UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
Kajian ini bertujuan untuk menyiasat dan meneroka pengetahuan pedagogi kandungan
(PCK) yang melibatkan empat komponen pengetahuan isi kandungan, pengetahuan
pedagogi am, pengetahuan pedagogi khusus dan pengetahuan konteks yang digunakan
semasa mengajar dan bagaimana komponen-komponen tersebut diintegrasikan semasa
pengajaran pembelajaran tajuk Trigonometri. Dna kaedah kajian digunakan iaitu kaedah
tinjauan melibatkan guru matematik tingkatan empat yang mengajar di daerah Batang
Padang, Perak dengan menggunakan soal selidik bagi mendapatkan pandangan mereka
tentang pengetahuan dalam empat komponen PCK. Kajian kes pula melibatkan sepuluh
orang guru matematik tingkatan empat yang dipilih secara 'persampelan bertujuan' dan
data kualitatif diperoleh daripada lima protokol temu bual, pemerhatian dan pencerapan
pengajaran pembelajaran di bilik darjah, dokumen serta catatan guru matematik semasa
pengajaran tajuk Trigonometri. Dapatan kajian mendapati guru matematik tingkatan
empat ini mempunyai persepsi tentang pengetahuan bagi empat komponen PCK pada
tahap baik (min = 3.95) dan guru pengalaman (? 5 tahun) dan guru baru « 5 tahun)
mempunyai persepsi pada tahap penguasaan yang berbeza bagi komponen pengetahuan
isi kandungan tetapi bagi komponen-komponen lain tidak ada perbezaan. Bagi kajian
kes, kedua-dua kumpulan guru matematik ini nampaknya kurang berpengetahuan dalam
komponen pengetahuan isi kandungan yang berkaitan dengan matlamat dan objektif
matematik KBSM dan juga pengetahuan ten tang struktur sintaktik tetapi menguasai
pengetahuan struktur substantif dengan baik. Bagi komponen pengetahuan pedagogi am
dan pedagogi khusus, kedua-dua kumpulan guru matematik dilihat menguasainya
dengan baik dalam aspek-aspek tertentu tetapi cara pelaksanaan mereka agak berbeza.
Kaedah penerangan dianggap amat berkesan bagi pengajaran matematik dan
perancangan aktiviti pengajaran pembelajaran dilihat amat tipikal di kalangan mereka
iaitu memulakan dengan set induksi, memberi penerangan, soal jawab secara lisan,
memberi latihan, memantau dan pengajaran diakhiri dengan memberi kerja rumah
sebagai latihan pengukuhan. Guru matematik baru dilihat kurang berkemampuan untuk
mengenal pasti kesukaran dan miskonsepsi pelajar tentang tajuk Trigonometri dan
pengalaman mengajar dilihat merupakan satu atribut yang penting dalam meningkatkan
keyakinan mengajar terutamanya di kalangan guru matematik baru. Pengintegrasian
komponen-komponen PCK yang diamalkan agak berbeza di an tara guru matematik baru
dan berpengalaman. Amalan aktiviti pemulihan dan pengayaan tidak dapat dikesan di
kalangan guru matematik baru dan guru matematik berpengalaman. Kajian ini juga turut
membincangkan beberapa implikasi dapatan kajian dan cadangan-cadangan untuk
meningkatkan mutu program pendidikan matematik di universiti-universiti tempatan dan
kualiti pengajaran pembelajaran matematik. |
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