UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
Di Malaysia, penyelidik pendidikan, pendidik dan guru telah menyokong keperluan untuk memupuk kreativiti pelajar melalui kurikulum kebangsaan. Aspek kreativiti berbeza antara domain dan dalam subjek sains. Oleh itu, pemupukan kreativiti pelajar dalam subjek sains akan membawa kepada kreativiti saintifik. Tujuan keseluruhan kajian ini adalah untuk meneroka kefahaman dan persepsi guru-guru sains terhadap pendekatan pengajaran dan penerapan untuk memupuk kreativiti saintifik pelajar. Kajian ini mengadaptasi pendekatan kualitatif sepenuhnya dan melibatkan lapan orang guru subjek sains sebagai informan. Pengumpulan data dilakukan menggunakan kaedah temu bual separa berstruktur. Dapatan kajian dianalisis secara tematik daripada data yang dikumpulkan. Secara umumnya, dapatan tematik menunjukkan bahawa guru sains dapat memberikan definisi kreativiti umum dan saintifik serta aspek-aspek utamanya.
Persepsi pedagogi guru telah menimbulkan lapan pendekatan pengajaran untuk memupuk kreativiti di bilik darjah sains iaitu: (1) aplikasi kemahiran berfikir, (2) pendedahan kepada contoh sains, (3) pembelajaran sains interdisiplin, (4) pembelajaran dengan teknologi, (5) pembelajaran berasaskan inkuiri, (6) pembelajaran koperatif, (7) penyelidikan praktikal (eksperimen) dan (8) pembelajaran berasaskan projek. Pendekatan penerapan kreativiti saintifik pula adalah secara tidak langsung melalui pendekatan-pendekatan pengajaran sains ini. Kesimpulannya, para guru percaya bahawa pendekatan-pendekatan ini dapat meningkatkan kreativiti saintifik pelajar di dalam pembelajaran sains namun harus disusuli oleh peranan guru dan pelajar yang efektif.
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