UPSI Digital Repository (UDRep)
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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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