Status Rasa Ingin Tahu Murid dalam Mata Pelajaran RBT: Perbandingan Berdasarkan Jantina dan Pencapaian Akademik

Dayang Suryati Abang Ibrahim, Abdullah Mat Rashid

Abstract


Murid didapati kurang mempunyai rasa ingin tahu, kurang bertanya soalan dan kurang berminat untuk membuat penerokaan semasa pembelajaran formal dalam bilik darjah. Rasa ingin tahu dapat membantu murid untuk mengembangkan pengetahuan, kemahiran, pengalaman, dan nilai dalam diri melalui rangsangan yang bersesuaian. Dalam mata pelajaran Reka Bentuk dan Teknologi (RBT), rasa ingin tahu juga dapat memandu murid ke arah penerokaan idea baharu berdasarkan kehidupan sebenar bagi menyelesaikan masalah dan mereka bentuk produk yang berteraskan teknologi seperti yang . Justeru itu, kajian ini dijalankan untuk mengenal pasti rasa ingin tahu murid dalam pembelajarannya bagi mata pelajaran RBT. Kajian ini menggunakan reka bentuk tinjauan dengan seramai 143 orang responden daripada murid tingkatan dua. Rasa ingin tahu murid diukur menggunakan instrumen 5-Dimensional Curiosity Scale. Dapatan kajian menunjukkan murid mempunyai rasa ingin tahu yang sederhana dalam pembelajaran RBT. Dapatan kajian juga menunjukkan dimensi rasa ingin tahu sosial menunjukkan nilai min yang tertinggi berbanding dimensi toleransi terhadap tekanan yang mempunyai nilai min yang terendah. Namun, pengkaji mendapati tiada perbezaan yang signifikan  untuk tahap rasa ingin tahu murid berdasarkan jantina mahupun pencapaian akademik. Rasa ingin tahu murid berkait rapat dengan kaedah dan aktiviti PdP yang digunakan guru dalam pengajarannya bagi membimbing dan menarik minat murid untuk meneroka dalam pembelajarannya. Kajian ini mengesyorkan agar kajian lanjutan dijalankan bagi melihat kepada pelaksanaan kaedah dan aktiviti PdP yang bersesuaian bagi meningkatkan rasa ingin tahu murid dalam pembelajarannya. 


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