Keberkesanan Model Responseto-Intervention (RTI) dalam Menyelesaikan Masalah Matematik Berayat Murid Sekolah Rendah

The Effectiveness of Response-ToInvention (RTI) Model in Problem Solving of Mathematical Word Problems among Primary School Children

Authors

  • Mohd. Zaki Ishak Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
  • Narawi Abu Bakar Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia

Keywords:

model Response-to-Intervention (RTI), murid berpencapaian rendah, Model Klasifikasi Empirikal Nitsa Movshovitz-Hadar, Response-to-Intervention (RTI) model, low achievers, Nitsa MovshovitzHadar Empirical Classification Model

Abstract

Kajian ini bertujuan mengenal pasti sama ada pengajaran menyelesaikan masalah matematik berayat menggunakan model Response-to-Intervention (RTI) dapat meningkatkan pencapaian murid berpencapaian rendah. Kajian kes ini dijalankan dengan melibatkan sembilan orang murid di sebuah sekolah rendah luar
bandar di Miri Sarawak. Mereka mengikuti intervensi 17 siri yang dikendalikan oleh penyelidik. Data pemerhatian, temu bual dan analisis dokumen diperoleh telah dianalisis mengikut Model Klasifikasi Empirikal Nitsa Movshovitz-Hadar yang telah diubah suai terdiri daripada kesilapan, sama ada jenis kesilapan menggunakan nombor, kesalahan mentafsir bahasa, membuat pasangan nombor tidak tepat, salah konsep nilai tempat dan nilai digit, penyelesaian yang tidak diteruskan atau kesilapan teknikal. Daripada analisis yang telah dijalankan, kesilapan yang paling kerap dilakukan oleh peserta ialah kesilapan mentafsir bahasa.

This study aimed to identify whether the teaching of solving mathematical word problems using the Response-to-Intervention (RTI) Model can increase the low-achiever students’ achievement. This case study is carried out
involving nine students at a rural primary school in Miri, Sarawak. They followed the 17 series of interventions conducted by the researchers. Data observation, interviews and analysis of documents obtained were analysed according to the modified Nitsa Movshovitz-Hadar Empirical Classification Model consists of errors, either numbering errors, language interpretation errors, numbers pairing errors, conceptual errors of place value and digit value, discontinued resolution or technical mistake. From the analysis carried out, the most frequent errors made by the participants is the language interpretation error.

Author Biographies

Mohd. Zaki Ishak, Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia

 

 

Narawi Abu Bakar, Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia

 

 

Published

2019-12-10