Impact of Concept Mapping on Students’ Critical Thinking Skills in Science (Impak Pemetaan Konsep terhadap Kemahiran Berfikir Kritis dalam Sains)

FATIN AZHANA ABD AZIZ, LILIA HALIM

Abstract


The lack of students' critical thinking skills in Science can negatively affect the Malaysian education system. Thus, this study was conducted to test the effectiveness of two teaching modules named Collaborative Concept Mapping (CCM) and Individual Concept Mapping (ICM) on the level of students' critical thinking skills in Science. This study uses the quasi-experimental design. The manipulated variable in this study is the teaching approaches which include Collaborative Concept Mapping (CCM), Individual Concept Mapping (ICM) and conventional method (CM). The dependent variable is the level of students' critical thinking skills in Science. The sample consisted of 189 form one students from daily secondary schools. The data were obtained from the critical thinking skills diagnostic tests: Pre and Post Test. The one-way ANOVA indicated that the students in CCM group showed significantly higher level of critical thinking skills as compared to those in the ICM and CM groups. The study also found that, there is no significant difference in the level of critical thinking skills between students in ICM and CM groups. Therefore, CCM teaching approach is effective in fostering students’ critical thinking skills compare to ICM and CM teaching approaches. The study indicated that CCM teaching module can be used as an alternative teaching approach in Science classroom to enhance students’ critical thinking skills.

Key Words: Concept mapping, critical thinking skills, Science education, constructivism

 

Kurangnya kemahiran berfikir kritis murid dalam Sains dapat memberikan impak negatif terhadap sistem pen-didikan Malaysia. Justeru, kajian ini dijalankan untuk menguji keberkesanan dua modul pengajaran iaitu Pemetaan Konsep Kolaboratif (PKK) dan Pemetaan Konsep Individu (PKI) terhadap tahap penguasaan kemahiran berfikir kritis murid dalam Sains. Kajian ini menggunakan reka bentuk kuasi eksperimen. Pemboleh ubah dimanipulasikan dalam kajian ini adalah pendekatan pengajaran yang terdiri daripada Pemetaan Konsep Kolaboratif (PKK), Pemetaan Konsep Individu (PKI), dan pengajaran konvensional (PK). Pemboleh ubah bersandar pula merupakan tahap penguasaan kemahiran berfikir kritis murid dalam Sains. Sampel kajian terdiri daripada 189 murid tingkatan satu daripada sekolah menengah harian. Data kajian ini diperoleh daripada ujian diagnostik kemahiran berfikir kritis: Ujian Pra dan Pos. Keputusan ujian ANOVA satu hala menunjukkan tahap penguasaan kemahiran berfikir kritis murid kumpulan PKK adalah lebih tinggi berbanding murid kumpulan PKI dan PK, manakala tidak terdapat perbezaan yang signifikan terhadap tahap penguasaan kemahiran berfikir kritis antara murid kumpulan PKI dengan PK. Justeru, pendekatan pengajaran PKK adalah lebih efektif dalam meningkatkan kemahiran berfikir kritis murid berbanding pendekatan pengajaran PKI dan PK. Kajian ini menunjukkan bahawa modul pengajaran PKK boleh digunakan sebagai pendekatan pengajaran alternatif dalam kelas Sains bagi meningkatkan tahap penguasaan kemahiran berfikir kritis murid.

Kata kunci: Pemetaan konsep, kemahiran berfikir kritis, pendidikan Sains, konstruktivisme


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DOI: http://dx.doi.org/10.17576/JPEN-2019-44.01SI-07

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