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Type :thesis
Subject :QA Mathematics
Main Author :Ahmad Adnan Mohd Shukri
Title :Pembinaan dan kesan modul celik STEM terhadap pencapaian sains, pemikiran kreatif dan gaya kreativiti murid tingkatan satu
Place of Production :Tanjong Malim
Publisher :Fakulti Sains dan Matematik
Year of Publication :2020
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini bertujuan membina dan menentukan kesan Modul Celik STEM terhadap pencapaian sains, pemikiran kreatif, dan gaya kreativiti murid. Kajian ini menggunaka n pendekatan kuantitatif yang terdiri daripada dua peringkat utama. Peringkat pertama melibatkan reka bentuk pembangunan bagi membina Modul Celik STEM dan peringkat kedua menggunakan reka bentuk kuasi eksperimen bagi menentukan kesan modul yang dibina. Seramai 60 orang murid tingkatan satu dari sebuah sekolah berasrama di daerah Baling, Kedah dipilih sebagai responden melalui pensampelan rawak berkelompok. Responden terdiri daripada 30 orang murid kumpulan rawatan dan 30 orang murid kumpulan kawalan. Modul yang dibina disahkan oleh lima orang pakar dengan indeks kesahan .90. Tiga jenis instrumen digunakan adalah ujian pencapaian sains, ujian pemikiran kreatif dan soal selidik gaya kreativiti yang masing-masing memperole h indeks kesahan .96, .94 dan .96 serta kebolehpercayaan .87, .90 dan .90. Data dianalis is melalui statistik deskriptif dan inferens. ANCOVA sehala menunjukkan perbezaan yang signifikan antara kedua-dua kumpulan terhadap skor ujian pasca pencapaian sains [F (1,57) = 25.181, p = .000] dan skor ujian pasca pemikiran kreatif [F (1,57) = 16.639, p = .000] apabila skor ujian pra dikawal secara statistik. ANOVA sehala bagi pengukuran berulang mengesahkan perbezaan yang signifikan terhadap empat gaya kreativiti murid kumpulan rawatan sebelum dan selepas lapan minggu intervens i dilaksanakan iaitu percaya kepada proses tanpa sedar [Wilks’ Lambda = .751, F (1,29) = 9.599, p = .004], menggunakan teknik [Wilks’ Lambda = .804, F (1,29) = 7.063, p = .013], menggunakan individu lain [Wilks’ Lambda = .437, F (1,29) = 37.393, p = .000] dan mengawal persekitaran/regulasi tingkah laku kendiri [Wilks’ Lambda = .782, F (1,29) = 8.081, p = .008]. Analisis korelasi Pearson menunjukkan tidak terdapat hubungan yang signifikan antara pemikiran kreatif dengan pencapaian sains bagi kumpulan rawatan (r = .220, p = .243) dan kumpulan kawalan (r = .308, p = .098) dan antara pemikiran kreatif dengan gaya kreativiti bagi kumpulan rawatan (r = .294, p = .115). Kesimpulannya, penggunaan Modul Celik STEM dalam PdP dapat meningkatkan pencapaian sains, pemikiran kreatif dan gaya kreativiti murid dengan signifikan. Implikasinya, Modul Celik STEM yang mengetengahkan pendekatan STEM sebagai salah satu strategi PdP boleh digunakan para guru bagi meningkatka n lagi kefahaman murid dalam mata pelajaran Sains.

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