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Slide kpt (Kajian Jurnal)

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Kajian jurnal

Kajian jurnal

Published in: Education, Health & Medicine

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  • 1.  
  • 2.  
  • 3. 1 MENGENALPASTI MASALAH/ FOKUS YANG DIMINATI 2 MENGUMPUL DATA 3 MENGANALISIS DATA/ MEMBENTUK HIPOTESIS 4 MERANCANG PELAN TINDAKAN 5 MELAKSANAKAN PELAN TINDAKAN 6 MENGUMPUL DATA UNTUK MENGESAHKAN PERUBAHAN 7 MENGANALISIS DAN MENILAI 8 PUTARAN SETERUSNYA
  • 4.
      • Pelajar tidak melaksanakan Kajian Sejarah Tempatan (KST).
      • Hanya menyiapkan sebahagian sahaja.
      • Meniru hasil kerja rakan lain.
      • Mengupah atau meminta orang lain melakukan KST .
      • Tiada pengalaman menyediakan KST.
    • Meneroka teknik dan pendekatan yang sesuai digunakan dalam proses membantu pelajar menyiapkan KST.
    • Mengenalpati kelebihan dan kelemahan teknik dan pendekatan dalam proses membantu pelajar menyiapkan KST.
  • 5.
    • Temubual
    • ~ Guru sejarah dan pelajar.
    • Pemerhatian dan catatan guru
    • ~ Pemerhatian dalam kelas.
    • ~ Menyemak dan menganalisis maklumat.
    • Catatan Murid
    • ~ Pelajar akan mencatat segala aktiviti dan penyelidik akan
    • membuat semakan.
    • KST
    • ~ KST yang dihasilkan akan disemak oleh penyelidik.
  • 6.
    • Adakah teknik dan pendekatan yang diteroka dapat membantu pelajar tingkatan satu menyiapkan KST?
    • Apakah kelebihan dan kelemahan teknik dan pendekatan yang digunakan dalam proses membantu pelajar tingkatan 1 Bestari menyiapkan KST?
  • 7.
    • Pelajar dibahagi kepada empat kumpulan kecil mengikut tahap perkembangan KST.
    • Setelah proses melaksana pelan tindakan dibuat seramai tujuh orang dari kumpulan B iaitu kumpulan yang lemah telah dapat ditempatan ke kumpulan C.
    • Kumpulan ini diteruskan sehingga mereka berjaya menyiapkan KST.
  • 8.
    • Pendekatan yang digunakan adalah efektif.
    • Membawa perubahan dan inovasi dalam P&P KST.
    • Mendapat maklumbalas pelajar tentang keberkesanan teknik dan pendekatan yang digunakan.
  • 9.
    • Beberapa kelemahan telah dikenalpasti dan memerlukan perubahan :
    • ~ Waktu P&P yang singkat.
      • Waktu P&P yang singkat iaitu 30 atau 35 minit menyebabkan penerangan kepada pelajar untuk KST agak laju.
    • ~ Pelajar mengabaikan buku catatan.
    • Pelajar lebih menumpukan kepada folio KST sehingga mengabaikan buku catatan .
    Kajian yang dibuat oleh guru tersebut dalam meneroka teknik dan pendekatan yang sesuai dalam proses membantu pelajar dalam menyiapkan KST adalah berjaya dilaksanakan.
  • 10. by : JUI-MEI YIEN CHUN-MING HUNG GWO-JEN HWANG YUEH-CHIAO LIN
  • 11.
    • This journal is focusing on explore the influence of applying a game based learning approach to nutrition education.
    • Researches have indicated that healthy eating habits need to be shaped in childhood because unhealthy eating habits NOT ONLY influence the normal growth of students , BUT also the advance chronic diseases. For this assignment purpose we have choose the Model Stringer as our guideline.
  • 12.
    • References: The Journal can be found at the TOJET: the Turkish Online Journal Education Technology – April 2011, Volume 10 Issue 2.
    • The website for e-learning is (http://health.edu.tw/health/portal/about00/index.jsp).
  • 13.
    • The study adopted a quasi-experimental nonequivalent-control group design. There are TWO types of group:
    Learned with computer games Experimental Group Learned with the traditional teaching approach, Power Point Control Group
  • 14. DESIGNING COLLECTING DATA 1 ANALYZING DATA 3 TAKING ACTION 5 2 COMMUNICATING OUTCOME 4
  • 15.
    • The researchers find out that the nutrition education has been recognized as crucial factors in promoting good health.
    • This study attempts to investigate the influences of the game-based learning approach on nutrition cognition improving nutrition attitudes and building the food and drink habits of third graders via computer games provided in the websites.
  • 16.
    • The research issues are given as follows:-
    The influences of the game-based learning approach on the students’ learning achievements in the nutrition course. The influences of the game-based learning approach on students’ learning attitudes toward the nutrition course. The influences of the game-based learning approach on the food and drinks habits of students. The influences of the game-based learning approach on student Students’ feedback regarding the game-based learning approach for nutrition education.
  • 17.
    • The participants in this study are sixty-six third graders in two class of and elementary school in southern Taiwan.
    • One of the classes was assigned to be experimental group and the others were appointed to be control group.
    • In order to AVOID influences caused by different instruction, the two classes were taught by the same instructors.
  • 18.
    • Both the experimental group and the control group had thirty-three students, including eighteen males and fifteen females.
    • This study lasted for four weeks and each week included one nutrition education class.
    • The nutrition education for the two groups as the same, but the experimental group was taught via computer game-based instruction while the control group was instructed with multimedia Power Point.
  • 19.
    • Questionnaire are been used to measure the students learning attitudes towards the nutrition course.
  • 20.
    • After get the feedback from the student. The data will be analyzed to get the result. The results are:
    The learning achievements between the two group were significantly different (F=20.01, p<.001). The adjustment mean of the experimental group was 17.39 while the control group was 14.64. Learning Achievements The learning achievements between the two groups were not significantly different (F=.19, p=.66, p>.05) after the influences of the nutrition knowledge pretest scores were excluded. The adjusted mean for the experimental group was 88.98 whereas the adjusted mean for control group was 88.36. Learning Attitudes
  • 21. Learning achievements between two groups were significantly different (F=4.17, p=.0.5, p<0.05). The adjusted mean of the experimental group was 89.28 whereas that of the control group was 86.05. Foods and Drinks There were no signification differences in genders. Learning Achievements between Genders
  • 22. Survey are conducted in 4 parts- survey of teaching viewpoints on computers game-based learning, influences of computer games on attitudes towards nutrition, influences of computer games on food and drink habits and viewpoints on computer game-based learning. Feedback on the Game-based Learning Approach
  • 23. It is found that the learning achievements of the experimental group was significantly higher than that of the control group, showing that the computer game-based instruction can effectively promote students’ nutrition knowledge. Learning Achievements The score of the experimental group was higher than the control group, but there were n significant differences between the two. Computer game- based instruction was not shown to enhance the nutrition attitudes of the students any more than the multimedia Power Point instruction. Learning Attitudes
  • 24. The learning achievement of the experimental group was better than that of the control group, showing that computer game- based instruction can efficiently enhance students food and drinks habits. Foods and Drinks It is found that there is no significant differences between genders in terms of the three aspects, implying that the game based learning approach is helpful to both genders in improving their learning achievements and learning attitudes. Learning Achievements between Genders
  • 25.
      • Survey of teaching viewpoints on computers game-based
      • learning- showing highly confirms the influences of computers
      • games on nutrition knowledge learning.
    Feedback on the Game-based Learning Approach
        • Influences of computer games on attitudes towards nutrition-
        • indicating that students are positive towards the influences of
        • computer games on nutrition attitudes.
          • Influences of computer games on food and drink habits- students
          • hold positives views towards the influences of computer games on
          • food and drinks habits.
          • Viewpoints on computer game-based learning- this suggests that
          • the students confirm the influences of computer games on their
          • food and drinks habits and hope to apply game based learning to
          • other subjects.
  • 26.
    • It is expected that the innovation approach not only improves the students’ nutrition knowledge, but also fosters their food and drink habits in their daily lives . In addition to the nutrition courses, this approach can be applied to other courses in future.

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