Keberkesanan guru sains mengimplimentasikan kemahiran proses sains sepadu dalam pelaksanaan kurukulum sains KBSM tingkatan dua: kajian kes di daerah Hilir Perak (IR)

Rafei Sharif

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Type :	thesis
Subject :	Q Science (General)
Main Author :	Rafei Sharif
Title :	Keberkesanan guru sains mengimplimentasikan kemahiran proses sains sepadu dalam pelaksanaan kurukulum sains KBSM tingkatan dua: kajian kes di daerah Hilir Perak (IR)

Place of Production :	Tanjong Malim
Publisher :	Fakulti Pembangunan Manusia
Year of Publication :	2006
Notes :	masters
Corporate Name :	Universiti Pendidikan Sultan Idris
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Abstract : Universiti Pendidikan Sultan Idris

This study was carried out to survey on the implementation of Integrated Science Process Skills (KPSS, it acronym in the Malay language) in Form Two KBSM Science Curriculum in secondary schools as implemented in the Hilir Perak District. The study was carried out by observing the teachers as individuals who are directly involved in the implementation process to get the picture of how the integrated science process skills that was being recommended in the science curriculum is being implemented in the Hilir Perak District. The Test of Integrated Science Process Skills (TIPS) was used to test the science teacher’s mastery level in the five key aspects of KPSS in the secondary schools in the Hilir Perak District. A case study, focusing on the five key aspects was constructed. Interviews and observations were carried out to look in detail the ability of the teachers in performing and implementing KPSS in the classrooms. The findings based on TIPS shows that overall the mastery level of the five key aspects of KPSS is rather weak. A total of 51.7% of the teachers obtained marks below the mean score (mean=28.2). Only 48.3% were able to obtain marks above the mean score and none of the teachers were able to answer all the 36 items given correctly. On the whole, almost 41.4% of the samples were not able to master the items tested. The three aspects in which performance of the teacher’s weakness were making hypothesis, experimenting and defining operationally. The aspect that shows a better mastery level were controlling variables and interpreting data. The findings also shows that there are several strengths and weaknesses in the implementation of the KPSS process in the classroom. The findings clearly show that the students are weak in English Language and their background are the main reason why KPSS cannot be implemented successfully in the teaching process. Besides that, the aspect of professional content knowledge and the professional skills of the teachers are also another factor why the implementation of KPSS cannot be implemented fully as expected by the KBSM science curriculum. Suitable steps have been taken to over come the problems. The extrinsic and intrinsic problems that involve teachers have been addressed by the various teachers and other parties.

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