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Kesan Penggunaan Perancahan Kognitif dalam Pembelajaran Berasaskan Masalah Terhadap Strategi Metakognitif, Pemikiran Saintifik dan Pencapaian Pelajar dalam Mata Pelajaran Fizik

Mohd Ali Samsudin, and Kamisah Osman, and Lilia Halim, (2007) Kesan Penggunaan Perancahan Kognitif dalam Pembelajaran Berasaskan Masalah Terhadap Strategi Metakognitif, Pemikiran Saintifik dan Pencapaian Pelajar dalam Mata Pelajaran Fizik. Jurnal Pendidikan, 27 (1). pp. 101-117. ISSN 01265261

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Affiliations

Universiti Kebangsaan Malaysia. Faculty of Education
Universiti Kebangsaan Malaysia. Faculty of Education
Universiti Kebangsaan Malaysia. Faculty of Education

Abstract

The main aim of this study is to determine the effect of cognitive scaffolding in Problem Based Learning (PBL) on metacognitive strategy, scientific thinking and students' achievement in Form Four Physics . The design used in this study is Non Equivalent Control Group quasi experimental design. Data were analyzed using one way ANOVA, followed by subsequent paired t-test and MANOVA repeated measures analyses. Findings of the study showed that the use of cognitive scaffolding in PBL atmosphere produced significant effect on metacognitive strategy among the high achievers. Nevertheless, PBL without cognitive scaffolding also yielded significant effect upon scientific thinking of the high achievers. Meanwhile, for the low achievers, the use of cognitive scaffolding in PBL also generated significant effect upon their Physics performance. Findings also revealed that PBL with or without the use of cognitive scaffolding produced significant effect upon high achievers' Physics performance. Therefore, it could be concluded that PBL in general produced significant effect upon high achievers' Physics performance.

Item Type:Journal
Keywords:Physics, Study and teaching, Problem based learning, Physics education, Malaysia
Subjects:L Education
ID Code:5190

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