Pembelajaran secara Koperatif dalam Kelas Bahasa Melayu

Cooperative Method in Malay Language Class

Abstract

Kajian ini bertujuan meninjau tentang keberkesanan pelaksanaan pembelajaran secara koperatif dalam kelas Bahasa Melayu. Kajian ini juga dijalankan untuk mengenal pasti sejauh mana kaedah pembelajaran koperatif itu berupaya untuk mengatasi jurang pelajar serta mengkaji persepsi berdasarkan latar belakang responden, iaitu pelajar semester berapa, jantina dan kaum. Justeru, seramai 70 orang responden yang terdiri daripada pelajar semester 5 di bawah tanggungjawab penyelidik telah dipilih sebagai sampel bagi kajian ini. Soal selidik telah digunakan bagi mendapatkan maklum balas responden mengenai keberkesanan pembelajaran koperatif ke atas tiga domain, iaitu kognitif, afektif dan psikomotor. Data yang diperoleh dianalisis dengan menggunakan sistem perisian SPSS versi 18.0. Ujian t digunakan untuk melihat sama ada wujud perbezaan yang signifikan antara usia dan jantina terhadap pembelajaran secara koperatif. Hasil kajian menunjukkan bahawa domain yang paling dominan dalam amalan pembelajaran koperatif adalah domain afektif. Justeru, terdapat perbezaan yang signifikan di antara tiga kaum bagi persepsi terhadap keberkesanan pelaksanaan pembelajaran koperatif.

This study aims to explore the students perceptions about the effectiveness of the implementation of cooperative method in learning Malay Language. This study was also conducted to identify the extent to which cooperative learning method is able to overcome the gap and the perception of students based on their background such as form, gender and race. Thus, a total of 70 respondents consisting of form two and four students beyond the researchers responsibility has been selected as the sample for this study. Questionnaires were used to obtain the respondents feed back on the effectiveness of cooperative learning towards three domains, namely cognitive, affective and psychomotor. The data obtained are analyzed by using SPSS 18.0 version software system. T-test used to see whether there are significant differences between age and gender on cooperative learning. The results showed that the dominant domain in the practice of cooperative learning is the affective domain. Next, there are significant differences between the three races for the perceptions towards the effectiveness of cooperative learning. Therefore, there was a significant difference between the three races in terms of their perceptions of the effectiveness of cooperative learning implementation.