Literature @ Spaceroom: a dynamic manifestation of team-based learning [Sastera @ Spaceroom: manifestasi kedinamikan pembelajaran berasaskan kumpulan]

Authors

  • Tetty Juliana Sujono Teacher, Mother Tongue Department, Yishun Innova Junior College and Malay Language Center Singapore, Singapore.

Keywords:

Pembelajaran aras tinggi, Pembelajaran Secara Berpasukan, pembelajaran Flipped Classroom, sastera, pemahaman konsep, pemikiran ketara, high order learning, Team-Based Learning, Flipped Classroom learning, understanding concepts, visible thinking

Abstract

Pelajar sering menghadapi kesukaran untuk memahami konsep-konsep baharu dalam genre sastera yang dipelajari. Ramai yang kurang mampu mencatatkan maklumat yang yang relevan semasa perbincangan atau kuliah guru.  Hal ini menjejas pemahaman mereka terhadap konsep baharu yang dipelajari.  Kesannya, mereka kurang berminat  mengikuti komponen kesusasteraan Melayu. Kajian ini bertujuan untuk meneliti bagaimana kecenderungan pelajar terhadap pembelajaran sastera dirangsang dengan menerapkan prinsip pembelajaran ketara (Visible Learning), menggunakan kaedah pembelajaran Flipped Classroom dan Pembelajaran Secara Berpasukan atau Team-Based Learning (TBL). Latar tempat kajian ini ialah bilik Spaceroom. Seramai 22 orang pelajar maktab rendah Tahun 1 terlibat dalam kajian ini. Dapatan kajian menunjukkan pelajar-pelajar dapat menyesuaikan diri dalam penggunaan kedua-dua kaedah di ruang Spaceroom di samping memberikan penilaian dan hujahan yang menerapkan kemahiran berfikir aras tinggi semasa sesi TBL.

[The study of different genre of literature at the junior college level requires students to understand literary concepts. This is usually a hindrance to students who lacked in background on literature. This  study  aims  to increase  their  engagement  towards  the  study  of  literature.  Based  on  the principles of Visible Learning, this research used the Flipped Classroom approach in conjunction with Team-Based Learning (TBL) at the premise of the Spaceroom. A total of 22 junior college Year 1 students took part in this study. The outcome showcased students’ increased ability to accomodate both approaches in the Spaceroom whilst being able to think at a higher level.]

References

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Patricia, J.C. & Barbara, A.Q. (1993). The study of literature in a Fifth-Grade classroom: One teacher’s perspective. Elementary Subject Center Series 83.

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Hattie, John. (2009). Visible learning : A synthesis of over 800 meta-analyses relating to achievement. London : Routledge.

Bonwell, C. C., & Eison, J. A. (1991). Active learning : Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. Washington, D.C. : The George Washington University.

Lengel, T. & Kuczala, M (2010), The Kinesthetic Classroom: Teaching and Learning Through Movement. SAGE Publications.

Mezirow, J. (1997). Transformative Learning : Theory to Practice. New Directions for Adult and Continuing Education, 74, 5-12.

Published

2020-04-01
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Original Articles

How to Cite

Tetty Juliana Sujono. (2020). Literature @ Spaceroom: a dynamic manifestation of team-based learning [Sastera @ Spaceroom: manifestasi kedinamikan pembelajaran berasaskan kumpulan]. Muallim Journal of Social Sciences and Humanities, 4(2), 202-213. https://doi.org/10.33306/mjssh/74