Modul Pembelajaran Berasaskan Projek: Kesan terhadap Pencapaian Teori dalam Projek Tahun Akhir 1 di Kolej Vokasional

Wan Hafiidzull Wan Rashid, Che Ghani Che Kob, Arman Shah Abdullah

Abstract


Pelajar Kolej Vokasional khususnya dalam bidang Teknologi Kejuruteraan Mekanikal dan Pembuatan (TKMP) kurang pencapaian dalam aspek teori terutamanya dalam penulisan berbentuk ilmiah kerana faktor pendekatan pembelajaran secara konvensional. Matlamat kajian ini adalah untuk membangunkan Modul Pembelajaran Berasaskan Projek (M-PBPj) bagi subjek Projek Tahun Akhir 1 (PTA1) dan menilai kesannya terhadap pencapaian teori pelajar. Reka bentuk kajian ini menggunakan kaedah kuantitatif melalui kuasi-eksperimen kumpulan rawatan dan kumpulan kawalan. Kajian ini melibatkan 91 orang pelajar sebagai sampel di sebuah Kolej Vokasional di negeri Perak, Malaysia. Kuasi-eksperimen digunakan dalam kajian kerana kaedah ini mampu menunjukkan kesan penggunaan pemboleh ubah mengikut dua tempoh masa pra dan pasca. Keberkesanan Modul Pembelajaran Berasaskan Projek (M-PBPj) dinilai melalui Ujian-T sampel berpasangan dan sampel tidak berpasangan. Penyelidik mencadangkan supaya penggunaan Modul Pembelajaran Berasaskan Projek (M-PBPj) ini digunakan dalam proses pengajaran dan pembelajaran bagi subjek Projek Tahun Akhir 1 (PTA1) agar dapat meningkatkan pencapaian teori dalam melaksanakan penulisan ilmiah.


Keywords


kuasi-eksperimen; pembelajaran berasaskan projek; pencapaian teori; pendidikan teknik dan vokasional; projek tahun akhir 1

Full Text:

PDF

References


Ahmad, A., Nordin, M. K., Ali, D. F., & Nabil, A. (2015). Conducting Hands-On Task in Vocational Education: Teaching Method in Automotive Courses. Journal of Technical Education and Training, 7(1).

Alavi, K., Sail, R. M., & Awang, A. H. (2013). Image of technical education and vocational training from the perspective of parents and teachers. Journal of Technical Education and Training, 5(1).

Amri, A. N., Azman, M. N. A., Kiong, T. T., & Khairudin, M. (2019). Keberkesanan Alat Bantu Mengajar (SMART COT) dalam Asas Pembuatan Perabot Sekolah Menengah Kebangsaan Harian Pendidikan Khas Tingkatan Satu. Journal of Vocational Education Studies, 2(1), 23-36.

Aziz, Z., Shamsuri, S. M., & Damayanti, L. (2013). Project based learning to pose reasoning skills for year 1 pupil. Review of European Studies, 5(4), 82.

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43.

Buck Institute for Education. (2017). Why Project Based Learning? Retrieved from https://www.pblworks.org/why-project-based-learning.

Christina, L. V., & Kristin, F. (2016). Efektivitas Model Pembelajaran Tipe Group Investigation (GI) dan Cooperative Integrated Reading and Composition (CIRC) Dalam Meningkatkan Kreativitas Berpikir Kritis dan Hasil Belajar IPS Siswa Kelas 4. Scholaria: Jurnal Pendidikan dan Kebudayaan, 6(3), 217-230.

Clark, V. L. P., & Creswell, J. W. (2015). Understanding Research: A Consumer's Guide (2 ed.). New York: Pearson Education.

Geurts, J., & Meijers, F. (2009). Vocational education in The Netherlands: In search of a new identity. International Handbook of Education for the Changing World of Work (pp. 483-497). Springer.

Habók, A., & Nagy, J. (2016). In-service teachers’ perceptions of project-based learning. SpringerPlus, 5(1), 83.

Han, S., & Bhattacharya, K. (2001). Constructionism, learning by design, and project based learning. Emerging perspectives on learning, teaching, and technology. Retrieved from: https://www.academia.edu/download/30758299/design.pdf.

Herman, T. (2007). Pembelajaran berbasis masalah untuk meningkatkan kemampuan berpikir matematis tingkat tinggi siswa sekolah menengah pertama. Educationist, 1(1), 47-56.

Jaafar, S., & Anita, S. N. (2002). Penguasaan kemahiran generik dalam memenuhi kehendak pasaran kerja: kajian dikalangan pelajar semester akhir Diploma Kejuruteraan di Politeknik Port Dickson. Dissertation. Batu Pahat: Kolej Universiti Teknologi Tun Hussein Onn Malaysia.

Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publishing.

Kim, H.-Y. (2013). Statistical notes for clinical researchers: assessing normal distribution (2) using skewness and kurtosis. Restor Dent Endod, 38(1), 52-54.

Li, L. (2015). Project-based learning in electronic technology: a case study. European Journal of Engineering Education, 40(5), 499-505.

Matore, M. I. M., & Khairani, A. Z. (2014). Mengenal Pasti Cabaran Pelajar Politeknik Di Malaysia Menerusi Model Rasch. Journal of Quality Measurement and Analysis, 10(1), 59-74.

Norhafezah, Y., Rosna, A., Hasniza, N., Fauziah, A., Sarimah, S., & Wan Zalina, W. (2011). PBL project reflection: Challenges in communicating change. Pertanika Journal of Social Sciences and Humanities, 19(2), 335-348.

Omar, A., Taib, N. F., & Basri, I. S. (2012). Project-Based Learning: English Carnival in Universiti Kuala Lumpur-Malaysia France Institute. The English Teacher, 41(1), 27.

Othman, N. A., Abdullah, S. R. S., Takriff, M. S., Rahman, N. A., Kofli, N. T., Ismali, M., & Hassan, S. Z. (2015). Achievement of programme outcomes through integrated project as an innovative approach from a teaching and learning perspective. Journal of Engineering Science and Technology, Special Issue on UKM Teaching and Learning Congress 2013, 61-73.

Rahman, M. B. H. A., Daud, K. A. M., Jusoff, K., & Ghani, N. A. A. (2009). Project Based Learning (PjBL) Practices at Politeknik Kota Bharu, Malaysia. International Education Studies, 2(4), 140.

Rambely, A. S., Ahmad, R., Majid, N., M-Suradi, N., Din, U., A-Rahman, I., . . . Abu-Hanifah, S. (2013). Project-Based Activity: Root of Research and Creative Thinking. International Education Studies, 6(6), 66.

Sadrina, S., & Mustapha, R. (2017). The Evaluation of Project-Based Learning at the Mechanical Engineering Department, Polytechnic Malaysia: A Prosess Dimension Assessment. CIRCUIT: Jurnal Ilmiah Pendidikan Teknik Elektro, 1(1).

Sauffie, N. F. B. M. (2015). Technical and Vocational Education Transformation in Malaysia: Shaping the Future Leaders. Journal of Education and Practice, 6(22), 85-89.

See, Y. G., & Rashid, A. M. (2015). The Effect of Project Based Learning on Level of Content Knowledge of Pre-Vocational Subject. Mediterranean Journal of Social Sciences, 6(6 S4), 369.

Singh, P., Abdul Ghani, P., & Teoh, S. (2009). Quantitative data analysis for novice researchers. Malaysia: Primera Publishing.

Hie, T. S., Mahadhir, M., & Banggan, J. M. (2014). The supervisor factor and undergraduates’ confidence in completing their final year project. Retrieved from: https://www.tarc.edu.my/tic-conference/tic2008/abstract/No%2087FA.pdf.

Yassin, S. M., Baharom, S., & Yahaya, A. (2010). Exploring PBL: An Action Research Project Among Pre-Service Teachers. Paper presented at the PBL 2010 International Conference. São Paulo, Brazil.

Yeop, M. A. (2012). Kesan pendekatan pembelajaran berasaskan projek berteraskan teknologi terhadap pencapaian dan penerimaan pelajar. Tanjung Malim: Universiti Pendidikan Sultan Idris.

Yunos, J. B. M. (2008). Technical & vocational education & training (TVET) from Malaysia perspective. Paper presented at the 2nd International TT-TVET EU-Asia-Link project meeting, VEDC Malang.




DOI: https://doi.org/10.12928/joves.v3i1.1409

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Universitas Ahmad Dahlan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View JOVES Stats

p-ISSN 2614-7483

e-ISSN 2614-7475

Organized by 

Master of Vocational Education, Universitas Ahmad Dahlan

Vocational Program (D-IV) of Food Service Industry, Universitas Ahmad Dahlan

Published by 

Universitas Ahmad Dahlan

 

Lisensi Creative Commons

Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional