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Title:	Stail berfikir dan stail pembelajaran pelajar tingkatan empat
Authors:	Mohd Anuar Husain (P42968)
Supervisor:	Ruslin Amir, Dr.
Keywords:	Learning Psychology
Issue Date:	12-Jan-2012
Description:	Kajian tinjauan ini bertujuan untuk mengenal pasti profil stail berfikir dan stail pembelajaran dalam kalangan pelajar tingkatan empat dalam daerah Pasir Puteh, Kelantan. Kajian ini juga bertujuan untuk meninjau perbezaan stail berfikir dan stail pembelajaran berdasarkan faktor latar belakang sampel kajian. Pengkaji turut meninjau sumbangan stail berfikir ke atas stail pembelajaran serta hubungannya dengan pencapaian akademik pelajar. Sampel kajian terdiri daripada 300 orang pelajar tingkatan empat dari jurusan sains dan sastera yang melibatkan 100 orang lelaki dan 200 orang perempuan. Kajian ini berbentuk deskriptif dan menggunakan instrumen soal selidik dengan skala likert lima mata bagi mengukur 13 kategori stail berfikir model Sternberg dan lima kategori stail pembelajaran model Dunn dan Dunn. Data kuantitatif telah dianalisis secara deskriptif dan inferensi menggunakan SPSS versi 11.5. Analisis deskriptif menggunakan min, peratus dan sisihan piawai adalah digunakan untuk mengenal pasti stail berfikir dominan dan stail pembelajaran dominan dalam kalangan pelajar. Dapatan kajian menunjukkan stail berfikir Eksekutif, Monarki, Hiraki, Oligarki, Global, Lokal, Internal, Eksternal dan Konservatif adalah dominan manakala stail pembelajaran dominan adalah kategori Emosional, Sosiologikal dan Psikologikal. Stail berfikir paling dominan adalah stail berfikir Eksekutif (Min = 4.23, SP =.49) manakala bagi stail pembelajaran yang paling dominan adalah kategori Emosional (min = 3.81, SP = .33). Analisis secara inferensi menggunakan statistik MANOVA dan Korelasi Pearson digunkan untuk menentukan perbezaan berdasarkan latar belakang dan hubungan dengan pencapaian pelajar. Kajian ini mendapati tidak terdapat perbezaan min yang signifikan bagi stail berfikir dominan bedasarkan faktor jantina dan lokasi tetapi menunjukkan terdapat perbezaan yang signifikan berdasarkan jurusan. Bagi stail pembelajaran didapati terdapat perbezaan min yang signifikan di antara stail pembelajaran dominan pelajar berdasarkan jantina dan jurusan tetapi tidak terdapat perbezaan yang signifikan berdasarkan lokasi. Analisis korelasi pula mendapati terdapat hubungan yang signifikan antara stail berfikir dominan pelajar dengan stail pembelajaran dominan. Analisis juga menunjukkan tidak terdapat korelasi yang signifikan antara pencapaian pelajar dengan stail berfikir dominan dan stail pembelajaran dominan pelajar. Beberapa implikasi dan cadangan kajian telah dikemukakan bagi membantu pelajar dan guru-guru dalam merancang dan melaksanakan proses pengajaran dan pembelajaran yang bersesuaian dengan stail berfikir dan stail pembelajaran pelajar. Hasil kajian ini diharapkan sedikit sebanyak dapat menyumbang kepada implikasi teori dan amalan pedagogi.,This study was designed for the purpose of identifying the profile of thinking and learning styles among the form four students in Pasir Puteh District. This study also aimed to outline the differences between thinking style and learning style based on the students’ background. In addition, this study also looked into the contribution of thinking styles towards learning styles and its correlation with the students’ academic achievement. The participants of the study were 300 form four students from science and arts stream where 100 were male and 200 were female. This study is descriptive in nature which made use of a survey instrument with five points Likert scale to measure Sternberg’s thirteen different categories of thinking style and Dunn & Dunn’s five categories of learning style model. The quantitative data was analysed descriptively and inferentially using SPSS version 11.5. The descriptive analysis of mean, percentages and standard deviation were employed to unveil the dominant thinking and learning styles among the students. The results indicated that Executive, Monarchy, Hierarchy, Oligarchy, Global, Local, Internal, External and Conservative thinking styles are dominant while the dominant styles of learning are Emotional, Sociological and Psychological. The most dominant thinking style is Executive (Mean = 4.23, SD = .49) while the most dominant learning style is Emotional (Mean = 3.81, SD = .33). The inferential analysis of MANOVA and Pearson’s Correlation were used to assess the differences of the students’ background and their correlation with the students’ achievement. This study reveals that there is no significant difference in mean for the dominant thinking styles based on gender and location but there is significant difference for the one based on the stream. For the learning style, it was found out that there is significant difference between the dominant learning styles based on gender and stream but there is no significant difference for the one based on location. The correlation analysis shows that there is a significant correlation between the students’ dominant thinking styles and their dominant learning styles. The analysis also shows that there is no significant correlation between the students’ achievement and their dominant thinking and learning styles. Several research implications and recommendations have been put forth to help students and teachers plan and implement the process of teaching and learning which is suitable to the students’ thinking and learning styles. The findings of this study would hopefully contribute to the theoretical and pedagogical aspects of learning.,Master/Sarjana
Pages:	162
Call Number:	LB1590.3.M843 2012 tesis
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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