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Type :thesis
Subject :QA Mathematics
Main Author :Aida Suzaini Abu Bakar
Title :Analisis model struktural kepercayaan Matematik, persekitaran pembelajaran dan pencapaian Matematik murid sekolah berprestasi tinggi
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   untuk   menganalisis   dan   membina   model   pengukuran   bagi  kepercayaan  matematik,  persekitaran  pebelajaran  dan  pencapaian  matematik  murid di Sekolah   Berprestasi  Tinggi  (SBT). Pendekatan  kuantitatif  dengan  rekabentuk  kaedah tinjauan digunakan  dalam kajian ini. Responden kajian terdiri daripada 500 orang murid tingkatan empat daripada lima  buah SBT. Kajian tinjauan ini dijalankan menggunakan satu set soal  selidik  yang terbahagi  kepada  tiga bahagian.  Bahagian  A mengandungi soalan   berbentuk   demografik   untuk   mendapatkan    maklumat   peribadi   responden. Bahagian  B  yang  terdiri  daripada  40  item  pula  mengkaji   persepsi  murid  terhadap persekitaran pembelajaran di dalam bilik darjah melibatkan keakraban  murid, sokongan guru,   penglibatan,   kerjasama   dan   kesaksamaan   murid   menggunakan   What    Is Happening In This Class (WIHIC). Bahagian C mengandungi  12 item yang mewakili konstruk  kepercayaan  matematik yang terdiri  daripada dua dimensi  iaitu kepercayaan tradisional dan  kepercayaan konstruktivisme. Pencapaian matematik murid pula adalah berdasarkan  gred  yang   diperoleh  responden  dalam  Peperiksaan  Pertengahan  Tahun. Analisis statistik melibatkan  analisis faktor penerokaan, analisis faktor pengesahan dan model struktural. Dapatan menunjukkan  bahawa kepercayaan matematik menunjukkan bahawa murid di SBT lebih cenderung kepada kepercayaan  konstruktivisme (M = 4.27, S.P = 0.47) berbanding  kepercayaan  tradisional  (M =3.96,  S.P = 0.67). Dapatan juga menunjukkan   hubungan yang lemah (r = 0.12, p>.00 I) antara kepercayaan  matematik dengan   persekitaran     pembelajaran.   Namun,   dapatan   menunjukkan    kepercayaan matematik   tidak   menyumbang   ({3    =   0.10,  p

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