PENERBITAN
Bahan Penerbitan Pensyarah Jabatan Matematik
KEBERKESANAN SMART FILE DALAM MEMBANTU
PENCAPAIAN PENDARABAN MURID TAHAP SATU
TAN TONG HOCK1
WAN NOOR ADZMIN BT. MOHD SABRI2
HILEZAN BT. ZAINAL3
MANISAH BT. MOHD SHAH4
NORLIHA BT. JEMAIN5
Pendaraban merupakan satu kemahiran asas Matematik yang penting dan perlu dikuasai di sekolah rendah di Malaysia. Murid menghadapi masalah yang serius sekiranya mereka tidak dapat menguasai kemahiran ini, lebih-lebih lagi di peringkat yang lebih tinggi serta mencabar. Kajian ini dijalankan untuk menguji sejauh manakah keberkesanan Smart File dalam membantu pencapaian pendaraban bagi murid tahap satu. Rekabentuk Kuasi-ekperimental yang melibatkan 60 sampel murid dibahagikan kepada 30 orang murid dalam kumpulan rawatan dan kumpulan kawalan di sebuah sekolah rendah. Analisis Ujian Pra dan Ujian Pos telah dilakukan bagi membandingkan tahap pencapaian sebelum dan selepas intervensi selama dua minggu. Secara keseluruhannya, penggunaan Smart File menunjukkan
significant selepas rawatan. Ini menunjukkan Smart File
merupakan satu kaedah yang berkesan dalam meningkatkan
pemahaman dan kemahiran pendaraban.
Kata Kunci: Smart File, Pendaraban, Matematik.
GEOMETRIC THINKING OF MALAYSIAN ELEMENTARY SCHOOLS STUDENTS
January 2019
Aida Suraya MdYunus
Prof., Corresponding author, Universiti Putra Malaysia, Malaysia, aida@upm.edu.my
Ahmad Fauzi Mohd Ayub
Universiti Putra Malaysia, Malaysia, afmy@upm.edu.my
Tan Tong Hock
Universiti Putra Malaysia, Malaysia, kenny7028@gmail.com
Geometry is one of the basic skills to be mastered in Malaysian mathematics
education. However, there is not much information on geometry attainment of the
elementary school students based on van Hiele’s levels. The purpose of this study
was to determine the van Hiele’s levels of geometric thinking among the
elementary school learners. Three different instructional strategies based on
modules were tested on three groups of students ;(i) van Hiele’s phases of learning
(VH-PL) module that guides students through the van Hiele’s learning process, (ii)
van Hiele’s theory which is integrated with the Google SketchUp software (VH-
GSU) module and (iii) use of conventional instruction (NVH-CI) module which
refers to teaching strategy without the use of van Hiele’s theory of learning or any
software in the teaching. This true experimental study involved 96 Year Five
students of a Malaysian public school. Data were collected using Wu’s Geometry
Test (WGT) and sample responses identified by Fuys, Geddes, and Tischler
(1988). Results showed that at the onset of the experiment, the students were
operating at the lower levels of van Hiele’s levels of geometric thinking. After the
intervention, results of the WGT showed that most of the students in all three
groups achieved a higher level of van Hiele’s geometric thinking.
Keywords: geometry, van Hiele’s levels of geometric thinking, van Hiele’s phases of
learning, Wu’s geometry test, geometric thinking
PENGGUNAAN PETA PEMIKIRAN I-THINK DALAM AMALAN PEDAGOGI
MATEMATIK DI KALANGAN GURU PELATIH INSTITUT PENDIDIKAN GURU
2019
NOORNABILAH ISAH1
TAN TONG HOCK2
Kajian bertujuan meninjau tahap penggunaan peta pemikiran i-THINK dalam amalan pedagogi Matematik di kalangan guru pelatih Institut Pendidikan Guru (IPG). Responden kajian adalah seramai 123 orang guru pelatih dari 7 buah IPG yang menawarkan kursus Matematik dan telah menjalani latihan mengajar. Kajian tinjauan ini menggunakan instrumen soal selidik Skala Likert empat mata yang berfokus kepada 3 aspek iaitu pengetahuan, kekerapan penggunaan dan keberkesanan penggunaan. Kajian mendapati bahawa tahap penggunaan peta pemikiran i-THINK guru pelatih secara keseluruhan adalah pada tahap sederhana. Analisis menunjukkan tidak terdapat perbezaan min yang signifikan antara guru pelatih lelaki dan perempuan dalam penggunaan peta pemikiran i-THINK. Hasil kajian ini adalah sebagai langkah awal bagi memperbaiki tahap penggunaan peta pemikiran i-THINK guru pelatih IPG dalam amalan pedagogi Matematik. Beberapa
implikasi dan cadangan juga dikemukakan bagi memantapkan lagi kualiti guru pelatih IPG bertepatan dengan Anjakan ke-4 PPPM 2013-2025.
Kata kunci: Peta Pemikiran i-THINK, kemahiran berfikir, guru pelatih, pedagogi
matematik, transformasi pendidikan.
Effect of Geometry Instruction Using Van Heile’s Theory on Spatial Visualization Ability for Year Five Primary Learners
2019
Aida Suraya Md. Yunusa,
Ahmad Fauzi Mohd Ayubb,
Tan Tong Hockc ,
Geometry is one of the basic skills which involves the learning of shapes, size, relative position of figures, and the properties of space. Previous studies showed that the learning of geometry requires spatial visualization ability. The purpose of this study was to determine the effect on spatial visualization ability brought about by three different learning strategies based on van Hiele’s theory. These strategies were referred to as van Hiele’s phases of learning strategy (VH-PL) and van Hiele’s theory aided with the use of the Google SketchUp (GSU) software strategy (VH-GSU) and the conventional teaching strategy (NVH-CI). This study adopted the experimental approach involving 96 Malaysian public primary school students who were in Year Five with the two experimental groups VH-PL and VH-GSU while the NVH-CI was the control group. The Spatial Visualization Ability Test was used to measure student ability in spatial visualization. Results showed that there were significant differences in the spatial visualization ability of students who underwent the different teaching strategies. The post hoc test indicated that the use of GSU software in VH-GSU strategy enhances student spatial visualization ability when compared to not using software although both the VH-PL and VH-GSU strategies were based on van Hiele’s theory. Key words: Geometry, van Hiele’s theory, Spatial Visualization Ability, Spatial Visualization Ability Test.
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Mathematical Modeling from Metacognitive Perspective Theory: A Review on STEM Integration Practices
2019
Aida Suraya Md. Yunusa,
Ahmad Fauzi Mohd Ayubb,
Tan Tong Hockc ,
Geometry is one of the basic skills which involves the learning of shapes, size, relative position of figures, and the properties of space. Previous studies showed that the learning of geometry requires spatial visualization ability. The purpose of this study was to determine the effect on spatial visualization ability brought about by three different learning strategies based on van Hiele’s theory. These strategies were referred to as van Hiele’s phases of learning strategy (VH-PL) and van Hiele’s theory aided with the use of the Google SketchUp (GSU) software strategy (VH-GSU) and the conventional teaching strategy (NVH-CI). This study adopted the experimental approach involving 96 Malaysian public primary school students who were in Year Five with the two experimental groups VH-PL and VH-GSU while the NVH-CI was the control group. The Spatial Visualization Ability Test was used to measure student ability in spatial visualization. Results showed that there were significant differences in the spatial visualization ability of students who underwent the different teaching strategies. The post hoc test indicated that the use of GSU software in VH-GSU strategy enhances student spatial visualization ability when compared to not using software although both the VH-PL and VH-GSU strategies were based on van Hiele’s theory. Key words: Geometry, van Hiele’s theory, Spatial Visualization Ability, Spatial Visualization Ability Test.
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Effect of Geometry Instruction Using Van Heile’s Theory on Spatial Visualization Ability for Year Five Primary Learners
Mohd Razip Bajuri, Siti Mistima Maat, Lilia Halim Faculty Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia
Abstract
This study presents to identify mathematical modeling is the least elements focusing on current STEM integration practices. Through this study, a review of the existing practice of STEM integration curriculums, models, modules, and programmes was undertaken to confirm the issue. The database reviewed to confirm this issue is from Social Sciences Citation Index with keyword “Mathematical Modeling,” “STEM curriculum,” “STEM model,” “STEM module” and “STEM program.” As a result, these studies confirmed that mathematical modeling activities were the least focusing on existing STEM integration practices and the theory of metacognation and the theory of sosial interaction development could promote these abilities.
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