2 Cadangan
Kajian
HASIL PEMBELAJARAN
Di akhir topik ini, anda seharusnya dapat:
1. Menerangkan kepentingan cadangan kajian sebagai penunjuk arah
kepada kajian yang dicadangkan; dan
2. Menyediakan satu cadangan kajian, menyatakan permasalahan kajian,
hipotesis, teori, soalan kajian, tinjauan literatur, metodologi dan batasan
kajian.
X PENGENALAN
Langkah pertama dalam menulis sesebuah kajian ilmiah ialah menyediakan draf
cadangan kajian, iaitu ringkasan atau sebuah dokumen yang ditulis secara
sistematik, yang melakarkan kajian yang akan anda lakukan. Sebuah cadangan
kajian yang lengkap, pada amnya, mengandungi masalah kajian, persoalan
kajian, tinjauan literatur, metodologi kajian dan senarai rujukan.
kajian ini, yang akhirnya akan menghasilkan kertas kajian, disertasi, tesis atau
kertas projek. Dengan menyediakan cadangan kajian pengkaji boleh:
(a) Mengenalpasti permasalahan yang dikaji dan menyatakan satu set soalan
kajian untuk dijawab dalam kajian;
(d) Membina metodologi kajian yang sepadan untuk menguji hipotesis atau
untuk menjawab soalan-soalan kajian;
(e) Membina rekabentuk kajian dan teknik pengumpulan data yang sesuai;
dan
Cadangan Kajian
(a) Pengenalan
Dalam bahagian ini anda akan memperkenalkan masalah kajian dengan
sedikit elaborasi tentang fokus utamanya dan variabel yang terlibat dan
tujuan kajian. Anda juga harus mengetengahkan beberapa kajian yang
signifikan dalam bidang kajian yang anda pilih. Ia sepatutnya ditulis lebih
kurang 200 perkataan seperti ditunjukkan dalam contoh berikut. (Contoh
ini tidak diterjemahkan supaya ia dapat menjadi contoh kepada pelajar-
pelajar yang perlu menulis laporan kajian dalam Bahasa Inggeris).
Crimes such as theft, robbery, murder, gang fight, and juvenile delinquency
are common topics in Malaysian daily newspapers currently. One wonders
what makes individuals lose their humanities and conduct criminal acts on
other fellow human beings. How can we help? Parents and teachers are
among the responsible parties in bringing up children to have positive
characters as delineated in the 16 noble values including love for life and the
environment, love, kind-heartedness, rationale, cooperativeness and diligent.
Teaching values is difficult but it is important in moulding future citizens
into human beings who are responsible towards themselves, others and the
nation. Hence this research is undertaken to improve the teaching and
learning of values in an effort to realize the philosophy of the Malaysian
School Curriculum in bringing about a balanced individual affectively,
cognitively, physically and spiritually. The research hopes to answer the
questions: can we inculcate values (love, kind- heartedness, cooperativeness,
rationale and diligent) through cooperative learning in science using TGT
cooperative learning structure? Throughout the 1990s many research in
Malaysian schools had indicated that cooperative learning can bring about
achievements as well as values (NorAzizah & Chong Poh Wan, 2000). This
research would use TGT cooperative structure which has not been widely
used in science lessons in Malaysian secondary school.
LATIHAN 2.1
LATIHAN 2.2
Pencapaian bererti markah sains (0 ke 100) yang dapati dari ujian bulanan.
Nilai ini dikira menurut skala Likert dari 1 ke 9.
(i) Rumusan
Ini adalah perenggan pendek yang menyatakan tujuan kajian dan rumusan
dari apa yang tertulis sebelumnya.
LATIHAN 2.3
(a) Pengenalan
Dalam bahagian tinjauan literatur ini, anda akan menyatakan tujuan kajian
anda dan topik kecil tentang “Literatur Berkaitan” dan “Kajian Berkaitan”
yang akan disampaikan dalam mukasurat seterusnya.
(d) Rumusan
Berdasarkan tinjauan literatur yang anda buat, tulis pandangan kritikal
anda tentang kajian-kajian lepas dan juga kepentingan tinjauan ini kepada
kajian anda.
Satu lagi aspek penting yang perlu anda muatkan dalam cadangan kajian
anda ialah metodologi kajian yang akan anda gunakan untuk menjalankan
kajian anda.
LATIHAN 2.4
Rujuk kepada kajian dalam Latihan 2.2, tuliskan satu ayat berkaitan
“Literatur Berkaitan” dan satu ayat berkaitan “Kajian Berkaitan”.
Anda perlu ingat yang anda perlu membuat temujanji terlebih dahulu sebelum
membuat temuduga atau lawatan. Adalah penting untuk mendapatkan
kebenaran dari guru besar atau pengetua sekolah terlebih dahulu sebelum anda
menjalankan kajian. Anda perlu membuat jadual waktu untuk membolehkan
anda menyiapkan kajian dalam masa yang telah ditetapkan. Di bawah
disediakan jadual waktu kerja kajian yang anda boleh adaptasi untuk
keseluruhan kajian dan ia harus dimasukkan bersama cadangan kajian anda.
Analisis data X X x
Menulis laporan x X x
(iii) Rumusan
Dalam bahagian ini, anda akan merumus dengan ringkas semua topik
kecil yang ditulis sebelumnya, termasuklah soalan kajian, sampel
kajian reka bentuk kajian, alat dan analisis data.
Nota:
Ini tidak diperlukan bagi semua cadangan kajian, tetapi ia penting sekiranya
anda bercadang untuk memohon bantuan kewangan dari mana-mana
agensi. Perincian kewangan ini akan diteliti oleh bakal penderma untuk
tujuan membuat keputusan. Perkara-perkara yang akan dimasukan ke
dalam bajet termasuklah:
Ć Barang pakai-habis seperti alat tulis.
Ć Elaun perjalanan dan lojing.
Ć Keperluan sumber manusia (pembantu kajian/makmal).
Ć Peralatan/alat khas.
Ć Percetakan laporan/menghadiri seminar.
LATIHAN 2.5
Rujuk kepada kajian dalam Latihan 2.2, tuliskan dua (2) item soal
selidik yang dapat mengukur motivasi belajar.
34 X TOPIK 2 PENYEDIAAN CADANGAN KAJIAN
Lampiran A
Cadangan kajian ini diadaptasi dari cadangan kajian Mohd. Noh (2000), sebuah
latihan ilmiah Fakulti Pendidikan, UKM. Beliau membuat kajian ke atas sebab
pelajar berhenti mengambil biologi di peringkat SPM. Anda diminta melihat
cadangan kajian ini dan komen tentang strukturnya, tinjauan literaturnya,
kaedah kajiannya dan latar belakangnya.
1.1 Background
Presently, the writer finds no research had been done on problems in teaching
Biology since it started. The Malaysian Biology curriculum changes with time
and contemporary needs. Now Malaysia has introduced computer aided
learning (SMART SCHOOL) beginning year 2000 at 90 pioneer schools. No thesis
has been done on the effectiveness of Biology instruction in school. However,
there is the phenomenon of some science students leaving Biology at SPM level,
with few leaving the other pure sciences. In Kuala Lumpur, about 25% of SPM
candidates drop Biology each year, as confirmed by the examination section in
Wilayah Persekutuan, Kuala Lumpur (refer to Table 2.1).
% Candidates
Year Physics Chemistry Biology Total Candidates
Leaving Biology
1996 4243 4271 3360 4271 21.3%
1997 4358 4353 3215 4358 26.1%
1998 5221 5249 3786 5249 27.9%
More students were predicted to leave Biology at HSC level due to changes in the
education policy as confirmed by the Ministry of Education.This was reported in
the radio, Channel One, 7.00 am of 14th June 1999 that all HSC candidates must
take English (MUET) Malaysian University English Test. Science candidates have
to drop a science subject if the maximum subjects remain 5 (General Paper is a
compulsory subject).
This occurence gave an impetus for the writer to investigate the reasons why
more students leave Biology and not the other science subjects. It is the writer’s
TOPIK 2 PENYEDIAAN CADANGAN KAJIAN W 35
belief that there must be pertinent reasons but not due to the failure of KBSM
Biology instructions in the classroom.
1.3 Objectives
Based on the aims above, the objectives of the research are:
(a) To identify sources that lead science students to drop Biology. The
identified sources to be researched are:
(i) Students’ attitude toward Biology;
(ii) Students perception of the Biology teachers;
(iii) Lack of science equipments in the science lab to continue studying
Biology effectively;
(iv) Biology is not essential with the students future career. e. Parents do
not encourage their children to take Biology; and
(v) The school administrators do not encourage students to take Biology.
(b) To identify replacement subjects as alternative to Biology and the reason for
the choice.
Students Attitudes: This is a concept that describes the students perceptions and
beliefs toward a subject and so manifested in their actions and behaviours.
Support from Parents: The motivation and guidance given by parents at home
that would influence their choice of subject in school and the career choice.
Lab Facilities: This includes the physical structure of the lab. The standard
according to the Ministry of Education are 24x30 feet wide and 50 feet long with
tables, chairs and electrics outlet. Water and gas facilities, teaching aids, OHP,
charts and projector are sufficient for students to conduct KBSM Biology
experiment.
Students’ attitudes toward teachers can help students to like science. According
to Norlela (1995) students preferred teachers they can easily communicate for
academic problems Abdullah Nor (1998) also indicated that teachers who
established good learning climate facilitates students’ learning of Physics.
3.1 Introduction
The items discussed in this chapter include some aspects related to strategy of
implementing the research: the research design, sample, location of research,
instruments, procedure, technique of data collection, and method of data analysis.
Zone School
3.4 Instruments
A set of questionnaire was designed based on the research questions. The
questionnaire was adapted from that of Abdul Wahid Othman (1998), entitled
“Sikap pelajar terhadap mata pelajaran fizik: Satu perbandingan di antara pelajar
pencapaian tinggi, sederhana dan rendah di Sekolah Alam Shah, Kuala
Lumpur.” Abdul Wahid had adjusted the items from questionnaire of Siti
TOPIK 2 PENYEDIAAN CADANGAN KAJIAN W 39
Rahayah Ariffin (1988), entitled, “Kajian mengenai sikap terhadap sains dan
pencapaian dalam mata pelajaran sains paduan bagi pelajar tingkatan tiga.”
Some items are derived from questionnaire of Lee Beng Heok (1988) research,
entitled, “Sikap pelajar terhadap biologi dan sekolah: Dikotomi dan tahap
pencapaian.”
For content validity the questionnaire was referred to the supervisor whose area
is Biology education. Next, the writer was advised to do the reliability test using
test and retest techniques. Reliability test determines the consistencies of answers
by respondents should the test be repeated again. The reliability test was done at
Sekolah Menengah Lelaki Methodist, Sentul where 20 form five students do the
first test on Wednesday at 1.00 pm, 30th September,1999. The retest was done on
Friday, at 10.30 am, 1st Oktober 1999. The reliability was high (above 0.8).Some
improvements to the items were made. There are two sections on the
questionnaire:
Table 2.3: Themes and the Respective Items in the Questionnaire (Close Ended Items)
3.5 Procedure
The research topic was chosen after consultation with the supervisor and the
drafting of proposal was made, entitled “Factors that influence science students
to drop Biology at SPM level”. The revised proposal was sent to the Ministry of
Education Research and Policy Division (Kementerian Pendidikan Malaysia,
Bahagian Perancangan Pembangunan dan Penyelidikan BPPP), for their
evaluation and approval to visit the schools for data collection. In addition,
permission was also sought from Bahagian Pendaftaran, Jabatan Pendidikan
Wilayah Persekutuan, Kuala Lumpur. Both letters would be shown to the school
on the visit.
The Senior science teacher of the school was requested to help in the
distribution and administration of the questionnaire to the respondents with the
permission of the school head. Students would be briefed on how to respond to
the questionnaire and 45 minutes would be allocated for the answering session.
The researcher would come back to the school after a week to collect the
questionnaire forms.
Table 2.4: Scale for Answering Questionnaire from Strongly Agree to Strongly Disagree
Level of agreement 1 2 3 4 5 6 7 8 9 10
Score (S) 5 4 3 2 1 1 2 3 4 5
Sample (n)
Total
(S x n)
References:
Abdul Wahid Othman. (1999). Sikap pelajar terhadap matapelajaran fizik: Satu
perbandingan di antara pelajar berpencapaian tinggi, sederhana dan rendah
di Sekolah Alam Shah, Kuala Lumpur. Latihan Ilmiah Universiti Kebangsaan
Malaysia.
Abdullah bin Nor. (1998). Kajian mengenai beberapa faktor yang mempengaruhi
kecenderungan terhadap fizik bagi pelajar tingkatan 4. Latihan Ilmiah
Universiti Kebangsaan Malaysia.
Atan Long. (1983). Pedagogi kaedah mengajar. Kuala Lumpur: Fajar Bakti.
Eisenhardt, W.D. (1977). A research for predominant causal sequence in
interrelationship ofinterest in academic subject and academic achievement,
Dissertation Abstract International, 37, no 07:4225.
Lee Ben Hock. (1988). Sikap pelajar terhadap biologi dan sekolah: Dikotomi
jantina dan tahap pencapaian. Latihan Ilmiah Universiti Kebangsaan
Malaysia.
Masmuda Hj Bakri. (1981). Persepsi Terhadap Matapelajaran di Kalangan Pelajar
Sekolah Menengah: Satu Kajian Kes. Latihan Ilmiah. Universiti Kebangsaan
Malaysia.
Muraly Tharen a/l Rengasamy. (1987). Kesan penggunaan ABM terhadap
pencapaian murid tingkatan 4 dalam matapelajaran fizik. Latihan Ilmiah
Universiti Kebangsaan Malaysia.
Norlela Sulaiman. (1995). Strategi mempertingkat minat pelajar terhadap subjek
sains bagi memenuhi matlamat pendidikan negara, Seminar Kebangsaan
Matrikulasi/Asasi Pertama, Malaysia 22-23 November.
Ogunniyi, M.B. (1983). An analysis of laboratory activities in selected Nigerian
secondary school. Journal of science education. 5(2): 195-201.
42 X TOPIK 2 PENYEDIAAN CADANGAN KAJIAN
Lampiran B
Pilih satu topik kecil kajian dan berdasarkan panduan di bawah, tulis cadangan
kajian untuk topik yang telah anda pilih:
Chapter Research
1 Problem
Conceptual
Relationship between research variables.
Framework
Significance of
Why is it significant to you as a researcher, to the
the Research
profession, the organisation or the community in
general? What benefit will you or they get?
Summary
Summarise related literature and research and states
the reasons why such literature as research are
important for the research.
Research
Chapter 3
Methodology
Research Design
Which research design do you use? Why is it suitable?
Population and Which specific population does the research address?
Sample How and where the samples are taken?
Data Collection
Who collects the data? How and when? Time line to
do the research: getting permission, informing
schools, colleges or institutes.
Selain daripada kandungan yang diberikan dalam Jadual 2.1, format bagi
penulisan cadangan kajian adalah seperti berikut:
1.1 Pengenalan/Introduction
1.8 Ringkasan/Summary
2.1 Pengenalan/Introduction
2.4 Ringkasan/Summary
3.1 Pengenalan/Introduction
3.7 Ringkasan/Summary
Ć Menulis cadangan kajian memakan masa yang panjang dan saya cadangkan
anda berkerja rapat dengan tutor penyelia anda.
Ć Jangan risau kepada kritikan yang membina, terima kritikan dengan fikiran
terbuka, sebab kritikan ini akan membaiki kajian anda.
Ć Sesuatu cadangan kajian mengandungi soalan kajian, reka bentuk kajian
yang terperinci dan terang, kepentingan kajian, definisi istilah, alat-alat
kajian, kaedah pengutipan data dan kaedah penganalisisan data.