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Abstract : Universiti Pendidikan Sultan Idris |
Kajian kuantitatif ini bertujuan menganalisis perbezaan sikap terhadap matematik dan
tingkah laku semasa menyelesaikan masalah matematik mengikut jantina dan aliran
serta menentukan hubungan antara sikap terhadap matematik dan tingkah laku semasa
menyelesaikan masalah matematik dengan pencapaian matematik murid tingkatan
empat. Kajian ini menggunakan reka bentuk tinjauan dan korelasi. Seramai 350 orang
murid tingkatan empat Sekolah Menengah Kebangsaan di daerah Kuala Selangor,
Selangor dipilih menggunakan teknik persampelan rawak berstrata terlibat dalam kajian
ini. Data dikumpul menggunakan Soal Selidik Sikap Terhadap Matematik, Soal Selidik
Tingkah Laku semasa Menyelesaikan Masalah Matematik dan Ujian Pencapaian
Matematik. Data dianalisis menggunakan statistik deskriptif iaitu min dan sisihan
piawai dan statistik inferensi iaitu Analisis Varians Dua Hala dan Korelasi Pearson.
Dapatan kajian menunjukkan bahawa terdapat perbezaan yang signifikan min sikap
terhadap matematik antara jantina (F(1, 346)=5.60, p.05). Dapatan juga menunjukkan, terdapat hubungan signifikan yang
positif dengan kekuatan sederhana antara sikap terhadap matematik dengan tingkah
laku semasa menyelesaikan masalah matematik (r=0.493). Terdapat juga hubungan
signifikan yang positif tetapi lemah antara pencapaian matematik dengan sikap
terhadap matematik (r=0.180) dan pencapaian matematik dengan tingkah laku semasa
menyelesaikan masalah matematik (r=0.224). Kesimpulan kajian ialah sikap terhadap
matematik adalah berbeza mengikut jantina dengan murid perempuan mempunyai
sikap terhadap matematik yang lebih positif tetapi murid dalam aliran sains dan bukan
sains tidak menunjukkan perbezaan terhadap sikap tersebut. Sikap terhadap matematik
dengan tingkah laku semasa menyelesaikan masalah matematik mempunyai hubungan
dengan kekuatan sederhana positif, namun kedua-dua pemboleh ubah ini mempunyai
kaitan positif lemah dengan pencapaian matematik. Implikasi kajian ialah murid lelaki
perlu diberi perhatian dalam meningkatkan sikap mereka terhadap matematik serta
mensinergikan murid perempuan untuk terus bersikap positif terhadap subjek
matematik. Di samping itu, sikap terhadap matematik dan tingkah laku semasa
menyelesaikan masalah matematik murid adalah pemboleh ubah domain afektif yang
wajar diberi penekanan semasa proses pengajaran dan pembelajaran matematik |
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