KESAN PENGGUNAAN PETA KONSEP DAN PEMBELAJARAN KOPERATIF TERHADAP PRESTASI PELAJAR DALAM MATA PELAJARAN SEJARAH TINGKATAN EMPAT
Abstract
ABSTRACT
This article attempts to examine the effectiveness of the use of concept map cognitive strategies and cooperative learning to improve comprehension, short-term knowledge, and ability to solve a given problem based on the topics taught in the form of essay questions at the end of the lesson or test for Form Four History subject. This study also aims to see the difference in performance between male and female students who use concept map cognitive strategies and cooperative learning than male and female students who do not use cooperative learning. A total of 60 students from secondary schools in Penang were taken as a sample. This study used a quasi-experiment with a 2x2 factorial design involving t-test at a 0.05 significance level. The results showed that students who learn to use concept maps learning strategies and cooperative approach can improve performance achievement in the subject of history. Students not only can improve the understanding of the topic being taught, but also can use the new knowledge gained from cooperative learning to solve problems with more confidence. Therefore, learning using concept maps and cooperative strategy is proposed to be practiced in the teaching and learning of History subject in form 4.
ABSTRAK Â
Artikel ini cuba mengkaji mengenai keberkesanan penggunaan strategi kognitif peta konsep dan pembelajaran koperatif untuk meningkatkan kefahaman, pengetahuan jangka pendek, kemampuan menyelesaikan masalah yang diberi berdasarkan topik yang diajar dalam bentuk soalan esei pada akhir sesi pengajaran atau ujian bagi mata pelajaran Sejarah tingkatan empat. Kajian ini juga ingin melihat perbezaan pencapaian antara pelajar lelaki dan perempuan yang menggunakan strategi kognitif peta konsep dan pembelajaran koperatif berbanding pelajar lelaki dan perempuan yang tidak menggunakan pembelajaran koperatif. Seramai 60 pelajar dari Sekolah Menengah di Pulau Pinang diambil sebagai sampel kajian. Kajian ini menggunakan eksperimen kuasi dengan rekabentuk faktorial 2x2 yang melibatkan ujian-t pada paras signifikan 0.05. Dapatan kajian menunjukkan bahawa pelajar yang belajar menggunakan strategi pembelajaran peta konsep dan pendekatan koperatif dapat meningkatkan prestasi pencapaian dalam mata pelajaran Sejarah. Pelajar bukan sahaja dapat meningkatkan kefahaman terhadap topik yang diajar, malah dapat menggunakan pengetahuan yang baru diperolehi daripada pembelajaran secara koperatif untuk menyelesaikan masalah dengan lebih yakin. Oleh itu, pembelajaran menggunakan peta konsep dan strategi koperatif adalah dicadangkan untuk diamalkan dalam pengajaran dan pembelajaran mata pelajaran Sejarah tingkatan 4.   Â
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