Penerapan Nilai Murni Melalui Interaksi T-A-M dan Kitaran Pengajaran 5E dalam Modul Tauhidik STEM Kids (Inculcation of Noble Values through T-A-M Interaction and 5E Teaching Cycle in Tauhidik STEM Kids Module)

NURAZIDAWATI MOHAMAD ARSAD, KAMISAH OSMAN

Abstract


Kajian ini bermatlamat untuk mengenal pasti penerapan nilai murni dalam pengajaran dan pembelajaran (PdP) sains menggunakan modul Tauhidik STEM Kids yang disesuaikan dengan model pengajaran 5E beserta interaksi Tuhan (T), Alam (A) dan Manusia (M). Modul ini diuji keberkesanannya terhadap domain nilai murni iaitu bersyukur, bekerjasama, berfikiran rasional, menghargai alam dan sumbangan sains & teknologi dan keadilan. Sejumlah 116 orang murid Tahun Lima dari dua buah sekolah kebangsaan di Negeri Selangor dipilih sebagai responden kajian. Sebuah sekolah dikategori sebagai kumpulan kawalan (n=57) iaitu menggunakan pendekatan pengajaran inkuiri secara konvensional dan sebuah lagi dikategorikan sebagai kumpulan rawatan (n=59) iaitu menggunakan modul Tauhidik STEM Kids. Analisis dapatan soal selidik penerapan nilai menggunakan MANOVA pengukuran berulang menunjukkan tidak terdapat perbezaan yang signifikan nilai murni bagi kesan interaksi antara masa ujian dengan kumpulan. Namun terdapat perbezaan yang signifikan praujian ke pascaujian jika tidak melibatkan kumpulan bagi nilai berfikiran rasional, bekerjasama dan menghargai alam dan sumbangan sains & teknologi. Walaupun tiada kesan nilai murni yang signifikan mengikut kumpulan namun ia membuktikan pendekatan pengintegrasian pendidikan STEM serta penerapan nilai murni yang sistematik boleh dilaksanakan dalam PdP formal sekolah rendah serta dapat dijadikan sebagai sumber pengajaran oleh guru.

Kata Kunci: Nilai murni; STEM, Kitaran pengajaran 5E; Inkuiri; Tauhidik

 

The aim of this study is to determine the inculcation of noble values in science teaching and learning (T&L) using Tauhidik STEM Kids module which is apply the 5E teaching model and the interaction of God(T), Nature(A) and Human(M). The module effectiveness was tested towards several noble values domain namely thankful to God, cooperative, thinking rationally, appreciating the nature and contribution of science & technology and being fair. A total of 116 fifth-grade children from two schools in Selangor were selected as respondents. A school was treated as control group (n=57) which is experienced conventional inquiry teaching approach. Meanwhile another was a treatment group (n=59) which is using Tauhidik STEM Kids module. Analysis of the findings from noble values questionnaire using MANOVA repeated measure revealed that there was no significant difference in interaction effect between time and group. However, there was significant difference in pre-test to post-test in term of thinking rationally, appreciating the nature and contribution of science & technology and cooperative. Eventhough there is no significance difference between groups, however STEM integrated approach and systematic inculcation of noble values can be implemented in the formal T&L elementary school and could be used as a teaching source by teachers.

Key Words: Noble values; STEM; 5E teaching cycle; inquiry; Tauhidik


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DOI: http://dx.doi.org/10.17576/JPEN-2019-44.01SI-06

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