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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| Kajian ini bertujuan untuk mengenal pasti perbezaan antara kaedah Pembelajaran
Berasaskan Projek (PBP) dan kaedah konvensional, dengan melihat kesan kedua-dua
kaedah ini terhadap pencapaian dan motivasi pelajar bagi topik Reka Bentuk
Akuaponik dalam mata pelajaran Reka Bentuk dan Teknologi tingkatan dua. Kajian
ini juga mengenal pasti pengaruh jantina terhadap pencapaian pelajar yang mengikuti
proses pembelajaran menggunakan kaedah PBP. Reka bentuk kajian ialah kuasi
eksperimen yang melibatkan Kumpulan Rawatan dengan jumlah pelajar 31 orang dan
Kumpulan Kawalan dengan jumlah pelajar 26 orang daripada dua buah sekolah
menengah di daerah Hilir Perak. Data kajian berkaitan pencapaian pelajar dikumpul
melalui instrumen ujian pencapaian pra dan pasca, manakala data berkaitan motivasi
dikumpul melalui instrumen soal selidik. Analisis statistik nilai min dan ujian-t
dijalankan ke atas data yang dikumpul dengan menggunakan perisian Statistical
Package for the Social Science. Hasil kajian mendapati bahawa kaedah PBP
(M=66.26, SP=13.53) memberi kesan yang lebih baik terhadap pencapaian pelajar
berbanding kaedah konvensional (M=49.54, SP=9.57) dengan perbezaan yang
signifikan iaitu t(55)=5.287, p=0.000 dan kesan ini juga tidak dipengaruhi oleh jantina
(Lelaki: M=65.88, SP=13.76; Perempuan: M=66.67, SP=13.74) dengan perbezaan
yang tidak signifikan iaitu t(29)=-0.160, p=0.874. Seterusnya, kajian juga mendapati
tahap motivasi intrinsik pelajar yang melalui proses pembelajaran menggunakan
kaedah PBP (M=3.73, SP=0.309) lebih baik berbanding pelajar yang didedahkan
dengan kaedah konvensional (M=3.14, SP=0.318) dengan perbezaan yang signifikan
iaitu t(55)=7.087, p=0.000. Oleh itu, kajian ini merumuskan bahawa penggunaan
kaedah PBP dalam proses pembelajaran adalah lebih baik berbanding kaedah
konvensional dalam meningkatkan pencapaian dan motivasi pelajar. Kajian ini juga
memberi implikasi bahawa pihak sekolah terutama daripada bahagian pentadbiran
perlu memberi sokongan dan dorongan kepada guru untuk melaksanakan
pembelajaran menggunakan kaedah PBP yang lebih baik dan berkesan. |
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