Aspek Tingkah Laku Dan Pencapaian Pelajar Semasa Pembelajaran Aktif Dalam Mata Pelajaran Matematik: Kajian Literatur Bersistematik
Abstract
Pembelajaran aktif sering dikaitkan dengan pendekatan flipped classroom atau pembelajaran berpusatkan pelajar. Kaedah ini juga melibatkan interaksi antara para pelajar sesama rakan sebaya atau para pelajar dengan guru dalam aktiviti pengajaran dan pembelajaran. Kajian sistematik ini bertujuan untuk meninjau kesan pembelajaran aktif terhadap tingkah laku pelajar. Sebanyak 12 buah artikel diperoleh dari pangkalan data Scopus dan Web of Science (WOS) dari tahun 2018 sehingga 2022 melalui tinjauan sistematik Model PRISMA. Beberapa kriteria telah ditetapkan bagi memperoleh artikel yang bersesuaian dengan persoalan kajian. Hasil analisis mendapati pembelajaran aktif terdiri daripada pembelajaran berasaskan teknologi dan pembelajaran tidak berasaskan teknologi selain memberi kesan kepada beberapa kategori seperti pencapaian ujian, kemahiran komunikasi, tahap kebimbangan terhadap Matematik, penglibatan pelajar serta kefahaman pengajaran. Secara amnya, pencapaian pelajar meningkat seiring dengan tahap penglibatan pelajar dengan pembelajaran aktif.
References
Aburrahman, M. S., Abdullah, A. H., Samsuddin, N. S., Rahman, S. N. S. A., Ashari, Z. M., Jumaat, N. F., Samah, N. A., & Ali, D. F. (2020). Pupil’s behaviour pattern and non-routine mathematical problem-solving strategy based on multiple intelligences. Journal of Advanced Research in Dyanmical and Control Systems, 12(3): 466-485. http://dx.doi.org/10.5373/JARDCS/V12I3/20201214
Ali, M. A., Karim, N. A., Mohamed, A., & Ismail, N. (2018). Aplikasi gaya pengajaran dan pembelajaran aktif dalam subjek Kemahiran Dinamika bagi merealisasikan pendidikan abad ke-21. Sains Humanika, 10: 3-2. https://doi.org/10.11113/sh.v10n3-2.1487
Arshad, M. N., Atan, N. A., Abdullah, A. H., Abu, M. S., & Mokhtar, M. (2017). Improving reasoning skills of students to overcome learning difficulties in Additional Mathematics: A review. Journals of Science and Mathematics Letters, 5: 28-35. https://doi.org/10.37134/jsml.vol5.3.2017
Aziz, N. F. A., & Maat, S. M. (2021). Kesediaan dan efikasi guru matematik sekolah rendah dalam pengintegrasian teknologi semasa pandemik COVID-19. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(8): 93- 108. https://doi.org/10.47405/mjssh.v6i8.949
Bakar, M. A. A., & Ismail, N. (2020). Mathematical instructional: A conceptual of redesign of active learning with metacognitive regulation strategy. International Journal of Instruction, 13(3): 633-648. https://doi.org/10.29333/iji.2020.13343a
Chen, B., Bastedo, K., & Howard, W. (2018). Exploring design elements for online STEM courses: Active learning, engagement & assessment design. Online Learning, 22(2): 59-75.
Damanhuri, N. H. A., Jamlus, S., & Ahmad, S. S. (2020). Faktor-faktor yang mempengaruhi pencapaian subjek Matematik Pengurusan bagi pelajar sijil pengoperasian perniagaan di Kolej Komuniti Hulu Langat. International Journal of Education and Pedagogy (IJEAP), 2(4): 275-287.
Dutta, R., Mantri, A., Singh, G., Malhotra, S., & Kumar, A. (2020). Impact of flipped learning approach on students motivation for learning digital electronics course. Integration of Education, 24(3): 453-464. https://doi.org/10.15507/1991-9468.100.024.202003.453-464
Hartikainen, S., Rintala, H., Pyvas, L., & Nokelainen, P. (2019). The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9(4): 1-19. https://doi.org/10.3390/educsci9040276
Iannone, P., & Miller, D. (2019). Guided notes for university mathematics and their impact on students’ note-taking behaviour. Educational Studies in Mathematics, 101(3): 387-404. https://doi.org/10.1007/s10649-018-9872-x
Idris, N. (2005). Pedagogi dalam pendidikan matematik. Utusan Publications & Distributors Sdn Bhd.
Jerry, F. A. C., & Jamaludin, K. A. (2021). Pelaksanaan pembelajaran berasaskan inkuiri kritis dalam mata pelajaran Matematik. Jurnal Dunia Pendidikan, 3(2): 386-400.
Kementerian Pendidikan Malaysia. (2019). Dokumen Standard Kurikulum dan Pentaksiran Tahun 5: Matematik.
Khalaf, B. K. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction, 11(4): 545-564. https://doi.org/10.12973/iji.2018.11434a
Lan, A. U., & Affero, I. (2016). Minat Pelajar dalam Subjek Matematik Sekolah Rendah Daerah Pontian. Seminar Pendidikan Johor 2016 “Pendidikan Berkualiti dan Pembangunan Swadaya Insan” (ms. 1-5).
Luitel, L. (2020). Exploring teachers’ experiences on the nature of Mathematics based on their curricular and pedagogical practices: A phenomenological inquiry. International Electronic Journal of Mathematics Education, 15(3): 1-12. https://doi.org/10.29333/iejme/9135
Mat, S. F., & Matore, M. E. M. (2020). Faktor yang mempengaruhi keterlibatan pelajar dalam pembelajaran matematik: Sorotan literatur bersistematik. Jurnal Dunia Pendidikan, 2(3): 173-187.
Musa, M., & Samsudin, W. N. A. M. (2021). Implementasi kemahiran berfikir aras tinggi (KBAT) Matematik: Adakah suatu realiti? Sains Malaysian, 50(9): 2781-2790. http://doi.org/10.17576/jsm-2021-5009-23
Nong, L. H., & Adnan, M. (2017). Penerapan nilai matematik dalam kalangan guru matematik sekolah menengah kebangsaan luar bandar. Jurnal Pendidikan Sains dan Matematik Malaysia, 7(2): 31-42. https://doi.org/10.37134/jpsmm.vol7.2.3.2017
Noor, M. S. M., & Zakaria, M. A. Z. M. (2018). Motivation, attitude and performance review among primary pupils through virtual learning environment. Sains Humanika, 3(2): 7-13.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl., E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hrobjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., & Moher, D. (2021). The PRISMA 2020 statement: An update guideline for reporting systematic reviews. International Journal of Surgery, 88: 105906. https://doi.org/10.1016/j.ijsu.2021.105906
Radzi, M. S. M. (2010). Aplikasi kemahiran berfikir aras tinggi melalui pembelajaran berasaskan masalah. [Disertasi tisak diterbitkan]. Universiti Teknologi Malaysia, Johor.
Simsek, O., & Yazar, T. (2019). Examining the self-efficacy of prospective teachers in technology integration according to their subject areas: The case of Turkey. Contemporary Educational Technology, 10(3): 289-308. https://doi.org/10.30935/cet.590105
Ting, F. S. T., Lam, W. H., & Shroff, R. H. (2019). Active learning via problem-based collaborative games in a large mathematics university course in Hong Kong. Education Sciences, 9(172): 1-22. https://doi.org/10.3390/educsci9030172
Voon, S. H., & Amran, M. S. (2021). Pengaplikasian teori pembelajaran konstruktivisme dalam pembelajaran matematik. Sains Insani, 6(2): 73-82.
William, S. K., & Maat, S. M. (2020). Sorotan literatur bersistematik terhadap pengetahuan pedagogi isi kandungan guru matematik. Jurnal Pendidikan Dunia, 2(3): 82-94.
Yilmaz, Y., Suner, A., & Yilmaz, O. (2022). Mobile learning in a flipped classroom: Findings from a “5-lecture-5” blended learning design for large classes. Turkish Journal of Biochemistry, 47(1): 119-126. https://doi.org/10.1515/tjb-2019-0417
Ali, M. A., Karim, N. A., Mohamed, A., & Ismail, N. (2018). Aplikasi gaya pengajaran dan pembelajaran aktif dalam subjek Kemahiran Dinamika bagi merealisasikan pendidikan abad ke-21. Sains Humanika, 10: 3-2. https://doi.org/10.11113/sh.v10n3-2.1487
Arshad, M. N., Atan, N. A., Abdullah, A. H., Abu, M. S., & Mokhtar, M. (2017). Improving reasoning skills of students to overcome learning difficulties in Additional Mathematics: A review. Journals of Science and Mathematics Letters, 5: 28-35. https://doi.org/10.37134/jsml.vol5.3.2017
Aziz, N. F. A., & Maat, S. M. (2021). Kesediaan dan efikasi guru matematik sekolah rendah dalam pengintegrasian teknologi semasa pandemik COVID-19. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(8): 93- 108. https://doi.org/10.47405/mjssh.v6i8.949
Bakar, M. A. A., & Ismail, N. (2020). Mathematical instructional: A conceptual of redesign of active learning with metacognitive regulation strategy. International Journal of Instruction, 13(3): 633-648. https://doi.org/10.29333/iji.2020.13343a
Chen, B., Bastedo, K., & Howard, W. (2018). Exploring design elements for online STEM courses: Active learning, engagement & assessment design. Online Learning, 22(2): 59-75.
Damanhuri, N. H. A., Jamlus, S., & Ahmad, S. S. (2020). Faktor-faktor yang mempengaruhi pencapaian subjek Matematik Pengurusan bagi pelajar sijil pengoperasian perniagaan di Kolej Komuniti Hulu Langat. International Journal of Education and Pedagogy (IJEAP), 2(4): 275-287.
Dutta, R., Mantri, A., Singh, G., Malhotra, S., & Kumar, A. (2020). Impact of flipped learning approach on students motivation for learning digital electronics course. Integration of Education, 24(3): 453-464. https://doi.org/10.15507/1991-9468.100.024.202003.453-464
Hartikainen, S., Rintala, H., Pyvas, L., & Nokelainen, P. (2019). The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9(4): 1-19. https://doi.org/10.3390/educsci9040276
Iannone, P., & Miller, D. (2019). Guided notes for university mathematics and their impact on students’ note-taking behaviour. Educational Studies in Mathematics, 101(3): 387-404. https://doi.org/10.1007/s10649-018-9872-x
Idris, N. (2005). Pedagogi dalam pendidikan matematik. Utusan Publications & Distributors Sdn Bhd.
Jerry, F. A. C., & Jamaludin, K. A. (2021). Pelaksanaan pembelajaran berasaskan inkuiri kritis dalam mata pelajaran Matematik. Jurnal Dunia Pendidikan, 3(2): 386-400.
Kementerian Pendidikan Malaysia. (2019). Dokumen Standard Kurikulum dan Pentaksiran Tahun 5: Matematik.
Khalaf, B. K. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction, 11(4): 545-564. https://doi.org/10.12973/iji.2018.11434a
Lan, A. U., & Affero, I. (2016). Minat Pelajar dalam Subjek Matematik Sekolah Rendah Daerah Pontian. Seminar Pendidikan Johor 2016 “Pendidikan Berkualiti dan Pembangunan Swadaya Insan” (ms. 1-5).
Luitel, L. (2020). Exploring teachers’ experiences on the nature of Mathematics based on their curricular and pedagogical practices: A phenomenological inquiry. International Electronic Journal of Mathematics Education, 15(3): 1-12. https://doi.org/10.29333/iejme/9135
Mat, S. F., & Matore, M. E. M. (2020). Faktor yang mempengaruhi keterlibatan pelajar dalam pembelajaran matematik: Sorotan literatur bersistematik. Jurnal Dunia Pendidikan, 2(3): 173-187.
Musa, M., & Samsudin, W. N. A. M. (2021). Implementasi kemahiran berfikir aras tinggi (KBAT) Matematik: Adakah suatu realiti? Sains Malaysian, 50(9): 2781-2790. http://doi.org/10.17576/jsm-2021-5009-23
Nong, L. H., & Adnan, M. (2017). Penerapan nilai matematik dalam kalangan guru matematik sekolah menengah kebangsaan luar bandar. Jurnal Pendidikan Sains dan Matematik Malaysia, 7(2): 31-42. https://doi.org/10.37134/jpsmm.vol7.2.3.2017
Noor, M. S. M., & Zakaria, M. A. Z. M. (2018). Motivation, attitude and performance review among primary pupils through virtual learning environment. Sains Humanika, 3(2): 7-13.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl., E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hrobjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., & Moher, D. (2021). The PRISMA 2020 statement: An update guideline for reporting systematic reviews. International Journal of Surgery, 88: 105906. https://doi.org/10.1016/j.ijsu.2021.105906
Radzi, M. S. M. (2010). Aplikasi kemahiran berfikir aras tinggi melalui pembelajaran berasaskan masalah. [Disertasi tisak diterbitkan]. Universiti Teknologi Malaysia, Johor.
Simsek, O., & Yazar, T. (2019). Examining the self-efficacy of prospective teachers in technology integration according to their subject areas: The case of Turkey. Contemporary Educational Technology, 10(3): 289-308. https://doi.org/10.30935/cet.590105
Ting, F. S. T., Lam, W. H., & Shroff, R. H. (2019). Active learning via problem-based collaborative games in a large mathematics university course in Hong Kong. Education Sciences, 9(172): 1-22. https://doi.org/10.3390/educsci9030172
Voon, S. H., & Amran, M. S. (2021). Pengaplikasian teori pembelajaran konstruktivisme dalam pembelajaran matematik. Sains Insani, 6(2): 73-82.
William, S. K., & Maat, S. M. (2020). Sorotan literatur bersistematik terhadap pengetahuan pedagogi isi kandungan guru matematik. Jurnal Pendidikan Dunia, 2(3): 82-94.
Yilmaz, Y., Suner, A., & Yilmaz, O. (2022). Mobile learning in a flipped classroom: Findings from a “5-lecture-5” blended learning design for large classes. Turkish Journal of Biochemistry, 47(1): 119-126. https://doi.org/10.1515/tjb-2019-0417
Published
2023-03-31
How to Cite
SALAHUDDIN, Nurul Mardhati; ROSLI, Roslinda.
Aspek Tingkah Laku Dan Pencapaian Pelajar Semasa Pembelajaran Aktif Dalam Mata Pelajaran Matematik: Kajian Literatur Bersistematik.
International Journal of Advanced Research in Education and Society, [S.l.], v. 5, n. 1, p. 91-102, mar. 2023.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/21428>. Date accessed: 14 oct. 2024.
Section
Articles
