KPR 4063KAJIAN TINDAKAN DALAM PENDIDIKAN

NAMA AHLI:MUSLIZAIRA MUSTAPHA L20111006506ZUZAN MICHAEL JAPANG L20111006574RUZAINI SHAMSUDIN L20111006493NURRULAISYAH BAHAROM L20111006551

( KUMPULAN B )

NAMA PENSYARAH:PROF MADYA DR ABD LATIF BIN HJ GAPOR

TARIKH:22 OGOS 2011

TAJUK 1:TAJUK 1:TAJUK 1:

Kajian Keberkesanan Penggunaan TV Pendidikan Melalui ASTRO Dalam

Pengajaran dan Pembelajaran

OLEH:Losinin Johalin

PASUKAN KAJIAN TINDAKAN SABAH

RUJUKAN:http://ilmu.edublogs.org/files/2010/04/kajian tindakan

keberkesanan-penggunaan-TV-Pendidikan.pdf

PENGENALAN Tempat kajian:

SMK Kundasang, Sabah

Sampel: 1) 36 murid dipilih berdasarkan kepada

jantina dan prestasi mereka iaitu :- i) Murid Prestasi Tinggi (MPT) -

12 ii) Murid Prestasi Sederhana (MPS) -

12 iii) Murid Prestasi Rendah (MPR) -

12

Samb..2) Dibahagikan kepada 2 kumpulan

iaitu:-

-Kumpulan 1- Pengajaran tanpa media tv pendidikan

-Kumpulan 2- Pengajaran dengan media tv pendidikan

3) 10 orang guru dipilih secara rawak untuk ditemuramah

ULASAN BERDASARKAN MODELSTRINGER

MEREKABENTUK

MENYAMPAIHASIL

TINDAKAN

MENGUMPULDATA

MENGANALISIS DATA

1) Merekabentuk1) MerekabentukFokus kajian ini juga untuk mengkaji:-Fokus kajian ini juga untuk mengkaji:-

a) a) Minat, sikap dan tahap motivasiMinat, sikap dan tahap motivasi murid murid

b) b) Perbezaan keberkesananPerbezaan keberkesanan pengajaran dan pengajaran dan pembelajaran yang menggunakan TV Pendidikan pembelajaran yang menggunakan TV Pendidikan dengan yang tidak menggunakan TV Pendidikan.dengan yang tidak menggunakan TV Pendidikan.

c) c) Tahap penggunaanTahap penggunaan TV Pendidikan dalam TV Pendidikan dalam proses pengajaran dan pembelajaran di sekolah proses pengajaran dan pembelajaran di sekolah ini.ini.

d) Faktor-faktor lain yang manjadid) Faktor-faktor lain yang manjadi kekangan kekangan kepada pihak sekolah gagal untuk menggunakan kepada pihak sekolah gagal untuk menggunakan TV Pendidikan di sekolah.TV Pendidikan di sekolah.

2) Mengumpul Data2) Mengumpul Data

Temuramah Borang tinjauan berukuran

skala (IMMS) Ujian Pra Ujian Pos

3) Menganalisis Data3) Menganalisis Data

Borang Tinjauan Berukuran Skala (IMMS)/ Ujian Pra dan Ujian Pos

Data dikumpul dianalisis menggunakan SPPS 8.0 kaedah deskriktif

Menggunakan statistis sisihan piawai iaitu kekerapan, keperatusan dan min

Temuduga Dianalisis menggunakan statistik deskriptif

dan inferensi

4) Menyampai Hasil4) Menyampai Hasil1) 1) Borang tinjauan berukuran skala (IMMS) 100%-murid yang menggunakan TV Pendidikan

menyatakan bahawa sesi pengajaran dan pembelajaran sangat menarik

100% murid menyukai siaran TV Pendidikan 25% mendapati kemahiran ini sebagai kemahiran

baru 75% murid telah mengetahui isi kandungan

pelajaran tetapi tidak secara mendalam 12% murid telah mengetahui kebanyakkan

daripada isi pengajaran dan pembelajaran yang diajar

Samb..Samb..2)2) Ujian Pra dan Ujian Pos Kumpulan yang tidak menggunakan TV

Pendidikan memperolehi 241 daripada 380 markah penuh dengan min 12.68

Kumpulan yang menggunakan TV Pendidikan memperolehi 255 daripada 380 markah dengan min 13.42

Kumpulan yang tidak menggunakan bantuan TV Pendidikan menunjukkan peningkatan sebanyak 13.12%

Kumpulan yang menggunakan bantuan TV Pendidikan menunjukkan peningkatan sebanyak di Ujian Pos 27.06%

5) Mengambil Tindakan5) Mengambil Tindakan Pihak sekolah perlu menyediakan

kemudahan TV dan Astro Jadual waktu induk sekolah perlu

digubal selaras dengan jadual siaran TV Pendidikan

Sesi pengajaran yang menggunakan TV Pendidikan

lebih berkesan dan telah membantu pelajar memahami isi kandungan pelajaran yang

diajar

Title 2:The Effect of Computer-Based

Mathematics on Problem Solving

By:Daisy T. Emanuel

Rujukan: http://

www.nefstem.org/project/final_reports/Emanuel.pdf

INTRODUCTIONPlace of research : 3rd class at Sadie Tillis, Jacksonville, FloridaSample -14 students of 3rd grade The students were divided into two groups which was seven students in each group:- Group 1 : Control group that was worked on Edutest reading strands (textbook)- Group 2: Treatment group that was worked on Edutest Mathematical strands (computer-mathematics)

REVIEW BASED STRINGER MODEL

STEP 1: DESIGN

Purpose

1.Examine the effects of computer-based mathematics curriculum on problem solving.

2.Examine the student’s attitudes toward computer-based Mathematics..

The 3th grade students in this The 3th grade students in this school was weak in the subject school was weak in the subject Mathematics.Mathematics.

The students was not interested in The students was not interested in the subject Mathematics.the subject Mathematics.

Purpose of the problem from the journal

STEP 2 : DATA COLLECTEDMethod of collected data :

1) Quantitative: a) Edutest computer-mathematics programme.b) Edutest reading strands (textbook)

2) Qualitative: Six item attitudes questionnaire was administrated at the beginning of the action research (pretest) and after this action research finish (post test).

STEP 3 : DATA ANALYSISQuantitative method

STATISTICSSTATISTICS Treatment group: Treatment group:

computercomputerControl group: Control group:

textbooktextbook

Median / %Median / % 72 / 4672 / 46 70 / 4270 / 42

Mode / %Mode / % 77 / 4777 / 47 70 / 4670 / 46

Means / %Means / % 74 / 48.574 / 48.5 70 / 4170 / 41

Range / %Range / % 61 / 4261 / 42 53 / 3153 / 31

QUESTIONS PRETEST

( quantity of students)

POSTTEST

(quantity of students)

Do you like

Mathematics?

7 14

Do you like computers

?

14 14

Do you have your own

computers?

3 3

Are you good in

Mathematics?

7 12

Do you like computer

Mathematics?

3 14

Do you like using

computer lab?

14 14

Qualitative Method

STEP 4 : DELIVER RESULTSWhat are the effects of computer-based What are the effects of computer-based Mathematics curriculum on problem solving?Mathematics curriculum on problem solving?The group that received extra support in The group that received extra support in Mathemathics scored higher than the group that did Mathemathics scored higher than the group that did not received extra support.not received extra support.The statistic result more highly when the students The statistic result more highly when the students used the Edutest computer-Mathematics used the Edutest computer-Mathematics programme.programme.The computer-based Mathematics increase The computer-based Mathematics increase problem-solving.problem-solving.The students shown growth in Mathematics as The students shown growth in Mathematics as well as growth in personal confidences.well as growth in personal confidences.All students were 100% engaged with All students were 100% engaged with Mathematics while working on the computer.Mathematics while working on the computer.

STEP 5 : TAKE ACTION Skills were retaining when the teacher aligns

the computer time with what is taught in the classroom.

The computer curriculum should be aligned with district’s standards.

The computer based Mathematics curriculum can be a useful tool in the advancement toward students academic gain in Mathematics.

Computer based Mathematics curriculum can provide additional practice in the areas of need and it can give advances students a more challenging conceptual development.

SUMMARY• The using of computer-based on The using of computer-based on Mathematics curriculum is success for Mathematics curriculum is success for the students.the students.

• By using computer-based on By using computer-based on Mathematics curriculum is increasing Mathematics curriculum is increasing the interest of the students in the the interest of the students in the subject Mathematics.subject Mathematics.