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Type :thesis
Subject :LB Theory and practice of education
Main Author :Intan Haslina Kamarzaman
Title :Kesan Flipped Classroom terhadap motivasi, penglibatan dan pencapaian pelajar dalam topik perakaunan pengurusan di Kolej Matrikulasi
Place of Production :Tanjong Malim
Publisher :Fakulti Pengurusan dan Ekonomi
Year of Publication :2023
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini bertujuan untuk membina dan menilai kesan pembelajaran secara flipped classroom terhadap tahap motivasi, penglibatan dan pencapaian pelajar dalam topik perakaunan pengurusan. Rancangan instruksional dibina berdasarkan pengintegrasian pendekatan flipped classroom dan first principle of instruction. Kandungan dan aktiviti-aktiviti pembelajaran dibina berdasarkan kepada Spesifikasi Kurikulum Bahagian Matrikulasi, Kementerian Pendidikan Malaysia dan merangkumi empat topik perakaunan pengurusan: Manufacturing Overhead, Job Order Costing, Process Costing dan Absorption Costing and Marginal Costing. Seramai tiga orang pakar telah menilai kesahan rancangan instruksional ini dengan peratusan persetujuan pakar sebanyak 93.33%. Bagi proses penilaian, pendekatan kuantitatif menggunakan reka bentuk kuasi eksperimen digunakan dalam kajian ini. Bagi proses penilaian, responden adalah seramai 80 orang pelajar perakaunan dari Kolej Matrikulasi Perak. Seramai 40 orang pelajar telah dilibatkan dalam kumpulan rawatan (flipped classroom) dan 40 orang pelajar kepada kumpulan kawalan (konvensional). Data dikumpul daripada tiga instrumen iaitu Inventori Motivasi Intrinsik (IMI), Classroom Engagement Inventory (CEI) yang menggunakan pengukuran berskala Likert dan Ujian Pencapaian bagi topik tersebut. Nilai kebolehpercayaan instrumen kajian adalah α>0.65 dan r=0.87 bagi Ujian Pencapaian. Analisis deskriptif menunjukkan min ujian pos kumpulan rawatan bagi ketiga-tiga pemboleh ubah iaitu motivasi (min 4.015, SD 0.496), penglibatan (min 4.036, SD 0.482), pencapaian (min 79.90, SD 9.248) adalah lebih baik berbanding min kumpulan kawalan di mana motivasi (min 3.110,SD 0.831), penglibatan (min 3.189, SD 0.783) pencapaian (min 66.45, SD 11.061). Data dianalisis dengan menggunakan ujian-t. Keputusan ujian-t menunjukkan bahawa terdapat perbezaan yang signifikan antara kumpulan dalam ujian pra dan ujian pos merentas semua pembolehubah bersandar, motivasi (t=-5.912, df=78, p

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