SME 3023 TRENDS AND ISSUES IN EDUCATIONAL FOR MATHEMATICAL SCIENCESKEPERCAYAAN PELAJAR

NAMANO. MATRIXFARAH WAHEEDA BINTI MD ARIFIND20111048000HOO WEN LING D20111048001NGU XUE LEED20111048010

Definisi Kepercayaan

Kepercayaan Pelajar terhadap Ciri-ciri MatematikMatematik boleh diselesaikan dengan satu cara sahaja. SD-52%, D-42%, A-3%, SA-2%Sebahagian pelajar mempunyai bakat natural dalam Matematik dan sebahagian tidak. SD-7%, D-37%, A-48%, SA-8%Sebahagian orang pandai dalam Matematik dan sebahagian tidak. SD-9%, D-34%. A-52%, SA-5%Matematik adalah sesuatu samada betul atau salah. SD-9%, D-34%, A-52%, SA-5%(Effandi Zakaria et al., 2010)

Kepercayaan pelajar terhadap ciri-ciri MatematikAndriane Kele, 2014 menyatakan bahawa kepercayaa pelajar terhadap ciri-ciri Matematik boleh dibahagikan kepada 4 katogeri.

Kandungan Matematik

Ramai pelajar yang menyatakan nombor dan operasi seperti tambah, tolak, darab dan bahagi apabila ditanya apa itu Matematik.

Antaranya yang istimewa adalah Patterns ... because plus is minus and plus is times and times is division and division is fractions and fractions is decimals and decimals is percentages and it goes on and on.

( Young-Loveridge et al., 2006)

Kandungan Matematik 7 daripada 20 pelajar telah memberi respon bahawa Matematik ialah kandungan Matematik. Pelajar umur 12 tahun.1. Pelajar sebut tentang nombor dan pengiraan dengan menggunakan formula.Mathematics is all about number and calculations. It involves counting and using numbers.Maths mainly deals with calculations. It is more of dealing with formulas.2. Pelajar sebut tentang pengiraan pembolehubah dengan menggunakan nombor.Mathematics is mainly about calculations of finding unknown quantities. It deals with numbers by which we use numbers to calculate the unknown quantities .Mathematics is a subject that deals with calculations and using numbers. It has to do with counting and calculating unknown answers3. Pelajar sebut tentang topik dan explorasi.Mathematics is statistics, algebra, etc. Mathematics is all about finding and exploring new topics. It involves formulas and calculations.

(Andriane Kele, 2014 )

Proses Matematik

understanding mathematics problems is using direct application of rules, formulas and procedures illustrated in text books and exemplified by the teacher (Mapolelo, 2009).

mathematics as learning and understanding all the processes. These students believed that mathematics requires understanding possible ways to solve complex problems using numbers and equations. (Presmeg, 2002)

Proses MatematikPelajar yang sebut Matematik ialah menggunakan formula untuk penyelesaian masalah.Mathematics is a subject that deals with rules and problem solving. People remember formulas and procedures to use and to make calculations in solving problem.Mathematics is a subject that deals with formulas and procedures to problem solving. People are used to memorizing formulas, and follow procedures to do calculations. (Andriane Kele, 2014 )

Proses kognitifMengetahui konsep Matematik dan gabung apa yang telah dibelajari.

One emphasis on the cognitive thinking processes in relation to mathematics problem solving is that students may be able to apply concepts and procedures and invent new methods of solving problems.

( Young-Loveridge et al., 2006)

Proses kognitifPelajar sebut Matematik ialah penekaan dalam pembelajaran konsep Matematik.Mathematics is like learning about numbers and how to calculate problems. It involves learning graphs and understanding concepts. And it is an easy subject to learn 2. Pelajar yang sebut ciri Matematik ialah pemikiran.According to my thinking about mathematics, it is one of the subjects that make us think. For instance, when you do mathematics it will make your mind think better and can expand your thinking capacity Mathematics is a subject that makes people think. Mathematics is one of the subjects that requires one to think before getting the answer when doing calculations and solving questions

Kegunaan Metamatik

they expected to apply mathematics knowledge in jobs, sports and banks.(Boalers ,2002)

mathematics is needed for many jobs and employments in the future.(Young-Loveridge, et al., 2006)

Kegunaan MatematikPelajar rasa Matematik yang dibelajari dalam sekolah adalah berguna dalam kehidupan harian.I thought about mathematics is all about how we live. We live in a world of mathematics. Everything we deal with involve calculations. It involves thinking and solve problems we face using ideas of mathematics. Thats how I thought about it.2. Pelajar yang sebut Matematik adalah berguna untuk mengatasi masalah dan juga dalam perniagaan komersial.Mathematics involves our daily aspect of life. It is used in our daily life to overcome difficulties we experience in our daily lives. It can be used in business, industry and the commercial world.3. Pelajar rasa Matematik berguna dalam kehidupan seharian semasa membuat keputusan.Mathematics is involved in life situations to make decision, for example, in the probability topic you can predict the likely event whether it will be going to rain or not. It involves calculations of numbers. Mathematics is used in the market, time and finding rates

KEPERCAYAAN PELAJAR TERHADAP DIRI SENDIRI

SELF CONCEPT

Merujuk kepada kepercayaan pelajar terhadap kemampuannya untuk sesuatu subjek.

Contoh : Saya percaya yang Matematik adalah subjek yang paling senang bagi saya.

Anxiety

Merujuk kepada kebimbangan yang dihadapi oleh pelajar semasa berhadapan dengan Matematik.

Contoh : Saya rasa nervous setiap kali jawab soalan Matematik.

Self-efficacy

Adalah keyakinan pelajar bahawa dia mampu menghasilkan keputusan pada masa hadapan.

Contoh : Walaupun Matematik ini susah, tapi saya boleh belajar tentangnya.

Self-confidence

Merujuk kepada keyakinan pelajar terhadap kemampuan dirinya sendiri.Contoh : Saya yakin yang saya dah jawab semua soalan ujian tadi dengan betul.

Soalan-soalan yang ditanya kepada pelajar untuk mengetahui tahap kepercayaan mereka terhadap Matematik dalam jurnal Assessing Studentss Belief About Mathematics. (Denise A. Spagler, 1992)

1. Di dalam satu ujian Matematik, anda terlihat jawapan rakan di sebelah anda berbeza dengan jawapan rakan. Apakah yang akan anda lakukan?

Respon pelajar :Kedua-duanya akan membuat pengiraan semula terhadap soalan tersebut. Tujuannya, mungkin salah seorang telah membuat kesilapan semasa melakukan pengiraan.Bergantung kepada siapakah rakan tersebut.

Jawapan pelajar A ialah dan jawapan pelajar B pula ialah 0.5. Kedua-dua pelajar akan tetap berfikir yang kedua-dua jawapan tersebut adalah berbeza.

Pelajar percaya bahawa Matematik boleh mempunyai satu jawapan sahaja. (Frank,1998)

2. Apakah yang membuatkan anda yakin bahawa anda telah menjawab soalan Matematik dengan betul?

Respons pelajar :Buat pengiraan semula.Cek jawapan dengan guru dan rakan.Melakukan backward solution. Memasukkan nilai

Tidak ada pelajar yang telah memberikan respons untuk menyemak semula jawapan mereka sama ada jawapan mereka logik atau pun tidak berdasarkan soalan yang diberi.

Satu bas boleh memuatkan sebanyak 36 orang askar. Jika seramai 1128 orang askar perlu menaiki bas ke tempat latihan, berapa banyak bas yang diperlukan? National Assessment of Educational Progress (NAEP), 2007

29% menjawab 31 baki 1218% menjawab 3123% menjawab 3230% memberikan jawapan selain daripada di atas.

Pelajar langsung tidak melihat sama ada jawapan yang diberikan logik atau tidak dalam konteks soalan tersebut. (Schoenfeld,1987)

Tahap kebimbangan pelajar terhadap MatematikFactors Causing Mathematics Anxiety Among Students (Hasbee Usop, Nur Aain, Hong Kian Sam et. al, 2011)

HUBUNGAN SIKAP, KEBIMBANGAN DAN TABIATPEMBELAJARAN DENGAN PENCAPAIAN MATEMATIKTAMBAHAN Arsaythamby Veloo & and Shamsuddin Muhammad, 2011

Dapatan kajian menunjukkan kebimbangan dalam mempelajari matematik merupakan penyumbang terbesar iaitu 10% terhadap pencapaian matematik tambahan.

Persepsi Pelajar Terhadap Guru Matematik

Merrilyn Goos, 2006

Almost always there is one teacher who stands out in their memory, occasionally as someone whose ridicule or harsh words caused feelings of shame and discomfort, but most often as a teacher fondly remembered for inspiring a love of mathematics through their patience, enthusiasm, and willingness to help students outside of class time.

(Merrilyn Goos, 2006)We have the power to engage or alternate students in ways they will remember for the rest of their lives.

Teachers behaviours were among the most important factors to enhance student motivation, thus leading students to success.(Doyran, 2000)

It can be firmly concluded from research that teacher behaviour in classrooms is positively related to student achievement. (Creemers, 1994)Pengaruh Guru Terhadap Pelajar

Ciri-ciri Guru Ideal

Klasifikasi Kualiti Guru Matematik Pelajar Sekolah Menengah (Berinderjeet Kaur, 2004)

Personal Qualities Patient Helpful Hardworking Responsible Punctual Humorous Confident Calm/ good tempered Courteous/ pleasant/ nice Neat Cheerful Enthusiastic Humble Serious/dedicated

Instruction/ Pedagogy Explains clearly Simple and easy exposition Good in maths/ clever Teach slowly/ show more examples Correct pacing Show working step by step Systematic planning/ well planned Not boring/ interesting Ensures pupils understand Provides individual help Good notes/ worksheets Make maths meaningful/ different approaches Group work/ discussion/ pupil participation Stimulate thinking Experienced

Relationship/ Rapport Strict/ firm Not fierce/ approachable/ encouraging/ motivating/ friendly Lenient Supportive Fair Ensures class is attentive Authoritative Caring/ kind Understanding Listens to pupils Answers questions Never gives up hope on pupils

Homework Policies/ Expectations Demanding/ a lot of homework Moderate homework Not too much work Do work in class Constant review/ reinforcement Serious with pupils work Checks homework/ goes through homework Give difficult problems Regular tests/ assessment Encourage pupils to do more sums

The qualities of caring, skilful and humorous emerged among the top three qualities of all the groups interviewed (high-achieving, medium-achieving and low achieving secondary pupils).

(Lim Bee Hean, 1997)

Faktor-faktor Mempengaruhi Kepercayaan Pelajar Terhadap Matematik

Erin Goodykoontz, 2008

SEKIAN TERIMA KASIH

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