pabiyah Maming. 

(2010). The effect of differentiated learning method in teaching Arabic 

language on students‟ motivation. Journal of Social Sciences Research, 4, 671-

678.

 

Nik Zarini Nik Kar & Salmiza Saleh. (2012). Kesan pendekatan inkuiri penemuan 

terhadap pencapaian pelajar dalam mata pelajaran kimia. Asia Pacific Journal 

of Educators and Education, 27, 159-174. 

 

Nunley, K.F. (2006). Differentiating the high school classroom: Solution strategies 

for 18 common obstacles. California: Corwin Press. 

 

Osborne, J., Simon, S. & Collins, S. (2003). Attitudes towards science: A review of 

the literature and its implications. International Journal of Science Education, 

25, 1049-1079. 

 

Pallant, J. (2013). SPSS survival manual (Edisi 5). Berkshire: Open University Press. 

Pejabat Pendidikan Daerah Kuala Kangsar. (2014). Peperiksaan Sijil Pelajaran 

Malaysia (2009-2013): Analisis mata pelajaran kimia mengikut sekolah. Ipoh: 

Jabatan Pendidikan Perak. 

 

Popescu, E. (2009). Addressing learning style criticism: The unified learning style 

model revisited. Dalam M. Spaniol, Q. Li, R. Klamma, & R.W.H. Lau (eds.), 

Advances in web based learning–ICWL 2009, LNCS 5686 (ms 332-342).

Germany: Springer-Verlag Berlin Heidelberg. 

 

Rasidah Rashid. (2007). Hubungan antara gaya pembelajaran dengan motivasi 

dalam kalangan pelajar di sebuah sekolah menengah luar bandar, Sabah. 

Disertasi Ijazah Sarjana yang tidak diterbitkan. Johor Bahru: Universiti 

Teknologi Malaysia. 

 

Reid, J.M. (1984). Perceptual learning style preference questionnaire. Dalam J.M. 

Reid, (ed.), Learning styles in the ESL/EFL classroom (ms 202-204). Boston: 

Heinle & Heinle Publishers. 

 

Robinson, W.R. (1998). An alternative framework for chemical bonding. Journal of 

Chemical Education, 75, 1074-1075. 

 

Rohani Arbaa, Hazri Jamil & Nordin Abd Razak. (2013). Hubungan guru-pelajar dan 

kaitannya dengan komitmen belajar pelajar: Adakah guru berkualiti 

menghasilkan perbezaan pembelajaran antara jantina pelajar? Jurnal 

Pendidikan Malaysia, 35, 61-69

 

Rojo, P. (2013). Studying the effects of differentiated instruction in the science 

classroom. Disertasi Ijazah Sarjana yang tidak diterbitkan. Bozeman: Montana 

State University. 

 

Rugg, G. & Petre, M. (2007). A gentle guide to research methods. Berkshire: Open 

University Press. 

 

Salmiza Saleh & Afik Aziz. (2012). Teaching practices among secondary school 

teachers in Malaysia. International Proceedings of Economics Development 

and Research, 47, 63-67. 

 

Salvucci, S., Walter, E., Conley, V. Fink, S. & Saba, M. (1997). Measurement error 

studies at the National Center for Eduation Statistics (NCES). Washington DC: 

U.S. Department of Education. 

 

Santangelo, T. & Tomlinson, C.A. (2012). Teacher educators‟ perceptions and use of 

differentiated instruction practices: An exploratory investigation. Action in 

Teacher Education, 34, 309-327.

 

Scardino, R.M. (2011). The effects of differentiated instruction on understanding 

middle school science concepts. Disertasi Ijazah Sarjana yang tidak diterbitkan. 

Bozeman: Montana State University. 

 

Schmidt, H.G. (1994). Problem-based learning: An introduction. Instructional Science, 

22, 247-250. 

 

Schunk, D.H., Pintrich, P.R. & Meece, J.L. (2008). Motivation in education: Theory, 

research and applications (Edisi 3). New Jersey: Pearson Education, Inc. 

 

Smith, A. (1998). Accelerated learning in practice: Brain-based methods for 

accelerating motivation and achievement. London: Network Educational Press 

Ltd. 

 

Suriati Sulaiman & Tajularipin Sulaiman. (2010). Application of multiple 

intelligences teaching approach in classroom instruction based on POMAT 

model. Pertanika Journal of Social Sciences & Humanities, 20, 41-72.

 

Suzana Abd. Mutalib & Jamil Ahmad. (2012a). Penggunaan teknik pentaksiran 

formatif dalam subjek Bahasa Melayu darjah satu: Kajian kes. Jurnal 

Pendidikan Bahasa Melayu, 2, 17-30. 

 

Suzana Abd. Mutalib & Jamil Ahmad. (2012b). The use of formative assessment 

techniques in the Geography subject: A case study. International Journal of 

Assessment and Evaluation in Education, 2, 19-31.

 

Taber, K.S. (1998). An alternative conceptual framework from chemistry education. 

International Journal of Science Education, 20, 597-608.

 

Taylor, B.K. (2015). Content, process, and product: Modeling differentiated 

instruction. Kappa Delta Pi Record, 51, 13-17. 

 

Tomlinson, C.A. & McTighe, J. (2006). Integrating differentiated instruction and 

understanding by design: Connecting content and kids. Virginia, Amerika 

Syarikat: Association for Supervision and Curriculum Development. 

 

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all 

learners. USA: Association for Supervision and Curriculum Development. 

 

Treagust, D., Chittleborough, G. & Mamiala, T. (2003). The role of submicroscopic 

and symbolic representations in chemical explanations. International Journal 

of Science Education, 25, 1353-1368. 

 

Tuckman, B.W. & Monetti, D.M. (2011). Educational psychology. USA: Wadsworth, 

Cengage Learning. 

 

Veloo, A., Rahimah Nor & Rozalina Khalid. (2015). Attitude towards physics and 

additional mathematics achievement towards physics achievement. 

International Education Studies, 8, 35-43.

 

Wan Zah Wan Ali, Sharifah Md Nor, Siti Suria Salim, Othman Mohamed, Kamariah 

Abu Bakar, Arshad Abd. Samad, et al. (2009). Persepsi murid berisiko 

terhadap iklim pembelajaran. Jurnal Pendidikan Malaysia, 34, 17-36. 

 

Westbrook, A. F. (2011). The effects of differentiating instruction by learning styles. 

Disertasi Ijazah Sarjana yang tidak diterbitkan. Georgia: LaGrange College.

 

Winnie, S.S.L. & Mohammad Yusof Arshad. (2014). Verbal interaction in chemistry 

secondary school classrooms. Jurnal Teknologi, 66, 21-26.

 

Yüksel, M. & Geban, Ö. (2014). A study of the prediction of academic achievement 

in the chemistry course. Education and Science, 39, 354-365. 

 

Zubair, A.S. & Nasir, M. (2011). Developing a scale to measure attitude towards 

science learning among school students. Bulletin of Education and Research, 

33, 71-81.


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.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)