Kesediaan Murid Tahun Satu dalam Mengikuti Pembelajaran Matematik Secara Kelas Berbalik

  • Mohd Adam Mohd Yusof Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM), 43600, Bangi, Selangor, Malaysia.
  • Siti Mistima Maat Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM), 43600, Bangi, Selangor, Malaysia.
Keywords: kesediaan, flipped classroom, sekolah rendah, regulasi kendiri, efikasi senditi teknologi, matematik

Abstract

Kelas berbalik merupakan sejenis pembelajaran teradun yang disyorkan oleh Kementerian Pendidikan Malaysia (KPM) untuk digunakan oleh guru matematik sewaktu pasca pandemik COVID-19. Namun keberkesanan pendekatan pedagogi ini sangat berkait rapat dengan tahap kesediaan murid. Sehubungan dengan itu, kajian ini dijalankan bagi meneroka kesediaan murid tahun satu menggunakan model kelas berbalik sebagai sebahagian dari kaedah pembelajaran mata pelajaran Matematik. Kajian kualitatif ini dijalankan menggunakan reka bentuk kes tunggal terhadap 5 orang murid Tahun 1 dari sekolah harian biasa di Kuala Lumpur. Peserta kajian ini di pilih dengan menggunakan kaedah pensampelan bertujuan. Pengumpulan data dibuat menggunakan pemerhatian di dalam kelas dan temu bual separa berstruktur peserta kajian. Data kajian telah dianalisis menggunakan perisian NVivo 12. Dapatan kajian ini menunjukkan bahawa kesediaan murid tahun satu dipengaruhi oleh faktor dalaman seperti efikasi kendiri terhadap teknologi, regulasi kendiri, kecenderungan kaedah penyampaian dan aktiviti pra kelas. Manakala faktor luaran seperti kemudahan peranti elektronik dan perkhidmatan internet. Selain itu faktor persekitaran seperti perhatian ibu bapa dan kerjasama ahli keluarga yang lain turut dikenal pasti. Kesannya, walaupun murid masih mudah terkesan dengan faktor-faktor tersebut, kajian mendapati terdapat perubahan dari segi minat dan tingkah laku yang positif sepanjang mereka mengikuti model pembelajaran ini. Limitasi dan kajian lanjutan turut dibincangkan meliputi aspek-aspek yang perlu diambil kira oleh penyelidik bagi menambahbaik kajian dalam konteks yang serupa pada masa hadapan. Justeru, hasil dapatan daripada kajian ini diharap membantu kepada usaha untuk memantapkan lagi kualiti penyampaian mata pelajaran Matematik melalui kelas berbalik di sekolah rendah.

Downloads

Download data is not yet available.

References

Ainullah, Endry, B., Yuli, R., & Bramianto, S. (2021). Systematic Literature Review: Improving Self Regulated Learning Through The Flipped Classroom Model Based on Interactive E-Books. Jurnal Basicedu, 5(4), 2541–2549. https://doi.org/10.31004/basicedu.v5i4.1230

Asio, J. M. R., Gadia, E., Abarintos, E., Paguio, D., & Balce, M. (2021). Internet Connection and Learning Device Availability of College Students: Basis for Institutionalizing Flexible Learning in the New Normal. Studies in Humanities and Education, 2(1), 56–69. https://doi.org/10.48185/she.v2i1.224

Bārdule, K. (2021). E-learning Tools for the Flipped Learning in Elementary School. Baltic Journal of Modern Computing, 9(4), 453–465. https://doi.org/10.22364/bjmc.2021.9.4.05Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14. https://doi.org/10.1016/J.NPLS.2016.01.001

Bhagat, K., Chang, C.-N., & Chang, C.-Y. (2016). The Impact of the Flipped Classroom on Mathematics Concept Learning in High school. Educational Technology & Society, 19, 134–142.

Cevikbas, M., & Kaiser, G. (2020). Flipped classroom as a reform-oriented approach to teaching mathematics. ZDM, 52(7), 1291–1305. https://doi.org/10.1007/s11858-020-01191-5

Creswell, J. W. (2013). Qualitative Inquiry Research Design (3rd ed.). Sage Publications.

Dangol, R., & Shrestha, M. (2019). Learning Readiness and Educational Achievement among School Students. The International Journal of Indian Psychology, 7(2), 468. https://doi.org/10.25215/0702.056

Darkwa, B. F., & Antwi, S. (2021). From Classroom to Online: Comparing the Effectiveness and Student Academic Performance of Classroom Learning and Online Learning. OALib, 08(07), 1–22. https://doi.org/10.4236/oalib.1107597

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Docherty, S., & Sandelowski, M. (1999). Focus on qualitative methods: Interviewing children. Research in Nursing and Health, 22(2), 177–185. https://doi.org/10.1002/(SICI)1098-240X(199904)22:2<177::AID-NUR9>3.0.CO;2-H

Fatahiyah, E., Mohd Isa, H., & Khadijah, A. R. (2022). Elemen-elemen Pembelajaran Berpusatkan Murid dalam Pengajaran Akidah dan Impaknya. Jurnal Pendidikan Malaysia, 47(1), 31–41.

Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, 176, 107290. https://doi.org/https://doi.org/10.1016/j.comnet.2020.107290

Flipped Learning Network. (2014). What Is Flipped Learning? The Four Pillars of F-L-I-P. Flipped Learning Network, 501(c), 2. http://www.flippedlearning.org/definition

Förster, M., Maur, A., Weiser, C., & Winkel, K. (2022). Pre-class video watching fosters achievement and knowledge retention in a flipped classroom. Computers & Education, 179, 104399. https://doi.org/https://doi.org/10.1016/j.compedu.2021.104399

Gao, X., & Hew, K. F. (2022). Toward a 5E-Based Flipped Classroom Model for Teaching Computational Thinking in Elementary School: Effects on Student Computational Thinking and Problem-Solving Performance. Journal of Educational Computing Research, 60(2), 512–543. https://doi.org/10.1177/07356331211037757

Han, E., & Klein, K. C. (2019). Pre-class learning methods for flipped classrooms. American Journal of Pharmaceutical Education, 83(1).

Hayashi, P., Abib, G., & Hoppen, N. (2019). Validity in qualitative research: A processual approach. Qualitative Report, 24(1), 98–112. https://doi.org/10.46743/2160-3715/2019.3443

Heo, H., Bonk, C. J., & Doo, M. Y. (2021). Enhancing learning engagement during COVID-19 pandemic: Self-efficacy in time management, technology use, and online learning environments. Journal of Computer Assisted Learning, 37(6), 1640–1652.

Hersen, M., & Thomas, J. (Eds.). (2007). Handbook of Clinical Interviewing with Adults (1st ed.). Sage Publications. https://us.sagepub.com/en-us/nam/handbook-of-clinical-interviewing-with-adults/book227692

Hidayah, L. R., & Mustadi, A. (2021). The Implementation of The Flipped Classroom for Early Grade Students in Elementary School. International Journal of Elementary Education, 5(1), 98. https://doi.org/10.23887/ijee.v5i1.33151

Houstan, K. (2020). The Flipped Classroom ’ s Impact on Math Anxiety , Self-efficacy , and Motivation at the Middle School Level. [Doctoral thesis, Cabrini University]. https://www.proquest.com/dissertations-theses/flipped-classrooms-impact-on-math-anxiety-self/docview/2471743230/se-2

Hurlbut, A. R. (2018). Online vs. traditional learning in teacher education: a comparison of student progress. American Journal of Distance Education, 32(4), 248–266. https://doi.org/10.1080/08923647.2018.1509265

Jiang, L., Meng, H., & Zhou, N. (2021). English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support. Language Teaching Research, 19. https://doi.org/10.1177/13621688211027459

KPM. (2019). Surat Pekeliling Ikhtisas Bilangan 5 Tahun 2019 Pelaksanaan KSSR. In Kementerian Pendidikan Malaysia (pp. 1–11). www.moe.gov.my

Kuhlmann, K. (2021). Flipped Classroom Effects on Upper Elementary and Middle School Student Motivation Inside and Outside the Classroom [Master Thesis, Minnesota State University Moorhead]. Dissertations, Theses, & Projects. https://red.mnstate.edu/thesis/497/

Lazar, J., Feng, J. H., & Hochheiser, H. (2017). Chapter 7 - Case studies. In J. Lazar, J. H. Feng, & H. Hochheiser (Eds.), Research Methods in Human Computer Interaction (Second Edition) (Second Edi, pp. 153–185). Morgan Kaufmann. https://doi.org/https://doi.org/10.1016/B978-0-12-805390-4.00007-8

Litster, K., Macdonald, B. L., & Shumway, J. F. (2020). Experiencing active mathematics learning: Meeting the expectations for teaching and learning in mathematics classrooms. Mathematics Enthusiast, 17(2–3), 615–640. https://doi.org/10.54870/1551-3440.1499

Loizou, M. (2019). Exploring the universal design principles of a Flipped Classroom model for Inquiry-Based Learning in Cyprus primary education context: a multiple case study. [Doctoral Dissertation, Lancaster University]. ProQuest Dissertations Publishing https://www.proquest.com/openview/f7fcbbc5cc25f685de8ae10d9fe2aad7/1?pq-origsite=gscholar&cbl=18750&diss=y

Masila, A., Zanaton, H. I., Aidah, A. K., Ahmad Mughis, H. M. N., & Siti Rabiatuladawiyah, M. N. (2020). A Novel Approach in Problem-Solving Skills Using Flipped Classroom Technique. Creative Education, 11(01), 38–53. https://doi.org/10.4236/ce.2020.111003

Mastor, H., Salleh, H., & Ibrahim, K. (2021). Students Readiness for Online Learning: Case Study on Commerce Department’S Students Politeknik Kuching Sarawak. International Journal of Modern Trends in Social Sciences, 4(15), 88–96. https://doi.org/10.35631/ijmtss.415008

Maxwell, J. (1992). Understanding and Validity in Qualitative Research. Harvard Educational Review, 62(3), 279–301. https://doi.org/10.17763/haer.62.3.8323320856251826

Michael B, Horn, Staker, H., & Christensen, C. M. (2015). Blended: Using Disruptive Innovation to Improve Schools. Jossey-Bass Publishers.

Miles, M. B., & Huberman, A. M. (2014). Qualitative Data Analysis: An Expended Sourcebook. In Sage Publications (2nd ed.). SAGE Publications. https://books.google.com.my/books?id=3CNrUbTu6CsC

Mohamed Noh, N., Abdullah, N., Kung Teck, W., & Hamzah, M. (2017). Keberkesanan pendekatan Flipped Classroom dalam pembelajaran Sains di Sekolah Rendah. Jurnal Pendidikan Sains Dan Matematik Malaysia, 7(2), 106–118. https://doi.org/10.37134/jpsmm.vol7.no2.8.2017

Patton, M. Q. (1990). Qualitative evaluation and research methods, (2nd ed.). Sage Publications.

Persky, A. M., & Hogg, A. (2017). Influence of reading material characteristics on study time for pre-class quizzes in a flipped classroom. American Journal of Pharmaceutical Education, 81(6), 1–8. https://doi.org/10.5688/ajpe816103

Pinos-Vélez, V., Quinde-Herrera, K., Abril-Ulloa, V., Moscoso, B., Carrión, G., & Urgilés, J. (2020). Designing the Pre-Class and Class to Implement the Flipped Learning Model in a Research Methodology Course. IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 15(1), 43–49. https://doi.org/10.1109/RITA.2020.2978422

Prust, C. J., Kelnhofer, R. W., & Petersen, O. G. (2015). The flipped classroom: It’s (Still) all about engagement. ASEE Annual Conference and Exposition, Conference Proceedings, 122nd ASEE(122nd ASEE Annual Conference and Exposition: Making Value for Society). https://doi.org/10.18260/p.24872

Roziah Ibrahim, Nasri, N. M., & Ibrahim, R. (2021). Kesediaan Murid Sekolah Menengah Terhadap Penggunaan Flipped Classroom Dalam Mata Pelajaran Ekonomi ( Readiness of Secondary School Students for the Use of Flipped Classroom in Economics Subjects ). Jurnal Dunia Pendidikan, 3(1), 148–160.

Sahatsathatsana, S. (2017). Pronunciation Problems of Thai Students Learning English Phonetics: A Case Study at Kalasin University. Journal of Education, 11(4), 67–84.

Tutal, Ö., & Yazar, T. (2021). Flipped classroom improves academic achievement, learning retention and attitude towards course: a meta-analysis. Asia Pacific Education Review, 22(4), 655–673. https://doi.org/10.1007/s12564-021-09706-9

Yang, T. C. (2020). Impacts of observational learning and self-regulated learning mechanisms on online learning performance: A case study on high school mathematics course. Proceedings - IEEE 20th International Conference on Advanced Learning Technologies, ICALT 2020, 2, 194–197. https://doi.org/10.1109/ICALT49669.2020.00063

Yean, L. S. (2019). Promoting Active Learning and Independent Learning Among Primary School Students Using Flipped Classroom. International Journal of Education, Psychology and Counseling, 4(30), 324–341. www.ijepc.com

Yeong, M. L., Ismail, R., Ismail, N. H., & Hamzah, M. I. (2018). Interview protocol refinement: Fine-tuning qualitative research interview questions for multi-racial populations in Malaysia. Qualitative Report, 23(11), 2700–2713. https://doi.org/10.46743/2160-3715/2018.3412

Zainab Alias, Muhammad Zahiruddin Mohamad Hussin, Nurul Aufa Badruldin & Hafsah Taha (2021). Journal of Science and Mathematics Letters, 9(2), 62–74. https://doi.org/10.37134/jsml.vol9.2.7.2021

Published
2022-07-28
How to Cite
Mohd Yusof, M. A. and Maat, S. M. (2022) “Kesediaan Murid Tahun Satu dalam Mengikuti Pembelajaran Matematik Secara Kelas Berbalik”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(7), p. e001635. doi: 10.47405/mjssh.v7i7.1635.
Section
Articles