Kesan sistem 4MAT terhadap pembelajaran topik set
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Date
1997
Authors
Bee Thing, Goh
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Abstract
This study was carried out to investigate the effect of the 4MAT System on the
mathematical achievement of set theory in relation to differences in learning styles,
gender, and mathematical ability, as compared to the conventional method of teaching
mathematics within the context of the Malaysia secondary school system. A quasiexperimental
approach involving 103 students spread over four classes was used. The
experimental group consisted of two classes where the students were taught using the
4MA T System, while the other two classes served as the control group taught by the
conventional method. In addition, data on students' attitude toward the the 4MA T
System was collected through the administration of a questionnaire. The effect of the 4
MAT System on students' creativity in formulating questions was also observed. A
question was also put forward to the students to determine their creative ability.
Mathematical achievement was measured by the post-test results. The findings of this
study are as follows:
1. Mathematical achievement of the students exposed to the 4MAT System
surpased that taught by the conventional method.
2. There is no significant difference in the mathematical achievement among
students with different learning styles where the 4MAT System is used.
3. No significant difference was observed in the mathematical achievement among
students of different gender where the 4MAT System is used.
4. The 4MAT System is effective in raising the mathematical achievement of
students of both high and low mathematical ability.
5. Students of low mathematical ability exhibited a more positive attitude towards
the 4MAT System than students of high mathematical ability.
6. The 4MAT System helps low mathematical ability students improve their skills
in fomulating mathematical questions. However there is no significant
difference for students of high mathematical ability.
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Keywords
Sistem 4MAT , Pembelajaran topik set