Browsing by Author "Rahman, Saemah"

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    KRANGKA KERJA PEMBANGUNAN KEMAHIRAN METAKOGNITIF DALAM BILIK DARJAH
    (2014-06-26) Rahman, Saemah
    Kemahiran metakognitif memainkan peranan yang penting dalam proses pembelajaran pelajar. Dapatan kajian lepas mencadangkan bahawa pelajar yang mempunyai kemahiran metakognitif yang tinggi akan dapat mengurus, mengawal dan bertanggungjawab ke atas proses pembelajarannya sendiri. Ciri ini penting untuk membangunkan pelajar terutamanya dalam pembentukan karekter pelajar dalam persekitaran pembelajaran yang semakin mencabar sekarang. Kertas ini membincangkan satu kerangka kerja yang mencadangkan bagaimana kemahiran metakognitif pelajar dapat dibangunkan dalam bilik darjah. Kerangka kerja ini akan menjelaskan bagaimana tiga elemen penting dalam strategi pengajaran yang telah dikenal pasti iaitu meta-tumpuan, meta-pemahaman dan refleksi metakognitif dapat disebatikan dalam pengajaran untuk membangunkan kemahiran metakognitif pelajar.
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    PEMBENTUKAN KAREKTOR PELAJAR BITARA PENULISAN MELALUI PENGELOLAAN PEMBELAJARAN STRATEGI 4-META
    (2014-06-26) Surat, Shahlan; Rahman, Saemah; Mahmud, Zuria
    This study aims to determine the level of use of the techniques in training on 4-META strategy through the Malay language essay writing. This descriptive study applied a survey method through questionnaires on the use of techniques of 4-META which are STOP, AIMS, DARE and IHCPP techniques during the production process of the Malay language essay writing. The sample consisted of 31 students from a daily school who had been exposed to the 4-META strategy for 6 weeks under the guidance of a teacher. Through this module, emphasis is focused on meta cognitive elements which are meta-knowledge, metaattention, meta-comprehension and, meta cognitive reflection. The modules strategy used in this study had a high content validity with the Alpha Cronbach value found as 0.862. Instruments using 4- META technique is a form of likert scale of validity and reliability of 0.78 to 0.93. The findings indicate that the use of 4-META techniques in the essay writing activity is at a high level. This is based on the mean value shown for each technique: STOP (mean= 51.16, std.Dev. = 6.38), AIMS (mean= 51.54, std.Dev =5.70), DARE (mean= 54.67, std.Dev. =6.44) and IHCPP (mean= 54.87, std.Dev.=6.05). The number and percentage of students who used these technique were found to be high.. This shows that the 4-META module strategy is suitable to be used by students during their process of writing essay. Thus, this way of learning should be addressed by language teachers during the writing essay task/ activity so that they can help students eventually become the language expert.