Analisis keperluan untuk membangunkan Modul Pembelajaran Berasaskan Challenge dalam Mempelajari Matematik bagi murid tingkatan 4
Need analysis for developing a Challenge-Based Learning Module in learning Mathematics for form 4 students
DOI:
https://doi.org/10.37134/jpsmm.vol11.sp.5.2021Keywords:
Pembelajaran Berasaskan Challenge, modul pembelajaran, Matematik Pengguna, Pengurusan Kewangan, pembelajaran matematik sekolah menengahAbstract
Analisis keperluan penting dalam membangunkan sesuatu produk bagi memastikan produk yang dibina dapat memenuhi keperluan pengguna. Kajian ini dilakukan bagi menganalisis keperluan dan spesifikasi modul berdasarkan kaedah Pembelajaran Berasaskan Challenge (PBC) untuk murid tingkatan 4. Pendekatan yang digunakan dalam kajian ini ialah pendekatan kuantitatif dengan menggunakan kaedah soal selidik. Sampel kajian dipilih secara rawak mudah melibatkan 39 orang guru yang mengajar matematik tingkatan 4 di seluruh Malaysia. Instrumen kajian ini ialah Soal Selidik Analisis Keperluan Kaedah PBC. Data dianalisis menggunakan statistik deskriptif iaitu frekuensi dan peratus. Dapatan kajian menunjukkan 81.5% guru memerlukan modul pembelajaran berasaskan challenge bagi pembelajaran Matematik tingkatan 4. Selain itu, 95.7% guru telah memilih Matematik Pengguna: Pengurusan Kewangan sebagai tajuk pilihan. Kesimpulannya, terdapat keperluan membangunkan modul kaedah pembelajaran berasaskan challenge ini bagi tajuk Matematik Pengguna: Pengurusan Kewangan. Dapatan kajian juga menunjukkan ciri-ciri bagi aspek isi kandungan, aktiviti, bahan dan pentaksiran perlu dipertimbangkan dalam membangunkan modul PBC. Oleh itu, diharap modul kaedah pembelajaran berasaskan challenge ini dapat membantu guru dalam penambahbaikan proses pengajaran dan pembelajaran.
Analysis of needs is important in developing a product to ensure that the products built can meet the needs of consumers. This study was conducted to analyze the needs and specifications of the module based on the Challenge-Based Learning (PBC) method for form 4 students. The approach used in this study is a quantitative approach by using the questionnaire method. The randomly selected study sample involved 39 teachers who teach form 4 mathematics throughout Malaysia. The instrument of this study is the PBC Method Needs Analysis Questionnaire. Data were analyzed using descriptive statistics i.e. frequency and percentage. Findings show that 81.5% of teachers need a challenge-based learning module for Form 4 Mathematics learning. In addition, 95.7% of teachers have chosen Consumer Mathematics: Financial Management as the topic of choice. In conclusion, there is a need to develop this challenge-based learning method module for the topic of Consumer Mathematics: Financial Management. The findings of the study also show that the characteristics of the aspects of content, activities, materials and assessment should be considered in developing the PBC module. Therefore, it is hoped that this challenge-based learning method module can help teachers in improving the teaching and learning process.
Keywords: Challenge-Based Learning; learning modules; Consumer Mathematics; Financial management; high school math learning
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