UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
Kajian ini bertujuan untuk menentukan tahap kefahaman dan salah konsep pelajar
prauniversiti Zon Timur dalam topik Keelektrikan dan Kemagnetan (EM). Kajian ini menggunakan reka
bentuk kuantitatif iaitu kaedah tinjauan. Kajian dimulakan dengan mengadaptasi instrumen Conceptual
Survey in Electricity and Magnetism (CSEM) dengan terjemahan CSEM dari bahasa Inggeris ke bahasa
Melayu diikuti dengan proses kesahan dan kebolehpercayaan. Instrumen yang telah diadaptasi ini
dikenali sebagai Conceptual Survey in Electricity and Magnetism in Malay version (CSEMy)
mengandungi 32 soalan berbentuk aneka pilihan dengan lima pilihan jawapan yang disediakan mengikut
format peperiksaan awam peringkat prauniversiti di Malaysia. CSEMy ditadbir ke atas 267 responden
menggunakan teknik pensampelan rawak kluster. Data dianalisis menggunakan statistik deskriptif dan
inferens iaitu nilai purata, sisihan piawai dan Ujian-t sampel bebas. Bagi penentuan salah konsep,
setiap jawapan dinilai menggunakan Certainty Response Index (CRI) dengan skala enam poin
berbantukan analisis penentuan matriks keputusan. Dapatan kajian menunjukkan instrumen CSEMy adalah
sah dan boleh dipercayai dengan nilai purata indeks kesukaran soalan berada dalam julat 0.2 dan
0.3. Manakala nilai purata pekali korelasi titik biserial berada dalam julat 0.1 hingga 0.3 bagi
setiap kumpulan sub-topik yang diuji. Tahap kefahaman pula berada pada tahap rendah dengan nilai
purata dan sisihan piawai (M=23.3, SD=7.0). Analisis Ujian-t menunjukkan terdapat perbezaan yang
signifikan tahap kefahaman berdasarkan jantina [t (263) = 2.78, p = .01]. Salah konsep pelajar
dikenal pasti melalui padanan jawapan pilihan salah popular dengan CRI0 > 2.5 dan didapati pelajar
menghadapi salah konsep dalam tiga kumpulan sub-topik yang berbeza iaitu daya dan cas elektrik
(ECF), hukum Newton dalam elektromagnet (NLE) dan daya dan medan elektrik (EFF). Kesimpulan kajian
menunjukkan CSEMy dapat mengenal pasti tahap kefahaman dan salah konsep pelajar prauniversiti Zon
Timur dalam topik EM. Implikasinya, CSEMy sesuai digunakan untuk penentuan konsep EM dalam kajian
tempatan untuk perbandingan setara di peringkat antarabangsa kerana faktor kesukaran bahasa tidak
lagi menjadi isu. Pendidik juga dapat menggunakan CSEMy bagi mengenal pasti salah konsep yang
mungkin berbeza bagi kohort atau kumpulan pelajar yang berbeza lalu merancang strategi pengajaran
yang sesuai untuk mengatasinya.
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