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Type :thesis
Subject :QA Mathematics
Main Author :Siti Rahaimah Ali
Title :Analisis kefahaman numerasi murid sekolah rendah
Place of Production :Tanjong Malim
Publisher :Fakulti Sains dan Matematik
Year of Publication :2014
Corporate Name :Universiti Pendidikan Sultan Idris
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Abstract : Universiti Pendidikan Sultan Idris
Kajian ini bertujuan untuk mengkaji peringkat kefahaman numerasi murid Tahun Empat berasaskan Model Kritikal Numerasi. Empat peringkat dalam Model Peringkat Kefahaman Numerasi (MPKN) yang diaplikasikan dalam kajian ini ialah pentafsiran kod, pemerolehan pengetahuan, aplikasi dan analisis. Responden kajian terdiri daripada enam orang murid Tahun Empat dipilih berdasarkan keputusan ujian matematik bulanan iaitu dua orang bagi setiap tahap; cemerlang, sederhana dan lemah. Kajian ini menggunakan reka bentuk kualitatif di mana temu duga dijalankan bagi mengumpul data. Siri temu duga mengandungi lima tugasan telah diberikan bagi menentukan peringkat kefahaman numerasi responden. Hasil kajian mendapati, seorang murid berada pada peringkat aplikasi iaitu dapat menyelesaikan semua aktiviti pembelajaran yang melibatkan konsep dan fakta matematik, memilih dan menentukan prosedur serta berkemampuan memberi alasan pada setiap jawapan yang diberikan. Tiga orang murid berada di peringkat pemerolehan pengetahuan. Keupayaan murid di peringkat ini ialah dapat menghuraikan fakta asas, menjelaskan, mendefinisikan dan merumuskan operasi yang digunakan dalam aktiviti pembelajaran. Selebihnya adalah murid yang berada di peringkat pentafsiran kod, di mana pada peringkat ini mereka dapat membaca, memahami, menyatakan terminologi matematik, menyenaraikan istilah, mengenal pasti konsep matematik, menggambarkan dan melukis idea-idea utama serta dapat mewakilkannya dalam bentuk rajah berdasarkan model MPKN. Hasil kajian juga mendapati terdapat empat kesilapan utama yang berjaya dikesan melalui aplikasi MPKN iaitu tidak memahami soalan, kegagalan membuat transformasi, kesilapan kemahiran proses dan kecuaian. Kesimpulannya, MPKN mampu mengenal pasti peringkat kefahaman numerasi dan mengesan kesilapan murid. Kajian ini juga memberi implikasi terhadap keperluan penambahbaikan kaedah penilaian kefahaman numerasi dalam kalangan murid di sekolah rendah melalui MPKN.

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