Penghujahan Saintifik: Memahami Perlaksanaannya dalam Proses Pengajaran dan Pembelajaran Kimia
DOI:
https://doi.org/10.11113/jt.v65.1549Keywords:
Penghujahan saintifik, pengajaran dan pembelajaran Sains, pendekatan konstruktivismeAbstract
Penghujahan saintifik merupakan amalan utama dalam pendidikan sains yang amat kritikal untuk dilaksanakan dalam pengajaran dan pembelajaran sains bagi membekalkan pengalaman serta kesedaran tentang situasi sebenar bagaimana saintis membentuk dan menjustifikasi pengetahuan saintifik. Penyelidikan ini bertujuan mengkaji pengaplikasian aspek-aspek yang menggalakkan penghujahan saintifik dalam pengajaran dan pembelajaran kimia. Kajian secara kuantitatif dan kualitatif dengan menggunakan rekabentuk deskriptif telah dilaksanakan. Kajian yang dijalankan melibatkan lima orang guru yang mengajar mata pelajaran kimia tingkatan empat di lima buah sekolah di daerah Pasir Gudang. Data kajian dikumpul melalui pencerapan proses pengajaran dan pembelajaran guru dan temu bual guru. Data pemerhatian dianalisis dengan teknik analisis kandungan dan ditriangulasi dengan data temu bual. Dapatan menunjukkan bahawa aspek-aspek yang menggalakkan penghujahan saintifik jarang diaplikasikan oleh guru dalam pengajaran dan pembelajaran kimia. Kaedah yang biasa diamalkan oleh guru kimia dalam pengajaran dan pembelajaran tertumpu pada kaedah penerangan diikuti dengan penyoalan soalan tertutup manakala aktiviti pelajar lebih tertumpu pada mendengar dan memberi maklum balas terhadap soalan guru berdasarkan bahan rujukan. Lebih daripada separuh masa pengajaran dan pembelajaran kimia ditumpukan kepada aktiviti penerangan guru, demonstrasi, arahan dan penyoalan yang dituju kepada seluruh kelas. Amalan yang sedemikian tidak membantu pelajar ke arah pembangunan penghujahan saintifik. Oleh itu, amalan pengajaran dan pembelajaran kimia perlu dinilai semula dengan menekankan aktiviti-aktiviti yang menggalakkan penghujahan saintifik.
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