UNIVERSITI MALAYA, KUALA LUMPUR KEBERKESANAN KEMAHIRAN PROSES SAINS DALAM PEKA DENGAN PRESTASI SUBJEK SAINS

PENSYARAH : PROFESOR DR NORAINI IDRIS UNIVERSITI MALAYA KOD KURSUS : PXGZ 6101 TAJUK KURSUS : PENYELIDIKAN DALAM Oleh : PENDIDIKAN ROHANIDA BINTI DAUD (800521035790) PGA 080194 ROSILAWATE BT ABDUL KADIR ( 750721065596) PGA 070203 SITI NORLIYANA BT JOHARI (830804115472)

KEBERKESANAN KEMAHIRAN PROSES SAINS DALAM PEKA DENGAN PRESTASI SUBJEK SAINS PELAJAR TINGKATAN DUA

Oleh ROHANIDA BINTI DAUD PGA 080194 ROSILAWATE BT ABDUL KADIR PGA 070203 SITI NORLIYANA BT JOHARI PGA 080085

Satu Tugasan Yang Perlu Dikemukakan Kepada Pensyarah Kursus Profesor Dr Noraini Idris Sebagai Memenuhi Sebahagian Daripada Keperluan Kursus Penyelidikan Dalam Pendidikan Untuk Ijazah Sarjana Pendidikan Fakulti Pendidikan Universiti Malaya

Mac 2009

PENGHARGAAN

Syukur ke hadrat Ilahi dan Alhamdulillah kerana akhirnya kami dapat menyiapkan tugasan yang diberikan oleh pensyarah kursus Penyelidikan Dalam Pendidikan, Profesor Dr Noraini Idris pada masa yang telah ditetapkan. Kami mengucapkan rasa terima kasih yang tidak terhingga kepada Profesor kerana telah sudi memberi bimbingan dan panduan kepada kami sehingga kami dapat menyiapkan tugasan yang melibatkan aspek kuantitatif ini. Terima kasih juga kami ucapkan kepada semua pihak terutamanya rakan-rakan sekuliah di atas pandangan dan nasihat kepada kami dalam usaha menyiapkan tugasan ini. Kepada Pengetua sekolah yang terpilih di satu daerah di Melaka dan kepada pelajar-pelajarnya, kami ucapkan ribuan terima kasih kerana sudi memberikan kebenaran dan menjadi sampel kepada kajian kami. Kami juga mengucapkan syukur dan terima kasih kepada suami dan keluarga kerana memberi sokongan moral yang tidak berbelah bahagi sehingga dapat menyempurnakan tugasan ini seperti yang diminta. Semoga Allah s.w.t. membalas segala budi baik yang telah dicurahkan.

Rohanida binti Daud Rosilawate bt Abdul Kadir Siti Norliyana Bt Johari

Mac 2009

KANDUNGAN Muka surat

PENGHARGAAN ABSTRAK ABSTRACT KANDUNGAN SENARAI JADUAL CARTA

i ii iii iv - vi vii

BAB 1

PENGENALAN 1.0 1.1 1.2 1.3 1.4 1.5 1.6 Latar Belakang Pernyataan Masalah Objektif Kajian Soalan-soalan Kajian Kepentingan Kajian Limitasi Kajian Definisi Istilah 1

BAB II

TINJAUAN KAJIAN YANG BERKAITAN 2.0 2.1 Pendahuluan Perkembangan Amali Sains Di Luar Negara

2.2

Perkembangan Amali Sains Di Malaysia

BAB III

METODOLOGI KAJIAN 3.0 3.1 3.2 3.3 3.4 3.5 3.6 3.7 Pengenalan Sampel Instrumentasi Kaedah Penskoran Instrumen Kesahan dan Kebolehpercayaan Instrumen Prosedur Kajian Teknik Analisis Data Kesimpulan

BAB IV

KEPUTUSAN KAJIAN 4.0 4.1 Pendahuluan Perbandingan Terhadap Penguasaan Kemahiran Proses Sains Sebelum dan Selepas Menjalani Program PEKA 4.2 Penguasaan Kemahiran Proses Sains Mengikut 4 Kategori Sebelum dan Selepas Menjalani Program PEKA 4.3 Taburan Peratusan Bagi Setiap Item Kemahiran Sains Bersepadu Yang Diperolehi Oleh Pelajar 4.4 Perbandingan Min Skor, Sisihan Piawai, Dan Peratusan Min Bagi Penguasaan

Kemahiran Proses Sains Sebelum dan Selepas Menjalani Program PEKA 4.5 Kesimpulan

BAB V

KESIMPULAN DAN CADANGAN 5.0 5.1 5.2 5.3 5.4 5.4 Pendahuluan Ringkasan Kajian Perbincangan Implikasi Kajian Cadangan Kajian Lanjut Kesimpulan

RUJUKAN

LAMPIRAN

SENARAI JADUAL

Nombor Jadual

Muka Surat

Jadual 1

Min dan sisihan piawai dalam pencapaian penguasaan kemahiran proses sains berdasarkan pra dan pos ujian

Jadual 2

Analisa keputusan dari ujian-t untuk pasangan skor ujian pra dan ujian pos

Jadual 3

Penguasaan kemahiran proses sains berdasarkan peraturan majoriti dua per tiga two third rule.

Jadual 4

Perbandingan tahap penguasaan pelajar mengikut kategori kemahiran proses sains bersepadu pra dan pos

Jadual 5

Perbandingan min skor, sisihan piawai dan bagi penguasaan peratusan min bagi penguasaan kemahiran proses sains mengikut kategori-kategori sebelum dan selepas menjalani program PEKA

CARTA Nombor Carta Surat Muka

Carta 1

Perbandingan taburan peratusan bagi setiap item kemahiran sains bersepadu yang diperolehi oleh pelajar dalam ujian pra dan pos

RUJUKAN

Abrahams,I., & Miller,R. Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in science. International Journal of Science Education. 30(14). 1945-1969. Abu Bakar Nordin. (1991). Kurikulum : Perspektif dan Pelaksanaan . Kuala Lumpur : Pustaka Antara Alias Mingan. (2001). Perlaksanaan Pentaksiran Amali Sains Berasaskan Sekolah di Beberapa Buah Sekolah Menengah Daerah Hilir Perak. Kertas Tesis yang tidak diterbitkan oleh pelajar Sarjana, Fakulti Pendidikan, Universiti Malaya KL Asiah Abu Samah. (1974) . Kurikulum : Perkembangan dan Pelaksanaannya di Malaysia . Jurnal Kementerian Pelajaran, vol. 19.h. 64 69 Ausubel, D.P. (1968) . Educational Psychology : A Cognitive View . New York : Holt, Rinehart & Winston, Inc. Bybee,R.W. (2000). Teaching science by inquiry. In J. Minstrell & E.H. Van Zee(Eds), Inquiring into inquiry learning & teaching science. Washington, DC : AAAS. Chan, S.G.(1984). Acquisition of science proses skills among Form IV students in Kota Bharu. M.Ed. Dissertation, Universiti Malaya Kuala Lumpur. Chan,S.G., & Chiam,H.K.(1987). Acquisition of science proses skills by Form IV students. Jurnal Pendidikan.11. (8-13) Clarke,S.(2001). Unlocking formative assessment : Practical strategies for enhancing pupils learning in the primary classroom. London: Hodder & Stougthon. Darling-Hammond,L., & Snyder,J.(2000) Authentic assessment teaching in context. Teaching and Teacher Education, 16, 523-545. Gagne, R. (1970). The Conditions of Learning. New York: Holt, Rinehart, and Winston. pg 302-320

Habibah, H., & Shaharom, N., 20xx. Tahap kefahaman kemahiran mengukur dan kemahiran mengenalpasti pemboleh ubah di kalangan pelajar tingkatan 4 merentas aliran, Fakulti Pendidikan Universiti Teknologi Malaysia. Harlen, W (1999). Purpose and procedures for assessing science proses skills. Assessment in Education, 6(1), 129-144. Lee, L.L. (1991). Acquisitian of Science Process Skills and Its Relationship to Cognitive Development. Tesis. Universiti Malaya, Kuala Lumpur. Shulman, L.S.,and Tamir,P.(1973). Research on Teaching in The Natural Science. In Travers (R.M.W.(Ed). Second Handbook of Research on Teaching. Chicago : Rand McNally Siti Aloyah Idris, 2002. Penilaian Pelaksanaan Program PEKA Biologi . Tesis pelajar yang tidak diterbitkan. Fakulti Pendidikan , Universiti Kebangsaaan Malaysia. Siti Rahayah Ariffin (1998). Kajian mengenai sikap terhadap sains dan pencapaian matapelajaran Sains Paduan Tingkatan 3. Tesis pelajar yang tidak diterbitkan. Fakulti Pendidikan , Universiti Kebangsaaan Malaysia. Tan, S.B. (1991). The Development of Secondary School Science Curriculum in Malaysia. Science Education . 75(2),243 250 Torrance,H., & Pryor,J. (2001). Developing formative assessment in the classroom: Using action research to explore and modify theory. British Educational Research Journal, 27(5), 615-631. Yeow, Hoo Meng. (2002). Penilaian guru dan pelajar terhadap PEKA di sekolah menengah di Seremban, Negeri Sembilan. Kertas Tesis yang tidak diterbitkan oleh pelajar Sarjana, Fakulti Pendidikan, Universiti Malaya KL

http://www. Iop.or/Gallery http://www.education.ed.ac.uk http://www.scribd.com/doc/2675329/sains-6040 http://www.socialresearchmethods.net/kb/formatting.php

uwf.edu/nhastings/edg6335/Descriptive_Web/Anthony_Catanese_-_FINAL__2MAR.doc

LAMPIRAN B

PANDUAN PEKA SAINS PMR

LAMPIRAN A INSTRUMEN KAJIAN (ITEM 1 24) & SENARAI ITEM MENGIKUT KATEGORI

Questions 1- 3 are based to the figure below. Two pots of plants are placed in the dark as shown in figure 1 to show the geotropism of shoots.

1. What variable must be kept constant? A. Direction of gravity B. Responds of roots and shoots of plants C. Type of seed D. Size of pot 2. What variable is being manipulated? A. Direction of gravity B. Responds of roots and shoots of plants C. Type of seed D. Size of pot 3. What is the hypothesis of the experiment? A. B. C. D. Roots grow towards gravity whereas shoots grow away from gravity The shoots of plants grows towards light The roots grow towards gravity Roots grow downwards light whereas shoots grows upwards

4. Why did this respond occur in the plant roots?

A. B. C. D.

Roots have to grow away from light Helps shoos to get light Enables root to get water and nutrient salt Enable roots to get sunlight

5. The graph shows the growth of a normal human being. Which two stages show very rapid grows? A. P and Q B. S and P C. P and R D. R and Q Questions 5-7 are based to diagram below. Sharifah is carrying out an experiment to determine how the length of pendulum affects the time of its swing. The detail of the experiment shown below;

6. State the hypothesis of the experiment. A. B. C. D. The weight of the pendulum affects the time of swing of the pendulum. The shorter the pendulum, the slower its swing The longer the pendulum, the slower its swing The longer the pendulum, the faster its swing

7. State the variable that must be kept constant A. B. C. D. The length of the pendulum. The weight of the pendulum. The swinging time of the pendulum The colour of retort stand

8. State the variable that been manipulated

A. B. C. D.

The length of the pendulum. The weight of the pendulum. The swinging time of the pendulum The colour of retort stand

9. What is responding variable? A. B. C. D. The length of the pendulum. The weight of the pendulum. The swinging time of the pendulum The colour of retort stand

10. Amin wants to investigate how the present of air affect the seed geminating. In his in investigation, what is the hypothesis that can be made? A. B. C. D. Seeds need air to germinate Seed germinating occur without air presence Air is the only thing seed need to germinate Seed cannot germinate with the presence of air

11. The diagram below shows the apparatus set up for an experiment. The enlarge graduation shows the initial temperature of the distilled water.

The table below shows the results of the experiment. Time (min) 2 4 6 Temperature 50 70 90 C

8 100

10 100

Suggest a hypothesis based on the result of the experiment A. At normal athmospheric pressure, distilled water boils at 100C B. The temperature increase with the increase of time C. Time affects the temperature of water D. The initial temperature is 28.5C

12. The experiment shows in figure above is carried out. The rods are of the same length and diameter and receive the same amount of heat. Which of the following cannot be inferred from the experiment? A. B. C. D. The best conductor of heat The worst conductor of heat Metals are better conductors of heat than nonmetals Conduction of heat by a rod depends on its diameter

13. Diagram shows two types of living cells. Cells x differ from cell y because cell x A. B. C. D. Has a wall Has fixed shape Has big vacuole Cannot make its own food

14. A rod cover, half made of copper and half of wood, is wrapped with a piece of paper at the centre. The centre of the rod is heated as shown in figure. The paper covering the wood become charred faster because

A. B. C. D.

Wood is poorer conductor Wood is poorer reflector of heat than copper Wood can be used as fuel while copper cannot Wood contains more chemical energy than copper

15. Two liquids which do not mix and two solids are placed into a beaker. Which diagram below shows the correct position of the substances?

16. Why do cricket player wear white instead of black clothes? A. Whites clothes absorb less heat B. White clothes look cleans and neat C. White clothes radiate more heat from the body D. White clothes make the players more noticeable

17. Diagram shows an experiment set up to determine the percentage of air used up in the combustion of a candle.

How many percent of air is used up in the combustion of the candle? A. 10 % B. 20%

C. 40% D. 50% 18. Why do cinema halls have curtains and soft boards on the walls? A. To increase loudness B. To magnify vibration C. To absorb sound D. To reflect sound 19. Diagram shows the change in the size of the pupil of a persons eye.

Which of the following actions causes the change as shown above? A. The person move from a bright place to a dark place B. The person move from a dark room to a bright room C. The person views a distant object D. The person views a near object

20. Figure shows the growth of few germinating seeds. What inference can you form from the result? A. The radicles show positive phototropism B. The radicle show negative hydrotropism C. The radicles are attracted more by water than by gravity D. Gravity has no effect on young radicles 21. Diagram shows a ray of light traveling from medium P through medium Q to medium R.

What do P, Q and R represent? A B C D P Water Air Glass Water Q Glass Glass Water Air R Air Water Air Glass

22. Based on your observation on the apparatus shown in figure above , suggest a hypothesis for the behaviour of a liquid? A. Water has mass and take up space B. Water has definite shape C. Water cannot be compressed D. Water can be compressed Question 23 and 24 are based on the experiment below.

Figure shows an experiment to investigate heat emission. The initial temperature of water is 80 C. 23. What is the hypothesis of the experiment A. Black surface are good radiator of heat

B. Shinny surface are good conductor of heat C. Black dull surface are good radiators of heat while white shiny surface are good are poor radiator of heat D. Black dull surface are good conductor of heat while white shiny surface are good are poor conductor of heat 24. What are the manipulated variable in the experiment? A. Volume of water B. Type of surface C. Initial temperature of water D. Final temperature of water

SENARAI SOALAN DALAM INSTRUMEN MENGIKUT KATEGORI

KATEGORI KEMAHIRAN BERSEPADU 1. MEMBUAT HIPOTESIS 2. MENGAWAL PEMBOLEHUBAH 3. MEMBUAT INFERENS 4. MENTAFSIR MAKLUMAT

BIL SOALAN 6 6 6 6

NO. SOALAN 3,6,10,11,22,23 1, 2, 7, 8, 9,24 4,12,14,16,18,20 5,13,15,17,19,21