Bincangkan isu yang berkaitan dengan kepercayaan pelajar. i. Penglibatan pelajar ii. Struktur pengetahuan pelajar iii. Keupayaan untuk pembelajaran iv. Persekitaran pembelajaran v. Persepsi pelajar terhadap penilaian vi. Amalan pengajaran dalam bilik darjah

1. SME 3023
TRENDS AND ISSUES IN EDUCATIONAL FOR
MATHEMATICAL SCIENCES
KEPERCAYAAN PELAJAR
NAMA NO. MATRIX
FARAH WAHEEDA BINTI MD ARIFIN D20111048000
HOO WEN LING D20111048001
NGU XUE LEE D20111048010

2. Definisi Kepercayaan

4. Kepercayaan Pelajar
terhadap Ciri-ciri Matematik
Matematik boleh diselesaikan dengan satu cara
sahaja. SD-52%, D-42%, A-3%, SA-2%
Sebahagian pelajar mempunyai bakat natural
dalam Matematik dan sebahagian tidak. SD-7%,
D-37%, A-48%, SA-8%
Sebahagian orang pandai dalam Matematik dan
sebahagian tidak. SD-9%, D-34%. A-52%, SA-
5%
Matematik adalah sesuatu samada betul atau
salah. SD-9%, D-34%, A-52%, SA-5%
(Effandi Zakaria et al., 2010)

5. Kepercayaan pelajar terhadap ciri-ciri
Matematik
• Andriane Kele, 2014 menyatakan bahawa
kepercayaa pelajar terhadap ciri-ciri Matematik
boleh dibahagikan kepada 4 katogeri.

6. Kandungan Matematik

7. Ramai pelajar yang menyatakan nombor dan operasi
seperti tambah, tolak, darab dan bahagi apabila
ditanya apa itu Matematik.
Antaranya yang istimewa adalah
Patterns ... because plus is minus and plus is times
and times is division and division is fractions and
fractions is decimals and decimals is percentages
and it goes on and on.
( Young-Loveridge et al., 2006)

8. Kandungan Matematik
7 daripada 20 pelajar telah memberi respon bahawa Matematik
ialah kandungan Matematik. Pelajar umur 12 tahun.
7 daripada 20 pelajar telah memberi respon bahawa Matematik
ialah kandungan Matematik. Pelajar umur 12 tahun.
1. Pelajar sebut tentang nombor dan pengiraan dengan menggunakan formula.
Mathematics is all about number and calculations. It involves counting and
using numbers.
Maths mainly deals with calculations. It is more of dealing with formulas.
2. Pelajar sebut tentang pengiraan pembolehubah dengan menggunakan
nombor.
Mathematics is mainly about calculations of finding unknown quantities. It
deals with numbers by which we use numbers to calculate the unknown
quantities .
Mathematics is a subject that deals with calculations and using numbers. It
has to do with counting and calculating unknown answers
3. Pelajar sebut tentang topik dan explorasi.
Mathematics is statistics, algebra, etc. Mathematics is all about finding and
exploring new topics. It involves formulas and calculations.
(Andriane Kele, 2014 )
1. Pelajar sebut tentang nombor dan pengiraan dengan menggunakan formula.
Mathematics is all about number and calculations. It involves counting and
using numbers.
Maths mainly deals with calculations. It is more of dealing with formulas.
2. Pelajar sebut tentang pengiraan pembolehubah dengan menggunakan
nombor.
Mathematics is mainly about calculations of finding unknown quantities. It
deals with numbers by which we use numbers to calculate the unknown
quantities .
Mathematics is a subject that deals with calculations and using numbers. It
has to do with counting and calculating unknown answers
3. Pelajar sebut tentang topik dan explorasi.
Mathematics is statistics, algebra, etc. Mathematics is all about finding and
exploring new topics. It involves formulas and calculations.
(Andriane Kele, 2014 )

9. Proses Matematik

10. understanding mathematics problems is using direct
application of rules, formulas and procedures
illustrated in text books and exemplified by the
teacher (Mapolelo, 2009).
mathematics as learning and understanding all the
processes. These students believed that mathematics
requires understanding possible ways to solve
complex problems using numbers and equations.
(Presmeg, 2002)

11. Proses Matematik
1. Pelajar yang sebut Matematik ialah
menggunakan formula untuk penyelesaian
masalah.
 Mathematics is a subject that deals with rules and problem
solving. People remember formulas and procedures to use
and to make calculations in solving problem.
 Mathematics is a subject that deals with formulas and
procedures to problem solving. People are used to
memorizing formulas, and follow procedures to do
calculations.
(Andriane Kele, 2014 )

12. Proses kognitif
Mengetahui
konsep
Matematik dan
gabung apa yang
telah dibelajari.
Mengetahui
konsep
Matematik dan
gabung apa yang
telah dibelajari.

13. One emphasis on the cognitive thinking
processes in relation to mathematics problem
solving is that students may be able to apply
concepts and procedures and invent new
methods of solving problems.
( Young-Loveridge et al., 2006)

14. Proses kognitif
1. Pelajar sebut Matematik ialah penekaan
dalam pembelajaran konsep Matematik.
 Mathematics is like learning about numbers and how to calculate
problems. It involves learning graphs and understanding concepts.
And it is an easy subject to learn
2. Pelajar yang sebut ciri Matematik ialah
pemikiran.
 According to my thinking about mathematics, it is one of the
subjects… that make us think. For instance, when you do
mathematics it will make your mind think better and can expand
your thinking capacity
 Mathematics is a subject that makes people think.
 Mathematics is one of the subjects … that requires one to think
before getting the answer when doing calculations and solving
questions

15. Kegunaan Metamatik

16. • they expected to apply mathematics
knowledge in jobs, sports and banks.
(Boaler‘s ,2002)
• mathematics is needed for many jobs and
employments in the future.
(Young-Loveridge, et al., 2006)

17. Kegunaan Matematik
1. Pelajar rasa Matematik yang dibelajari dalam sekolah
adalah berguna dalam kehidupan harian.
 I thought about mathematics is all about how we live. We live in a world of
mathematics. Everything we deal with involve calculations. It involves
thinking and solve problems we face using ideas of mathematics. That‘s
how I thought about it.
2. Pelajar yang sebut Matematik adalah berguna untuk
mengatasi masalah dan juga dalam perniagaan komersial.
 Mathematics involves our daily aspect of life. It is used in our daily life to
overcome difficulties we experience in our daily lives. It can be used in
business, industry and the commercial world.
3. Pelajar rasa Matematik berguna dalam kehidupan seharian
semasa membuat keputusan.
 Mathematics is involved in life situations to make decision, for example, in
the probability topic you can predict the likely event whether it will be
going to rain or not. It involves calculations of numbers. Mathematics is
used in the market, time and finding rates

18. KEPERCAYAAN
PELAJAR
TERHADAP DIRI
SENDIRI

21. • SELF CONCEPT
Merujuk kepada
kepercayaan pelajar
terhadap kemampuannya
untuk sesuatu subjek.
Contoh : Saya percaya yang
Matematik adalah subjek
yang paling senang bagi
saya.

22. • Anxiety
Merujuk kepada
kebimbangan yang dihadapi
oleh pelajar semasa
berhadapan dengan
Matematik.
Contoh : Saya rasa nervous
setiap kali jawab soalan
Matematik.

23. • Self-efficacy
Adalah keyakinan pelajar
bahawa dia mampu
menghasilkan keputusan
pada masa hadapan.
Contoh : Walaupun
Matematik ini susah, tapi
saya boleh belajar
tentangnya.

24. • Self-confidence
Merujuk kepada keyakinan pelajar terhadap
kemampuan dirinya sendiri.
Contoh : Saya yakin yang saya dah jawab
semua soalan ujian tadi dengan betul.

25. Soalan-soalan yang ditanya kepada pelajar
untuk mengetahui tahap kepercayaan mereka
terhadap Matematik dalam jurnal Assessing
Students’s Belief About Mathematics.
(Denise A. Spagler, 1992)

26. 1. Di dalam satu ujian Matematik, anda terlihat
jawapan rakan di sebelah anda berbeza dengan
jawapan rakan. Apakah yang akan anda
lakukan?

27. Respon pelajar :
1) Kedua-duanya akan membuat pengiraan semula terhadap
soalan tersebut. Tujuannya, mungkin salah seorang telah
membuat kesilapan semasa melakukan pengiraan.
2) Bergantung kepada siapakah rakan tersebut.
Jawapan pelajar A ialah ½ dan jawapan pelajar B pula
ialah 0.5. Kedua-dua pelajar akan tetap berfikir yang
kedua-dua jawapan tersebut adalah berbeza.
Pelajar percaya bahawa Matematik boleh mempunyai
satu jawapan sahaja. (Frank,1998)

28. 2. Apakah yang membuatkan anda
yakin bahawa anda telah
menjawab soalan Matematik
dengan betul?

29. Respons pelajar :
1.Buat pengiraan semula.
2.Cek jawapan dengan guru dan rakan.
3.Melakukan backward solution.
4.Memasukkan nilai
Tidak ada pelajar yang telah memberikan
respons untuk menyemak semula jawapan
mereka sama ada jawapan mereka logik atau
pun tidak berdasarkan soalan yang diberi.

30. Satu bas boleh memuatkan sebanyak 36 orang
askar. Jika seramai 1128 orang askar perlu
menaiki bas ke tempat latihan, berapa banyak bas
yang diperlukan?
National Assessment of Educational Progress (NAEP), 2007
• 29% menjawab 31 baki 12
• 18% menjawab 31
• 23% menjawab 32
• 30% memberikan jawapan selain daripada di atas.
• Pelajar langsung tidak melihat sama ada jawapan yang diberikan
logik atau tidak dalam konteks soalan tersebut. (Schoenfeld,1987)

31. Tahap kebimbangan pelajar
terhadap Matematik
Factors Causing Mathematics Anxiety Among
Students (Hasbee Usop, Nur A’ain, Hong Kian Sam et.
al, 2011)

32. HUBUNGAN SIKAP, KEBIMBANGAN DAN TABIAT
PEMBELAJARAN DENGAN PENCAPAIAN MATEMATIK
TAMBAHAN
Arsaythamby Veloo & and Shamsuddin Muhammad, 2011
• Dapatan kajian menunjukkan kebimbangan dalam
mempelajari matematik merupakan penyumbang terbesar iaitu
10% terhadap pencapaian matematik tambahan.

33. Persepsi Pelajar Terhadap
Guru Matematik

34. Merrilyn Goos, 2006

35. Almost always there is one teacher who stands out in
their memory, occasionally as someone whose
ridicule or harsh words caused feelings of shame and
discomfort, but most often as a teacher fondly
remembered for inspiring a love of mathematics
through their patience, enthusiasm, and willingness to
help students outside of class time.
(Merrilyn Goos, 2006)
We have the power to engage or alternate students in
ways they will remember for the rest of their lives.

36.  Teachers’ behaviours were among the most
important factors to enhance student motivation, thus
leading students to success.
(Doyran, 2000)
 It can be firmly concluded from research that
teacher behaviour in classrooms is positively related
to student achievement.
(Creemers, 1994)
Pengaruh Guru Terhadap Pelajar

37. Ciri-ciri Guru Ideal

38. Klasifikasi Kualiti Guru Matematik – Pelajar Sekolah
Menengah (Berinderjeet Kaur, 2004)
Personal Qualities
• Patient
• Helpful
• Hardworking
• Responsible
• Punctual
• Humorous
• Confident
• Calm/ good tempered
• Courteous/ pleasant/ nice
• Neat
• Cheerful
• Enthusiastic
• Humble
• Serious/dedicated

39. Instruction/ Pedagogy
• Explains clearly
• Simple and easy exposition
• Good in maths/ clever
• Teach slowly/ show more examples
• Correct pacing
• Show working step by step
• Systematic planning/ well planned
• Not boring/ interesting
• Ensures pupils understand
• Provides individual help
• Good notes/ worksheets
• Make maths meaningful/ different approaches
• Group work/ discussion/ pupil participation
• Stimulate thinking
• Experienced

40. Relationship/ Rapport
• Strict/ firm
• Not fierce/ approachable/ encouraging/ motivating/ friendly
• Lenient
• Supportive
• Fair
• Ensures class is attentive
• Authoritative
• Caring/ kind
• Understanding
• Listens to pupils
• Answers questions
• Never gives up hope on pupils

41. Homework Policies/ Expectations
• Demanding/ a lot of homework
• Moderate homework
• Not too much work
• Do work in class
• Constant review/ reinforcement
• Serious with pupils’ work
• Checks homework/ goes through homework
• Give difficult problems
• Regular tests/ assessment
• Encourage pupils to do more sums

42. The qualities of caring, skilful and humorous
emerged among the top three qualities of all the
groups interviewed (high-achieving, medium-
achieving and low achieving secondary pupils).
(Lim Bee Hean, 1997)

43. Faktor-faktor Mempengaruhi
Kepercayaan Pelajar Terhadap
Matematik

44. Erin Goodykoontz, 2008

45. SEKIAN
TERIMA
KASIH…