Learning Physics Through Practical Work at School Laboratories

Khamis, Noorzana; Phang, Fatin Aliah; Rahman, N. F. A.

doi:10.1166/asl.2018.11913

Cited by 3 publications

(6 citation statements)

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“…Maka, persepsi yang positif terhadap mata pelajaran sains sangat penting dalam melahirkan generasi yang berdaya saing dalam era baru dunia tanpa sempadan. Guru bertanggungjawab membentuk persepsi yang baik kepada pelajar agar pembelajaran fizik tidak terlalu abstrak, susah dan membosankan (Che Nidzam et al, 2010, Sharma et al, 2013, Khamis et. al., 2018.…”

Section: Sikap Pelajar Terhadap Fizikunclassified

“…Kurang keterlibatan dalam aktiviti di makmal cenderung untuk membentuk pengalaman yang kurang baik dan kecenderungan pelajar berpersepsi negatif terhadap mata pelajaran fizik. Oleh itu, guru-guru perlu mengambil tindakan sewajarnya semasa pengajaran dan pembelajaran di dalam makmal kerana suasana pembelajaran di dalam makmal memberikan pengalaman saintifik yang bermakna sekaligus membantu pelajar untuk lebih memahami dan mengusai ilmu fizik (Sharifah & Rohaida, 2005;Che Nidzam et al, 2010, Khamis et al 2018. Dapatan juga menunjukkan bahawa pelajar bersetuju pengajaran dan pembelajaran dijalankan di luar kelas lebih digemari berbanding di dalam kelas.…”

Section: P15unclassified

“…Sejajar dengan kajian Tuan Mastura et al ( 2010), bahawa pengalaman semasa proses pengajaran dan pembelajaran dapat membentuk persepsi pelajar. Oleh itu, guru memainkan peranan yang sangat penting dalam mempengaruhi persepsi pelajar kerana pengajaran dan pembelajaran fizik yang berpusatkan pelajar didapati membantu pelajar untuk membina ilmu fizik dengan betul dan menjana fikiran pelajar ke arah pemikiran konstruktivis (Ogan-Bekiroglu & Sengul-Turgut, 2011, Khamis et al, 2018. Sekaligus akan berpotensi membentuk satu persepsi yang benar terhadap mata pelajaran fizik.…”

Section: P15unclassified

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The Influence of Stream Selection with the Interest, Attitude and Perception of Form Three Students on Physics Subjects/ Pengaruh Pemilihan Aliran dengan Minat, Sikap Dan Persepsi Pelajar Tingkatan Tiga Terhadap Mata Pelajaran Fizik

Khamis

Phang

2021

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The decline in the percentage of students into science streams and subsequently taking physics subjects is a critical issue in the country. This study aims to identify the level of interest, attitude, and perception of Form 3 students in learning Physics and the influence of these variables on the post Form 3 stream enrolment selection. A total of 112 students in the district of Johor Bahru responded to a set of questionnaires on students’ interests, attitudes, and perceptions towards physics. The validity and reliability of the instrument were analyzed using Rasch model analysis. Descriptive and inferential statistical analyses were computed using Statistical Package for Social Science (SPSS) version 15.0 software to determine the means, standard deviations and t-test results. Results show that the level of students’ interest in Physics is moderate (mean = 3.52, SD = 0.64), while the level of students’ attitudes toward Physics is high (mean = 3.89, SD = 0.67) and the students' perceptions on the teaching and learning of Physics is also high (mean = 3.80, SD = 0.60). There are significant differences between the stream selection with interest, attitude, and perception on Physics (interest (t=5.135), attitude (t=4.798) and perception (t=3.664)). Therefore, the research findings show that these variables influence the Form 3 students' stream selection in Form 4. This shows that students' involvement in science and physics can reach a 60:40 ratio for science to non-science, with higher interest, positive attitudes and perceptions towards physics.

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Section: Sikap Pelajar Terhadap Fizikunclassified

Section: P15unclassified

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The Influence of Stream Selection with the Interest, Attitude and Perception of Form Three Students on Physics Subjects/ Pengaruh Pemilihan Aliran dengan Minat, Sikap Dan Persepsi Pelajar Tingkatan Tiga Terhadap Mata Pelajaran Fizik

Khamis

Phang

2021

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“…There are various factors that contribute to the decline of the student enrolment in science at schools. The students are more interested in non-science subjects because they consider science subject as difficult (Murshed et al, 2020, Khamis et al, 2018, Yong & Phang, 2015. It happened also to students who perform well in the National Lower Form Examination (PMR) because for them, they feel more secure in nonscience professions since job opportunities for science graduates are said to be 'limited' (Mohd Salleh et al, 2012;Zanaton et al, 2006).…”

Section: Stem Education In Malaysiamentioning

confidence: 99%

“…Through practical work, students can improve the nature of inquiry (Sharifah & Rohaida, 2005) and develop constructivist thinking (Kamisah, 2012). Sandoval (2005), Metallidou (2012) and Khamis & Phang (2017) claim that the development of scientific ideas and skills, which are usually developed during practical work, can motivate students to develop their scientific epistemology. Experiencing how the concept is built through practical work in school can help students to perceive and master science concept better.…”

Section: Stem Education In Malaysiamentioning

confidence: 99%

TIMSS 2019 Science Grade 8: Where is Malaysia standing?

Phang¹,

Khamis²,

Nawi³

et al. 2021

AJEE

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Most of the future jobs in Malaysia and worldwide will be related to STEM areas. The nation will need more STEM talent to ensure that the national development can continue to prosper. STEM talent should be nurtured since school education but studies show that Malaysian students were not doing well in science, lack of interest and the teaching method is still examination oriented. This paper reveals the analysis of the Trend in Mathematics and Science Studies (TIMSS) for Science Grade 8 from 1999 to 2019 to find the pattern of the Malaysian students’ performance in science. Over 20 years, the percentage of advanced benchmark achievers in TIMSS for Malaysian students have dropped from 5% to 3%. The overall score of Malaysia has never surpassed the international average. Over the years, Malaysian students scored questions that measured application better than questions that measured reasoning. While the interest and appreciation of Malaysian students towards science were high over the year, Malaysian students have very low confidence in science, and it has dropped drastically over the years. Science investigation were conducted by Malaysian school teachers but students scored better in science when the frequency of teachers conducting science investigation in science lessons were “once or twice a month” compared to “once a week”. Therefore, it is suggested that the science curriculum should be reviewed to ensure that the topics are not too complicated for school students so that it would not kill their confidence in science. At the same time, inquiry-based learning practiced by science teachers should be improved so that the science investigation conducted in science lessons contributed to the understanding and confidence of the students. Researchers should also look into scientific epistemology when the students construct scientific concepts during science investigation.

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