UPSI Digital Repository (UDRep)
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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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