Perbandingan Pengajaran Berasaskan Multimedia dan Tradisional ke Atas Pencapaian Matematik dan Sikap Matematik di Kalangan Pelajar Berisiko
AZURA ISHAK, ZAKARIA KASA,
MOHD HASAN SELAMAT & BAHAMAN ABU SAMAH
ABSTRAK
Mengikut sumber dan literatur berkaitan, pengajaran menggunakan multimedia dipercayai mampu merangsang pembelajaran dan meningkatkan tahap pencapaian akademik pelajar. Namun, bukti nyata yang menyokong atau menyangkal pernyataan ini khususnya di kalangan pelajar berisiko masih lagi kurang. Tujuan kajian adalah untuk mengkaji perbandingan pengajaran Matematik berasaskan multimedia dan tradisional ke atas pencapaian Matematik dan sikap Matematik khususnya di kalangan para pelajar berisiko. Kaedah yang digunakan dalam kajian ini berbentuk eksperimen kuasi yang berlangsung selama 10 minggu dan melibatkan 54 orang pelajar. Ujian pencapaian Matematik dan soal selidik sikap Matematik digunakan sebagai instrumen. Data dianalisis menggunakan teknik ujian-t berpasangan dan ANCOVA. Dapatan kajian menunjukkan bahawa terdapat peningkatan pencapaian Matematik pelajar berisiko dalam kedua-dua kelas Matematik berasaskan multimedia dan tradisional. Namun, pencapaian Matematik pelajar berisiko dalam kelas Matematik berasaskan multimedia tidak berbeza secara signifikan dengan pencapaian Matematik pelajar berisiko dalam kelas Matematik berasaskan tradisional. Dapatan kajian juga menunjukkan bahawa terdapat peningkatan sikap terhadap Matematik pelajar berisiko dalam kelas Matematik berasaskan multimedia, sebaliknya berlaku penurunan sikap terhadap Matematik pelajar berisiko dalam kelas Matematik berasaskan tradisional. Walau bagaimanapun, kajian mendapati sikap Matematik pelajar berisiko dalam kelas Matematik berasaskan multimedia juga tidak berbeza secara signifikan dengan sikap Matematik pelajar berisiko di dalam kelas Matematik berasaskan tradisional.
Kata Kunci: Pengajaran Berasaskan Multimedia, Pengajaran Berasakan Tradisional, Pencapaian Matematik, Sikap Matematik, Pelajar Berisiko
ABSTRACT
Based on related resources and literature, multimedia based teaching can stimulate learning and improve student’s academic achievement. Nevertheless, there is little evidence to support or to refute this statement specifically among at-risk student. The main purpose of the study is to compare the effect of multimedia based teaching and traditional based teaching towards Mathematics achievement and Mathematics attitude focusing among at-risk. The method used in this study is quasi experiment involving 54 students and the duration of this study was 10 weeks. Mathematics test and Mathematics attitude were used the instruments of this research. Data was analysed using paired t-test and ANCOVA. The findings showed that there was a significant increase in the Mathematics achievement for both at-risk students’ classes where Mathematic subject was taught using multimedia and the traditional approach. However, there was no significant difference of Mathematics achievement among at-risk studentseither in the multimedia approach or traditional approach. Besides that, the findings also showed that there was a positive increase in the Mathematics attitude for multimedia-based group students where as the traditional-based class showed the contrary result on their students’ Mathematics attitude. The study also found that there was no significant difference of Mathematics attitude among at-risk students taught Mathematics in multimedia approach and another class taught Mathematics in traditional.
Keywords: Multimedia Based Teaching, Traditional Based Teaching, Mathematics Achievement, Mathematics Attitude, At-Risk Students
