Kesan penggunaan model adaptasi kitaran POGIL terhadap pencapaian dan interaksi murid bagi matapelajaran Matematik tingkatan dua
The effect of using the POGIL cycle adaptation model on student achievement and interaction for form two Mathematics subject
DOI:
https://doi.org/10.37134/jictie.vol8.sp.2.8.2021Keywords:
Process Oriented Guided Inquiry Learning (POGIL), Kemahiran Berfikir Aras Tinggi (KBAT), Model Adaptasi Kitaran POGIL, Inkuiri, MatematikAbstract
Kajian lepas menunjukkan sebaik-baik kaedah pembelajaran adalah murid terlibat secara aktif dalam proses atau aktiviti yang dijalankan dalam membina pengetahuan mereka. Oleh itu, kajian ini bertujuan untuk menentukan kesan penggunaan model adaptasi kitaran POGIL (Pembelajaran inkuiri terbimbing berorientasikan proses) dalam pembelajaran Matematik terutama bagi soalan berfikir aras tinggi (KBAT). Kajian ini menggunakan pendekatan kuantitatif iaitu kaedah kitaran kajian reka bentuk kuasi-eksperimen yang melibatkan 60 orang responden tingkatan dua yang dipilih secara rawak daripada salah sebuah sekolah di Malaysia. Analisis kajian ini menggunakan ujian-t dan korelasi pearson. Dapatan kajian menunjukkan bahawa terdapat perbezaan signifikan dalam pencapaian t(29)=.033, p<.05, manakala hanya stesen penerokaan dan stesen pembentukan mempunyai hubungan yang signifikan iaitu r=.654. Oleh itu, model adaptasi kitaran POGIL ini dapat membantu meningkatkan pencapaian dan interaksi murid dalam kelas. Implikasi, model ini boleh diimplemantasikan ke atas sebarang mata pelajaran bagi meningkatkan pencapaian KBAT dalam kalangan murid sekolah menengah.
ABSTRACT
Present studies show that the best learning methods are students actively involved in the process or activity is undertaken in building their knowledge. Therefore, this study aims to determine the effects of the use of the POGIL Cycle Adaptation Model (Inquiry Learning Inquiry-oriented process) in mathematical learning especially for high-level thinking questions (HOTS). This study uses a quantitative approach that is a quasi-experimental design cycle method involving 60 form two respondents who are randomly selected from one of Malaysia's schools. Analysis of this study uses t-test and Pearson correlation. The findings show that there is a significant difference in achievement t (29) = 0.033, p <.05, while only the exploration stations and formation stations have a significant relationship that r = .654. Therefore, this POGIL cycle adaptation model can help improve student achievement and interaction in the classroom. Implications, this model can be implemented on any subject to improve the achievement of HOTS among high school students.
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