Kajian pembinaan konsep sains berdasarkan model generatif-metakognitif di kalangan pelajar

Aim of this study was to investigate the students' understanding towards science concept especially on “The Basic Concept of Matter in Physical Phenomenon” and metacognitive strategies of the student during the development of their concept. The study was carried out in two major stages i.e Phase I and Phase II. The first phase of the study involved the investigation of students' initial understanding while in the second phase involved the study of metacognitive strategies of the student during the development of science concept. A set of comprehension test was used as the instrument to gather information on the students' initial understandings. One-hundred-and-eighty-two (N=182) randomly selected students served as the subjects of this study. Retrospective interviews were conducted on fifteen-students in order to examine their practices of metacognitive strategies in mastering the concept. Data were analyzed using content analysis technique. The findings of Phase I revealed that the students' understandings and their practices of strategies in mastering “The Basic Concept of Matter in Physical Phenomenonâ€? were low. These were referred to existence of various alternative frameworks as well as weaknesses on planning, implementation and self-reflection at the three levels of thinking. This study also suggested The Model of Generative-Metacognitive in assisting students to overcome their alternative frameworks and increase their metacognitive strategies at the three levels of thinking. The findings of this research were hoped to highlight the implication as to increase the effectiveness of teaching and learning process in science and shed come lights on the formulation of authentic curriculum

Kajian pemikiran dan amalan refleksi di kalangan guru pelatih sains Universiti Teknologi Malaysia

The aim of this study was to investigate the effectiveness the implementation Model of Thinking Implementation Strategy and Reflective Practices in Science Teaching and Learning Process among the science student teachers during their practicum session. In an attempt to answer the above objective, the patterns and levels of reflective thinking of a group of students as in current practices were compared to a group of students that were exposed to the above model. The group of thirty undergraduate science student teachers of Universiti Teknologi Malaysia in several schools in Pontian and Johor Bahru were purposively chosen as the respondents of this study. The instruments used were science student teachers’ self-reflection in their daily lesson plans, respondents’ reflective journals and interviews. The patterns of students’ reflective writing were analyzed using Standard for Science Teacher Preparation that suggested by National Science Teacher Association (2003). While the levels of reflection were analyzed using categorization suggested by Hatton and Smith (1995). Interviews were transcribed and analysed using the technique of content analysis. The results show that the patterns of reflective writing of the science student teachers in the current practices are very superficially written and focus on the aspects of teaching and learning and do not contribute much in improving their teaching competencies. Besides that, the level of their reflective writings is only at the descriptive level. However, the patterns of reflective writings for the group that was exposed to the Model of Thinking Strategy and Reflective Practices have been improved very much. The science student teachers are able to reflect at dialogue and critical levels and have focus on the important aspects of science teaching and learning. The results have proved that the above model is effective to enhance the reflective thinking pattern and be able to improve reflective practices among the science student teachers. It is hope to increase the effectiveness of science teaching and learning process and to shed some lights on the formulation of an authentic curriculum in teacher education

The motivation level of learning chemistry among secondary school students

Students enrolment in chemistry course are decreasing from elementary school towards higher education level. Studies made by some researchers issues several factors that lead to student’s motivation towards the subjects itself. Many researchers found out that, the lack of motivation among students are oriented in cognitive, affective and conative aspect. Students are not cognitively motivated if they’re facing the lack of understanding in the content and purpose of the activity done in the learning process. An affective motivation in learning are referring to the emotional and value of the subject learned whilst conative aspect are more focusing on willingness and effort made by students in achieving their target in their learning process. All of these three aspect of motivation must not been taken for granted in order to enhance students interest in chemistry subject not just in school but also towards higher education level

Attribution factors of chemistry anxiety: what are they?

Chemophobia is supposedly to be known as chemistry anxiety. Chemistry anxiety will influence the development of holistic students to be as part of competent experts in scientific and technology arena in the near future. Chemistry anxiety that exist among science stream students at secondary school level tends to impairs performance and cause the low student enrollment in science field at the tertiary level. The attribution factors of chemistry anxiety that can be studied comprise of chemistry anxiety in learning, chemistry anxiety in evaluation and chemistry laboratory anxiety. Indeed, chemistry anxiety in learning aspect is anxious feeling that exists among students when they learn chemistry in classroom or laboratory while chemistry anxiety in evaluation is described as an arousal of undesirable feeling when sitting for assessment or test that related to chemistry subject and chemistry laboratory anxiety is fear of chemical substances or handling laboratory apparatus that perceived by the students when conducting experimental tasks. Determination of undesirable apprehension towards chemistry is required to be studied in order to discover preventive interventions that consequently help in cultivating science stream students’ interest towards chemistry

Pembinaan modul kimia 'UM' untuk meningkatkan kefahaman konsep pelajar bagi topik ikatan kovalen

Modul pengajaran yang berkesan diperlukan di dalam pengajaran dan pembelajaran sains untuk meningkatkan pembentukan konsep. Kajian ini bertujuan untuk membangunkan modul pengajaran bagi konsep asas ikatan kovalen berasaskan Pengetahuan Pedagogi Kandungan (PPK). Pembangunan Modul Kimia UM telah mengambil kira persoalan-persoalan yang terdapat di dalam CoRe. Strategi pengajaran yang telah digunakan dalam modul ini adalah pendekatan inkuiri dan aktiviti hands on. Kajian ini telah dijalankan untuk mengkaji keberkesanan Modul Kimia UM yang telah dibina. Bagi mencapai tujuan tersebut, kefahaman pelajar sebelum dan selepas pendedahan Modul Kimia UM telah dikenalpasti. Kajian deskriptif ini melibatkan 30 orang pelajar di sebuah sekolah di Kota Tinggi, Johor. Pengumpulan data dilakukan melalui ujian. Skor ujian dianalisis menggunakan frekuensi, peratus dan min. Dapatan awal kajian mendapati, majoriti pelajar sukar mengenalpasti dan menerangkan pembentukan ikatan kovalen, melukis rajah ikatan kovalen serta menulis formula sebatian. Akan tetapi, setelah pelajar didedahkan kepada penggunaan Modul Kimia UM kefahaman pelajar dalam topik ikatan kovalen dapat dipertingkatkan

Proses pembinaan modul Pro-Mc Physics fasa analisis dan reka bentuk bagi model reka bentuk pengajaran ADDIE

Kertas kerja ini bertujuan untuk membincangkan tentang pembinaan modul Pro-Mc Physics berdasarkan model reka bentuk pengajaran ADDIE. Modul berasaskan web ini dibina bagi membantu meningkatkan pencapaian kemahiran penyelesaian masalah Fizik di kalangan pelajar Fizik di peringkat universiti dengan memfokuskan kepada topik Mekanik. Dalam kajian ini, pembinaan modul ini adalah berdasarkan model reka bentuk pengajaran ADDIE. Ini kerana kelebihannya berbanding dengan model yang lain seperti model ADDIE, model ASSURE, model Dick & Carey, model Hanaffin & Peck serta model waterfall. Akronim ADDIE membawa maksud bagi setiap fasanya iaitu 1) analisis, 2) reka bentuk, 3) pembangunan, 4) pelaksanaan dan 5) penilaian. Walau bagaimanapun, dalam kertas kerja ini hanya dua fasa sahaja yang akan dibincangkan iaitu fasa analisis dan reka bentuk. Berdasarkan pandangan beberapa pakar yang diperolehi, mereka mencadangkan modul berasaskan web yang dibangunkan mestilah mempunyai unsur-unsur interaktif serta penggunaan warna dan tulisan yang bersesuaian dengan peringkat umur dan tahap pengetahuan pengguna. Dapat disimpulkan berdasarkan fasa pertama dan kedua yang dilalui ini memberikan banyak input kepada penyelidik dalam membina sebuah modul berasaskan web yang baik dan menepati kehendak pengguna

Pembinaan modul berasaskan web untuk meningkatkan kemahiran metakognitif dalam penyelesaian masalah fizik

Problem solving plays a major role in Physics instruction. However, traditional instruction is unable to improve Physics problem solving skills. Studies show that web-based learning can enhance Physics problem solving skills, thus the student achievement also affected. Therefore, this paper is constructed in order to develop web-based module of Physics problem solving. The purpose of developing the module is to improve students' Physics problem solving skills. Apart from that, this module is built based on metacognitive perspective. The selected content of Physics topics in the module is focused of the topic that always difficult faced by student in Physics problem solving

Penerapan pengutaraan masalah untuk meningkatkan kemahiran berfikir aras tinggi

Artikel ini merupakan cadangan penyelidikan bagi mengenalpasti Kemahiran Berfikir Aras Tinggi (KBAT), Strategi Pengutaraan Masalah dalam kalangan pelajar kimia,dan jenis-jenis pengutaraan masalah yang diaplikasikan oleh pelajar kimia. Kajian ini juga menentukan hubung kait di antara strategi pengutaraan masalah dan meningkatkan kemahiran berfikir aras tinggi, serta mengenalpasti proses pengutaraan masalah dalam kalangan pelajar kimia. Kajian secara deskriptif dengan menggunakan reka bentuk tinjauan telah digunakan. Responden terdiri daripada 370 pelajar tingkatan empat aliran sains yang mengambil mata pelajaran kimia di tiga buah sekolah sekitar Bandar Kajang. Data diperoleh melalui instrumen Ujian Kemahiran Berfikir Aras Tinggi dan Temubual Separa Berstruktur Kemahiran Berfikir Aras Tinggi. Data kajian ini, dianalisis dengan menggunakan frekuensi, peratus dan min. Dapatan kajian ini diharapkan dapat menjelaskan tahap kemahiran berfikir aras tinggi, strategi dan jenis-jenis pengutaraan masalah yang digunakan pelajar dalam menyelesaikan masalah kimia serta hubung kait antara strategi pengutaraan masalah terhadap tahap kemahiran berfikir aras tinggi pelajar. Implikasi dapatan ini tentunya akan memberikan penjelasan terhadap pentingnya pengutaraan masalah bagi membantu meningkatkan kemahiran berfikir aras tinggi pelajar yang amat diperlukan dalam pembangunan pelajar dan masyarakat era globalisasi ini

Pembangunan modul CHEMQ berdasarkan PPK bagi konsep persamaan kimia

Kajian ini bertujuan untuk membangunkan sebuah modul pembelajaran iaitu Modul ChemQ berdasarkan Pengetahuan Pedagogi Kandungan (PPK) bagi konsep Persamaan Kimia. Modul ini bertujuan membantu mengatasi kelemahan pelajar dalam menguasai konsep persamaan kimia. Pengetahuan Pedagogi Kandungan terdiri daripada lima komponen iaitu (i) Pengetahuan Terhadap Konsep, (ii) Pengetahuan Terhadap Kepentingan Konsep, (iii) Pengetahuan Terhadap Kesukaran Pelajar Menguasai Konsep Persamaan Kimia, (iv) Pengetahuan Terhadap Strategi Pengajaran, dan (v) Pengetahuan Terhadap Teknik Penilaian. Dua strategi pengajaran berdasarkan Model Penyelesaian Polya dan Model Needhem Lima Fasa telah dikemukan dalam Modul ChemQ. Seramai 22 orang pelajar di sebuah sekolah menengah di kawasan Skudai terlibat dalam kajian ini. Pengumpulan data di lakukan menerusi ujian diagnostik. Ujian diagnostik telah digunakan sebagai instrumen kajian untuk mengenal pasti kelemahan pelajar dalam konsep dan menilai keberkesanan perlaksanaan Modul ChemQ terhadap pelajar dalam proses pengajaran dan pembelajaran. Data yang diperoleh daripada ujian diagnosis diproses dengan menggunakan kaedah kuantitatif secara peratusan dan kualitatif secara kandungan. Berdasarkan keputusan kajian, pelajar mempunyai kelemahan dalam menguasai konsep persamaan kimia dan Modul ChemQ sedikit sebanyak membantu mengatasi masalah tersebut. Di samping itu, cadangan penambahbaikan turut diberikan oleh pengkaji bagi meningkatkan keberkesanan modul. Justeru itu, modul sesuai digunakan selain dapat mempelbagaikan bahan rujukan para pelajar dalam bidang kimia

Chemistry private tutoring in Malaysia

The unsatisfactory result obtained by Malaysian secondary students in international assessment has caused the Ministry of Education to put much effort into structuring the curriculum. Variety of teaching pedagogies has been suggested but not all the approaches are applicable due to many constraints. It leads students to enroll in extra private tutoring classes after their regular school hours. This research aimed to identify the reason students attend chemistry private tutoring, to explore the teaching pedagogies used in chemistry private tutoring, and to identify the perceptions of students on the pedagogies used in chemistry private tutoring. This is an exploratory qualitative study that is conducted among six tutors and five students in Malaysia. The result was analyzed through thematic analysis. Interestingly, the study has indicated that despite improving their academic result, students attend tuition to enhance their understanding and knowledge of chemistry as they were ably exposed to a variety of teaching methods. A new insight on pedagogies used in private tutoring lessons was determined, such as deductive learning, inquiry-based teaching and contextualization. It is found that student’s learning needs are highly emphasized in tuition classes. Students experience more meaningful learning and obtain interesting learning experiences in tuition