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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| Kajian ini bertujuan untuk mengenal pasti jenis kefahaman dalam pecahan mengikut
dua jenis kefahaman iaitu kefahaman instrumental dan kefahaman relasional dalam kalangan
murid Tahun Lima dalam menyelesaikan masalah matematik berbentuk pecahan. Kefahaman
instrumental diklasifikasikan berdasarkan model kefahaman Skemp manakala kefahaman relasional
diklasifikasikan berdasarkan Model Kefahaman Matematik oleh Pirie Kieren. Pendekatan kualitatif
telah digunakan dalam kajian kes ini. Pemilihan peserta kajian dijalankan secara pensampelan
bertujuan melibatkan 10 orang pelajar Tahun Lima di sebuah sekolah di daerah Pekan, Pahang.
Instrumen yang digunakan ialah set ujian penyelesaian masalah matematik pecahan. Kajian
ini menggunakan teknik pengumpulan data secara menyuarakan fikiran (think aloud), temubual,
pemerhatian dan analisis dokumen. Data diperoleh daripada rakaman video dan audio. Kajian mendapati
kefahaman murid dalam penyelesaian masalah matematik pecahan tertumpu kepada dua jenis iaitu
kefahaman instrumental dan kefahaman relasional. Dapatan kajian juga menunjukkan bahawa murid
cemerlang dan sederhana memiliki kedua-dua jenis kefahaman yang dikaji. Mereka menguasai
kefahaman relasional yang terdiri daripada pengetahuan sedia ada, melakukan imej, mempunyai imej,
mengenalpasti sifat, menformalkan, dan memerhati. Mereka gagal menguasai lapisan kedua
terakhir dalam model kefahaman Pirie Kieren iaitu penstrukturan dan mencipta. Manakala murid
yang berprestasi sederhana didapati lebih cenderung memiliki kefahaman instrumental
iaitu menghafal fakta dan formula serta melaksanakan prosedur penyelesaian tanpa
kefahaman. Kesimpulan daripada kajian menunjukkan bahawa terdapat perbezaan dalam kefahaman
matematik mengenai pecahan dalam kalangan murid cemerlang dan sederhana iaitu murid
cemerlang memiliki kefahaman relasional manakala murid sederhana memiliki kefahaman
instrumental. Implikasi daripada kajian ini adalah penekanan terhadap kefahaman relasional
dapat meningkatkan kefahaman konseptual murid iaitu menguasai konsep
matematik sepenuhnya.
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