Persepsi Pelajar Terhadap Penggunaan Modul Set Induksi Matematik Tambahan dalam Menyokong Kesediaan Belajar dan Kefahaman Konseptual: Satu Kajian Kes di SM Imtiaz Kuala Terengganu
Students' Perceptions of An Additional Mathematics Set Induction Module to Support Learning Readiness and Conceptual Understanding: A Case Study at SM Imtiaz Kuala Terengganu
DOI:
https://doi.org/10.37134/jpsmm.vol16.1.9.2026Keywords:
Modul Set Induksi, Matematik Tambahan, Kesediaan belajar, Persepsi pelajarAbstract
Matematik Tambahan sering dianggap sebagai mata pelajaran yang mencabar sehingga boleh mencetuskan keresahan matematik dan mengurangkan motivasi pelajar. Jurang pencapaian yang ketara antara mata pelajaran ini dengan mata pelajaran lain mendorong keperluan kepada pendekatan pengajaran yang lebih kreatif dan inovatif. Kajian ini bertujuan meninjau persepsi pelajar terhadap penggunaan Modul Set Induksi Matematik Tambahan yang dibangunkan bagi menyokong kesediaan belajar dan kefahaman konseptual. Kajian kes ini melibatkan 38 orang pelajar Tingkatan 4 di Sekolah Menengah Imtiaz Kuala Terengganu. Data dikumpul menggunakan borang soal selidik dan dianalisis secara deskriptif menggunakan skor min dan sisihan piawai. Dapatan kajian menunjukkan bahawa pelajar memberikan persepsi yang positif terhadap penggunaan Modul Set Induksi Matematik Tambahan, dengan skor min yang tinggi bagi kesemua item penilaian. Responden juga melaporkan bahawa modul tersebut membantu mereka memahami konsep Matematik Tambahan dengan lebih mudah serta meningkatkan keyakinan dalam mengikuti pembelajaran. Secara keseluruhannya, penggunaan Modul Set Induksi Matematik Tambahan dilihat berpotensi menyokong kesediaan belajar dan pembinaan kefahaman awal terhadap konsep atau topik yang lebih kompleks.
Additional Mathematics is often viewed as a difficult subject which may lead to mathematics anxiety and lower students’ motivation to learn. It is also evident that the achievement gap between this subject and others is significant, and more creative and innovative methods of teaching are required. This study aims to investigate students’ perceptions on the implementation of the Additional Mathematics Set Induction Module to enhance learning readiness and conceptual understanding. The case study involved 38 Form Four students of SM Imtiaz Kuala Terengganu. The data were collected using a questionnaire and analysed descriptively using mean scores and standard deviations. Results revealed that students had positive perceptions on the use of Additional Mathematics Set Induction Module with high mean scores recorded for all evaluation items. The module was also reported by the respondents to be helpful in mastering the Additional Mathematics concepts easily and increased their confidence in learning the subject. Generally, the use of the Additional Mathematics Set Induction Module was felt to be able to support the readiness in learning and to facilitate the development of an initial conceptual understanding of more complex concepts and topics.
KEYWORDS: Induction Set Module, Additional Mathematics, Readiness to learn, Student perceptions
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