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Type :thesis
Subject :QA Mathematics
Main Author :Noor Shah Saad
Title :Pengetahuan Pedagogi kandungan dan amalannya di kalangan guru Matematik sekolah menengah
Place of Production :Tanjong Malim
Publisher :Fakulti Sains dan Matematik
Year of Publication :2006
Notes :pedagogi
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

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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