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Type :thesis
Subject :QA Mathematics
Main Author :Nuur Fathiah Nadia Ahmad Termizi
Title :Keberkesanan strategi pengajaran geogebra terhadap pengetahuan konseptual, usaha mental dan kecekapan pengajaran topik persamaan kuadratik
Place of Production :Tanjong Malim
Publisher :Fakulti Sains dan Matematik
Year of Publication :2018
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini bertujuan menentukan kesan Strategi Pengajaran GeoGebra (SPG) terhadap pencapaian murid Tingkatan 4, pencapaian konseptual, pencapaian prosedural, usaha mental dan kecekapan pengajaran dalam topik Persamaan Kuadratik. Reka bentuk kuasi eksperimen ujian pra-pasca kumpulan kawalan tidak setara dijalankan terhadap 60 orang murid Tingkatan 4 dari sebuah sekolah di daerah Kota Bharu, Kelantan. Dua kelas diagihkan secara rawak kepada dua kumpulan iaitu kumpulan rawatan yang menjalani SPG dan kumpulan kawalan yang menggunakan Strategi Pengajaran Konvensional (SPK) bagi topik Persamaan Kuadratik. Instrumen yang digunakan ialah Ujian Pencapaian Persamaan Kuadratik yang mengandungi soalan pengetahuan konseptual dan pengetahuan prosedural, dan Skala Perkadaran Usaha Mental. Data dianalisis menggunakan dua kaedah iaitu analisis statistik deskriptif dan statistik inferens. Analisis deskriptif melibatkan penggunaan min, sisihan piawai, frekuensi dan peratusan. Manakala analisis inferens melibatkan penggunaan ujian-t sampel bebas, MANOVA dan MANCOVA. Dapatan kajian menunjukkan terdapat perbezaan yang signifikan antara kumpulan SPG dan kumpulan SPK terhadap pencapaian keseluruhan dan pencapaian pengetahuan konseptual [F (2,57) = 57.97, p < 0.05]. Seterusnya, analisis MANCOVA menunjukkan terdapat perbezaan yang signifikan antara kumpulan SPG dan kumpulan SPK dalam pencapaian pengetahuan prosedural, usaha mental dan kecekapan pengajaran apabila ujian pra ketiga-tiga pemboleh ubah bersandar dijadikan kovariat [F(3,53) = 46.05, p < 0.05]. Min tahap pengetahuan konseptual (Min SPG=18.17; Min SPK=11.17) dan tahap pengetahuan prosedural (Min SPG=14.67; Min SPK=10.50) kumpulan SPG adalah lebih tinggi berbanding kumpulan SPK setelah menjalani SPG. Manakala min usaha mental kumpulan SPG adalah lebih rendah berbanding kumpulan SPK (Min SPG=66.73; Min SPK=90.90). Kesimpulannya, SPG memberikan impak yang positif terhadap pencapaian keseluruhan murid terutamanya dalam meningkatkan pencapaian pengetahuan konseptual dan pencapaian pengetahuan prosedural mereka dalam menyelesaikan masalah matematik. Murid dapat membezakan antara pemahaman konsep dan prosedural dengan lebih baik sekali gus dapat mengurangkan beban kognitif dan usaha mental murid. Implikasi kajian ini adalah integrasi perisian GeoGebra dalam pengajaran dan pembelajaran matematik boleh dijadikan satu strategi alternatif yang mampu meningkatkan kecekapan pengajaran.

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