Menjadi masalah kepada
pelajar dalam menulis tesis ialah menulis pendahuluan. Pendahuluan yang dikemukakan
selalunya tidak relevan dengan tajuk kajian. Berikut adalah contoh dalam
menulis pendahuluan seterusnya menulis permasalahan kajian.
Contoh pendahuluan bagi tajuk:
Development of computer animation in chemistry using constructivist
approach
PENDAHULUAN
PERTAMA: Berikan latar belakang ringkas
Perkenalkan sedikit latar belakang atau sejarah “area of investigation” supaya
pembaca dapat mengenalpasti kedudukan kajian ini dalam bidangnya yang lebih
luas. Dengan ini, pembaca dapat tahu, kajian ini dibincangkan di bawah topik
ini. Sebagai contoh, memperkenalkan perkembangan pesat dakwah dalam persekitaran
teknologi maklumat dakwah sebelum membincangkan Facebook untuk dakwah. Dalam
contoh tajuk kajian di atas, fokus kajian berkaitan dengan “teaching and
learning in science education”. Cuba lihat cara dia menulis pendahuluan bagi
tajuk ini.
Contohnya
Malaysia has given a high priority to educational development since
independence in 1957. The emphasis on science education started in 1960 in
response to reports by the Education Review Committee which called for explicit
commitment to improve the quality of science education (citation). In the
1960s, General Science was taught as a compulsory subject at the lower
secondary level. Since then, science education in Malaysia has undergone
several changes and innovations.
Then in 1969, the MOE through the Curriculum Development Centre adapted
the Scottish Integrated Science Syllabus for lower secondary school science
(Form I, II and III) to replace the existing General Science subject.
Subsequently, in 1972, the newly-formed Curriculum Development Centre
(CDC), introduced new science subjects for Forms IV and V - Modern Physics,
Chemistry and Biology which were derived from Nuffield Science materials from
England. For upper secondary non-science stream students, the Modern Science
subject was introduced in 1974, derived from Nuffield Secondary Science
(citation).
KEDUA: Memperkenalkan GAP
GAP ialah permasalahan dan kelompangan yang terdapat dalam bidang ini
sehingga memerlukan kepada kajian yang baru. Sebagai contoh, dalam kajian Facebook
untuk dakwah, terdapat banyak usaha yang sedang dilakukan untuk dakwah tetapi kajian
yang masih belum lagi dibuat ialah kesan dakwah Facebook kepada remaja.
Dalam contoh kajian “teaching and learning in science education”, tulis
mengenai senario situasi semasa berkaitan isu yang dikaji dgn memperkenalkan
“gap” iaitu aplikasi yang dilakukan hanya tertumpu kepada pendekatan
“guided-inquiry” melalui experimen sahaja.
Contohnya:
The teaching and learning strategies for science subjects which utilized
guided-inquiry continued with the implementation of the New Integrated
Secondary School Curriculum in 1989, which stressed the development of
scientific skills through guided-inquiry activities where students are actively
involved in solving and discovering scientific phenomena through investigation
(citation).
Therefore in daily practice, guided-inquiry is implemented mostly for
doing experiment where the teacher provides the materials and problem for the
students to investigate, emphasizing the scientific process skills such as observation
and data collection (This is the gap - problem that need to be studied)
KETIGA: Mengemukakan asas
/ bukti kepada GAP
Adakah GAP yang
dikemukakan itu berasas? Itulah yang perlu dikemukakan bagi menjustifikasikan
kajian ini.
Dalam contoh kajian “teaching
and learning in science education”, keperluan kepada kajian ini ialah guided-inquiry
melalui eksperimen di makmal sahaja tidak memadai. Maka timbul keperluan untuk memperbaiki
keadaan dengan memperkenalkan constructivist learning theory dalam pengajaran
dan pembelajaran.
Contohnya:
Realizing that learning science is more than acquiring science process
skills through guided-inquiry activities, it is about time to implement the
constructivist learning theory, to highlight the importance of student’s active
engagement in constructing personal meaning of the subject matter.
As stressed by author (year), constructivist learning gives emphasis to
an active search for meaning and understanding by individual students where
they construct deep understanding through social activities and interaction
with others. This approach takes into consideration students’ prior knowledge,
beliefs and attitudes as well as encourages discussion in order to help them
acquire new concepts (citation)
KEEMPAT: Nyatakan proposes solution / focus kajian anda
Perkenal kajian anda
untuk mengatasi masalah dalam gap.
Dalam contoh kajian “teaching and learning in science education”, fokus
kajian ialah untuk menguji keberkesanan animasi mengunakan constructivist
approach for teaching and learning chemistry.
Contohnya:
In the Malaysian educational system, chemistry is taught as one of the
core single subjects and reemphasized at the post-secondary level. Basically,
it is relatively easy for students to discover simple basic concepts in
chemistry through the guided-inquiry approach. An important issue here is how
students can understand chemistry concepts because they possess different
levels of abstractness (citation).
Therefore, instead of relying the scientific skills through
guided-inquiry activities as practised by most chemistry teachers, the focus of
this study is to investigate the effectiveness using animation based on the
constructivist approach to teaching and learning chemistry.
KELIMA: Kepentingan kajian
Dibahagian akhir inilah
anda simpulkan betapa pentingnya kajian yang akan anda jalankan..
Contohnya
While computer technologies have the potential to be integrated with the
constructivist derived approaches, they also place specific demands on teachers
to choose or develop the appropriate computer presentations that facilitate a
student’s own understanding through activities and interaction during science
classes. For this proposed, research is needed to investigate how to integrate
the latest computer technologies within a constructivist mode consistent with
the objectives of chemistry education in Malaysia. This is the intention of
this study; to design an animation aided constructivist approach to instruction
and to test its implementation in the Malaysian context.
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