Kefahaman murid tahun lima dalam menyelesaikan masalah Matematik pecahan

Siti Nurul Izzah Sh Ngah

Kefahaman murid tahun lima dalam menyelesaikan masalah Matematik pecahan

AVAILABLE Thesis 1677 Views

Back to search

Scan QR Code to share or view item link:

Digital Assets & Download Files

Guest Preview PDF

Public preview document

Preview PDF

Full Text PDF

Complete document publication

View PDF File

General Information Cached

Title

Kefahaman murid tahun lima dalam menyelesaikan masalah Matematik pecahan

Type

Thesis

Main Author

Siti Nurul Izzah Sh Ngah

Subject

QA Mathematics

Language Code

zsm

Bibliographic Details

Place of Production

Tanjong Malim

Publisher

Fakulti Pembangunan Manusia

Year of publication

2018

Degree Type

Masters

Corporate Name

Universiti Pendidikan Sultan Idris

Abstract

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.

References

Abu Bakar Nordin, Bhasah Hj. Abu Bakar, Noor Shah Saad & Nor’ain Mohd Tajudin (2007). Pencapaian

dan Penguasaan Konsep dalam Matematik Peringkat SPM. Penyelidikan terpilih UPSI 2001-2006. UPSI:

Tanjung Malim.

Bruce. C, Chang D, and Flynn. T, (2013). Foundations to Learning and Teaching Fractions:

Addition And Subtraction. Retrieved on September 24, 2017, from

http://www.edugains.ca/resourcesDP/Resources/PlanningSupports/FINALFou

ndationstoLearningandTeachingFractions.pdf.

Carden J and Tony Cline (2015). Problem Solving In Mathematics:

Significance of Visualisation and Related Working Memory. Educational

Psychology in Practice, 31(3), 235-246.

Charalambous, C. and Pitta-Pantazi, D. (2006). Drawing on a Theoretical Model to Study

Students’ Understandings of Fractions. Educational Studies in Mathematics, 64(3),

293-316.

Cheah Bee Lean dan Ong Saw Lan (2006). Perbandingan Kebolehan Menyelesaikan Masalah Matematik

Antara Murid Yang Belajar Abakus-Aritmetik Mental Dengan Murid Yang Tidak Belajar

Abakus-Aritmetik Mental. Jurnal Pendidik dan Pendidikan, 21, 85-100.

David E. Meel, (2003). Models and Theories of Mathematical understanding:

Comparing Pirie and Kieren’s Model of the Growth of Mathematical Understanding and APOS

Theory. CBMS Issues in Mathematics Education:, 12, 132-174.

Dostal, J. (2014). Theory of Problem Solving. Procedia- Social and

Behavioural Sciences, 174, 2798-2805.

Drew H. Bailey, Robert S. Siegler., and David C. Geary (2014). Early Predictors of Middle

School Fraction Knowledge. Developmental Science 17 (5), 775-785.

Fazio Lk, Kennedy CA, Siegler RS, (2016). Improving Children Knowledge of Fraction

Magnitudes. PLoS ONE 11 (10), 1-14.

Gulkilal. H., Hasan. H., and Yuruk, N. (2015). Examining Students’

Mathematical Understanding ofGeometric Transformations Using the Pirie-Kieren

Model. Educational Sciences: Theory & Practice, 15(6), 1531-1548.

Jaguthsing Dindyal, Tay Eng Guan, Toh Tin Lam, Leong Yew Hoong, dan

Quek Khiok Seng (2012). Mathematical Problem Solving for Everyone: A New

. The Mathematics Educator, 13 (2), 1-20.

Kurikulum Standard Sekolah Rendah (2014). Dokumen Standard Kurikulum Dan Pentaksiran Matematik

Tahun Lima. Putrajaya. Kementerian Pendidikan Malaysia.

Marilyn P. Carlson., & Irene (2005). The Cyclic Nature of Problem Solving: An Emergent

Multidimensional Problem-Solving. Educational Studies in Mathematics, 58 (1), 45-75.

Marina Bt Ahmad Maulana dan Nor Ashiqin Mohd Idrus (2009). Metacognitive Strategies In

quadratic Equation word Problem. Jurnal Pendidikan sains & Matematik Malaysia.

3(2), ISSN 2232-0393.

Mayer , R. E. (1982). Different problem solving strategies for algebra word and equations problems.

Journal of Experimental Psychology : Learning, Memory and Cognition, 8, 448-462.

Michael Gr. Vosklglou (2008). Problem Solving In mathematics Education; recent Trends and

Development.

Montague, M. (2004) . Mathematics Problem Solving for Middle School Students with

Disabilities. The Access Center : Improving Outcomes for All Students K-8, 1-13.

Montague, M. (2003). Solve It! A Practical Approach to teaching mathematical problem solving

skills. Reston, VA : Exceptional Innovations.

Montague, M. (1997). Student Perception, Mathematical Problem Solving, and Learning

Disabilities. Remedial And Special Education, 18 (1), 46-53.

Nieuwoudt, S. (2015). Developing a model for problem-solving in a Grade 4 mathematics

classroom. Pythagoras, 36(2), 1-7.

Ozcan, Z. Ç., Imamoglu, Y., & Katmer Bayrakli, V. (2016). Analysis of sixth

grade students’ think-aloud processeswhile solving a non-routine

mathematical problem. Educational Sciences: Theory & Practice, 17, 5–20.

Ortiz, Enrique (2016). The Problem Solving Process in a Mathematics Classroom. Science and

Mathematics Education Commons, and The Teacher Education and Professional Development Commons,

1(1), 4-13.

Pirie S. and Kieren, T. (1994). Beyond Metaphor: Formalising in Mathematical Understanding

within constructivist Environments. For The Learning of Mathematics, 14(1), 39-43.

Pirie, S., & Kieren T. (1989). A Recursive Theory of Mathematical

Understanding. For the Learning of Mathematics, 9 (3), 7-11.

Pirie, S., & Kieren, T. (1994). Growth in mathematical understanding: How can we

characterise it and how can we represent it? Educational Studies in

ematics, 26, 165–190.

Programme for International Student Assessment (2010). PISA 2012 Field Trial Problem Solving

Framework. Retrieved June 3, 2017, from http://www.oecd.org/pisa/pisaproducts/46962005.pdf.

Richard R. Skemp, (1987). Relational Understanding and Instrumental

Understanding, 20-26.

Richard R. Skemp (2006). Relational Understanding and Instrumental.

Mathematics Teaching in the Middle School for National Council of Teachers of

Mathematics 12 (2), 88-95.

Schoenfeld, A. (2016). Learning to Think Mathematically: Problem Solving Metacognition, and Sense

Making in Mathematics (Reprint). Journal of Education, 196(2), 1-38.

Savic, M. (2015). On Similarities abd Differences between Proving and Problem Solving. Journal

of Humanistics Mathematics, 5 (2), 60-89.

Schoenfeld, Alan H. (2013). Reflections on Problem Solving Theory and Practice.

The Mathematics Enthusiast, 10 (1&2), 9-34.

Schoenfeld, Alan H. (1992). Teaching Problem Solving Skills, 794-806. Schoenfeld, A. (1980).

Teaching Problem-Solving Skills. The American

Mathematical Monthly, 87(10), 794.

Schoenfeld, Alan H. (1992). Learning to Think Mathematically: Problem Solving, Metacognition, and

Sense Making in Mathematics. Handbook of Research on Mathematics Teaching and Learning. A

project of the National Council of Teachers of Mathematics, 355-358.

Suzana Bt Anwar (2015). Perlakuan Metakognitif Murid Tahun Lima Dalam Penyelesaian Masalah

Matematik. Tesis Sarjana. Fakulti Pendidikan dan Pembangunan Manusia, Universiti Pendidikan

Sultan Idris.

Tengku Zawawi Tengku Zainal, Ramlee Mustapha, Abdul Razak Habib (2009). Pengetahuan Pedagogi

Isi Kandungan Guru Matematik bagi Tajuk Pecahan: Kajian Kes di Sekolah Rendah. Jurnal

Pendidikan Malaysia, 34(1), 131-153.

Wan Zakiah Wan Zin (2014). Kesukaran Dan Kefahaman Matematik Dalam Menyelesaikan Masalah Nombor

Perpuluhan Murid Tahun Lima. Tesis Sarjana. Fakulti Pendidikan Dan Pembangunan Manusia,

Universiti Pendidikan Sultan Idris.

Yusri Abdullah, Rosnaini Mahmud, Habibah Ab. Jalil & Shaffe Mohd Daud (2016).

Analisis Kesalahan Dalam Menyelesaikan Operasi Penambahan dan Penolakan Pecahan dalam Kalangan

Murid Tahun Empat. International Journal Of Education and Training (InjEt) 2(2),

1-9.

Zelha Tun Pekkan (2015). An Analysis of Elementary School Children’s Fractional

Knowledge Depicted With Circle, Rectangle, and Number Line

Representations. Educational Student Math. 89, 419-441.

Zoe Bradshaw., & Amanda Hazell (2017). Developing Problem Solving Skills In Mathematics :a

lesson study. International Journal for Lesson and

ing Studies, 6(1), 32-44.