Pembangunan Kerangka Modul Pengajaran Matematik Menggunakan Pendekatan Pembelajaran Sosial Dan Emosional (PSE) (The Development of Mathematics Teaching Module Framework Using Social and Emotional Learning (SEL) Approach)

RADIN MUHD IMADUDDIN RADIN ABDUL HALIM, RUHIZAN MOHAMMAD YASIN, NIK MOHD RAHIMI NIK YUSOFF

Abstract


Laporan World Economic Forum 2016 telah menekankan tentang kepentingan pembelajaran sosial dan emosional (PSE) yang dikatakan mampu menyediakan murid bukan sahaja secara akademik, malah untuk persediaan mendepani cabaran revolusi perindustrian keempat (4IR). Dalam memenuhi keperluan tersebut, sebuah kerangka modul Pengajaran Matematik Menggunakan Pendekatan Pembelajaran Sosial dan Emosional (PSE) telah dibangunkan. Artikel ini membincangkan penilaian keperluan komponen utama bagi setiap konstruk kerangka modul tersebut melalui kesepakatan pakar yang diperolehi melalui kaedah Fuzzy Delphi. Sebelas orang pakar pelbagai bidang telah terlibat dalam kajian ini melalui persampelan bertujuan. Dapatan menunjukkan nilai threshold bagi setiap komponen adalah di bawah 0.2, peratusan kesepakatan pakar adalah melebihi 75%, dan skor fuzzy melebihi 0.5. Dapat dirumuskan bahawa kesemua pakar telah mencapai kesepakatan tentang kepentingan kesemua komponen kerangka modul, iaitu i) kesediaan guru, ii) objektif pembelajaran, iii) permasalahan berkonteks, iv) tugasan kolaboratif dan aktif, dan v) sokongan fizikal dan penilaian. Implikasinya, kerangka modul ini penting sebagai asas bagi membangunkan modul pengajaran pelbagai kandungan matematik yang menerapkan PSE untuk pelbagai aras persekolahan yang dapat meningkatkan kemahiran sosial dan emosional dalam kalangan pelajar.

Kata Kunci: Kemahiran Sosial; Kemahiran Emosional; Kemahiran Sosial dan Emosional; Pembangunan Modul, Pendidikan Matematik; Fuzzy Delphi

 

The 2016 World Economic Forum report has emphasized the importance of social and emotional learning (PSE), which is said to be able to prepare students not only academically, but also to prepare for the challenges of the Fourth Industrial Revolution (4IR). In meeting these needs, a framework for Mathematics Teaching Using the Social and Emotional Learning Approach (PSE) Module has been developed. This article discusses the evaluation of the importance of the main components of each construct in the module framework through expert consensus obtained through the Fuzzy Delphi method. Eleven experts in various fields were involved in this study through purposive sampling. The findings show that the threshold value for each component is below 0.2, the percentage of expert consensus is above 75%, and the fuzzy score is above 0.5. It can be concluded that all experts have reached a consensus on the importance of all components of the module framework, namely i) teacher readiness, ii) learning objectives, iii) contextual problems, iv) collaborative and active assignments, and v) physical support and assessment. This study implicates that this module framework is important as a basis for developing multi-content mathematics teaching modules that apply PSE for various school levels that is able to improve social and emotional skills among students.

Key Words: Social skills; Emotional Skills; Social and Emotional Skills; Module Development, Mathematics Education; Fuzzy Delphi


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DOI: http://dx.doi.org/10.17576/JPEN-2020-45.02-03

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