Domain kognitif dan pencapaian ungkapan algebra dalam kalangan pelajar Tingkatan Dua

  • Sarimah Baco
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Abstract

Algebra merupakan salah satu topik yang sukar dalam pembelajaran Matematik khususnya di peringkat Menengah Rendah. Permasalahan pelajar dalam topik Algebra sering dikaitkan dengan kemahiran kognitif. Penguasaan kemahiran kognitif pada aras rendah dan tinggi dalam topik Algebra adalah satu keperluan yang selaras dengan penekanan kemahiran berfikir aras tinggi dalam kurikulum Matematik. Kajian ini bertujuan untuk mengukur tahap domain kognitif dan pencapaian Ungkapan Algebra dalam kalangan pelajar Tingkatan Dua. Di samping itu kajian ini juga bertujuan untuk menentukan hubungan antara domain kognitif dan pencapaian Ungkapan Algebra. Kajian ini menggunakan pendekatan kuantitatif dengan jenis tinjauan. Kaedah persampelan rawak berstrata digunakan dan seramai 386 orang respondan daripada tujuh buah sekolah menengah di daerah Tawau Sabah terlibat dalam kajian ini. Soal selidik dengan tiga subkonstruk iaitu pengetahuan, kefahaman dan aplikasi digunakan untuk menentukan tahap domain kognitif. Ujian Ungkapan Algebra dengan tiga aras rendah berdasarkan pembelajaran Taksonomi Bloom Revisi (mengingat, memahami dan mengaplikasi,) digunakan untuk mengukur tahap pencapaian Ungkapan Algebra dalam kalangan responden. Data telah dianalisis dengan menggunakan perisian komputer melalui program Statistical Package for Social Science (SPSS) versi 27.0. Data dianalisis secara deskriptif berdasarkan min dan sisihan piawai untuk menentukan tahap domain kognitif dan pencapaian Ungkapan Algebra. Pekali Korelasi Pearson digunakan untuk menentukan perhubungan antara domain kognitif dan pencapaian Ungkapan Algebra. Dapatan kajian menunjukkan tahap domain kognitif dan tahap pencapaian Ungkapan Algebra adalah sederhana. Analisis korelasi pula menunjukkan nilai korelasi Pearson r =.594, mempunyai hubungan positif yang signifikan dan kuat antara domain kognitif dan pencapaian Ungkapan Algebra. Penentuan domain kognitif Algebra melalui kajian ini sangat berguna untuk melihat tahap domain kognitif pelajar dan kesan nya terhadap pencapaian mereka. Dapatan kajian ini boleh menjadi panduan membantu para pendidik dan penyelidik untuk menyelesaikan masalah dalam pembelajaran Algebra khususnya pelajar menengah rendah.   Algebra is one of the difficult topics in learning Mathematics especially at the Lower Secondary level. Students’ problems in the topic of Algebra are often associated with cognitive skills. Low and high levels cognitive skills mastery in the topic of Algebra is a requirement in line with the emphasis on high level thinking skills in the mathematics curriculum. This study aims to measure the level of cognitive domain and achievement of Algebraic Expressions among Form Two students. Moreover, this study also aims to determine the relationship between the cognitive domain and the achievement of Algebraic Expressions. This study used a quantitative approach with the survey method. Stratified random sampling method was used and a total of 386 respondents from seven secondary schools in Tawau, Sabah district were involved in this study. Questionnaire with three subconstructs namely knowledge, comprehension and application was used to determine the level of cognitive domain. The AlgebraicExpression test with three low levels based on the learning of Bloom’s Revised Taxonomy (remembering, understanding, and applying) was used to measure the level of achievement of Algebraic Expressions among the respondents. Data were analyzed using a computer software via Statistical Package for Social Science (SPSS) version 27.0. Data were analyzed descriptively based on means and standard deviations to determine the level of cognitive domain and achievement of Algebraic Expressions. Pearson Correlation Coefficient was used to determine the relationship between the cognitive domain and the achievement of Algebraic Expressions. Findings of the study indicate that the level of cognitive domain and the level of achievement of Algebraic Expression are moderate. Correlation analysis also showed a significant and strong positive relationship between the cognitive domain and the achievement of Algebraic Expressions with a Pearson correlation value of r = .594. The determination of the cognitive domain of Algebra through this study is very useful to view the level of the cognitive domain of students and its impacts on their achievement. The findings of this study can be a guide to help educators and researchers to solve problems in learning Algebra especially lower secondary students.

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Sarimah Baco. (2022). Domain kognitif dan pencapaian ungkapan algebra dalam kalangan pelajar Tingkatan Dua. Borneo International Journal of Education (BIJE), 3. https://doi.org/10.51200/bije.v3i.4112

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