Modul Pembelajaran Berasaskan Projek: Kesan terhadap Pencapaian Teori dalam Projek Tahun Akhir 1 di Kolej Vokasional

Abstract

Pelajar Kolej Vokasional khususnya dalam bidang Teknologi Kejuruteraan Mekanikal dan Pembuatan (TKMP) kurang pencapaian dalam aspek teori terutamanya dalam penulisan berbentuk ilmiah kerana faktor pendekatan pembelajaran secara konvensional. Matlamat kajian ini adalah untuk membangunkan Modul Pembelajaran Berasaskan Projek (M-PBPj) bagi subjek Projek Tahun Akhir 1 (PTA1) dan menilai kesannya terhadap pencapaian teori pelajar. Reka bentuk kajian ini menggunakan kaedah kuantitatif melalui kuasi-eksperimen kumpulan rawatan dan kumpulan kawalan. Kajian ini melibatkan 91 orang pelajar sebagai sampel di sebuah Kolej Vokasional di negeri Perak, Malaysia. Kuasi-eksperimen digunakan dalam kajian kerana kaedah ini mampu menunjukkan kesan penggunaan pemboleh ubah mengikut dua tempoh masa pra dan pasca. Keberkesanan Modul Pembelajaran Berasaskan Projek (M-PBPj) dinilai melalui Ujian-T sampel berpasangan dan sampel tidak berpasangan. Penyelidik mencadangkan supaya penggunaan Modul Pembelajaran Berasaskan Projek (M-PBPj) ini digunakan dalam proses pengajaran dan pembelajaran bagi subjek Projek Tahun Akhir 1 (PTA1) agar dapat meningkatkan pencapaian teori dalam melaksanakan penulisan ilmiah.

The Effectiveness of One Page 3P-PTA Method in Executing Final Year Project: A Study in Vocational Education

“…This is important so that the quality of the final year project reaches the standards and quality set by an institution. Meanwhile, according to Rashid et al (2020a) lack of understanding the concepts and guidance affect the execution of final year project. This leads to unguided learning and has negative implications for final year projects (Rashid et al, 2020b).…”

“…Meanwhile, according to Rashid et al (2020a) lack of understanding the concepts and guidance affect the execution of final year project. This leads to unguided learning and has negative implications for final year projects (Rashid et al, 2020b). In fact, students also frequently make mistakes in the selection, implementation and reporting of final year projects (Qasem & Zayid, 2019).…”

“…The project supervisor is responsible and has a role in ensuring the effectiveness of the project as well as assisting students. The project supervisor also serves as a facilitator and builds the formation of students' experiences independently as well as guiding for the final year project (Rashid et al, 2020b). Thus, the project supervisor should be from the field of studies (Shafie et al, 2008) so that the execution of the final year project is smooth.…”

“…This can be applied using various techniques and meaningful approaches such as methods, strategies and resources (Lawy & Bloomer, 2003). In fact, students also need support materials, methods and references (Rashid et al, 2020a;Rashid et al, 2020b;Muhammad Baba Gusau & Mohamad, 2020;Qasem & Zayid, 2019;Leung, Lai, & Yuan, 2015;Lawy & Bloomer, 2003) particularly for the execution of final year projects.…”