Page 103 - Jurnal Kurikulum BPK 2020
P. 103
dan pengalaman mereka terhadap situasi baharu, membina kemahiran berkomunikasi secara
berkesan, melatih pelajar untuk berkolaborasi dalam kumpulan, meningkatkan keyakinan
pelajar dan menjana pemikiran kritis dan kreatif. Pemikiran kritis dan kreatif merupakan
elemen penting untuk meningkatkan kebolehpasaran pelajar pada masa kini.
Pada masa hadapan, penyelidik berhasrat untuk meluaskan penggunaan strategi
pembelajaran flip dalam topik-topik lain seperti Keseimbangan Kimia, Kimia Kinetik dan
Termokimia. Strategi pembelajaran flip dilihat sesuai dilaksanakan semasa sesi tutorial yang
melibatkan topik-topik yang memerlukan pelajar memerihalkan fenomena dan menjelaskan
sebab dan akibat.
RUJUKAN
Abdullah, M. & Osman, K. (2010). 21st century inventive thinking skills among primary
students in Malaysia and Brunei. Procedia - Social and Behavioral Sciences, 9, 1646–
1651.
Bahagian Matrikulasi. (2017). Curriculum Specifications: Chemistry. Putrajaya.
Beskeni, R., Mohd Yusuf Ismail & Mohamad, A. (2011). The effective of prior knowledge in
understanding chemistry concept. International Journal of Academic Research, 3(2),
607–611.
Brown, T., LeMay, E., Bursten, B., Murphy, C. & Woodward, P. (2012). Chemistry The
Central Science. United States of America: Prentice Hall International, Inc.
Chin, C. & Brown, D. E. (2000). Learning deeply in science: An analysis and reintegration of
deep approaches in two case studies of grade 8 students. Research in Science Education,
30(2), 173–197.
Costa, A. & Kallick, B. (2008). Learning and leading with habits of mind: 16 essential
characteristics. United States of America: ASCD Publication.
Cullen, D. M. (2015). Modeling instruction- a learning progression that makes high school
chemistry more coherent to students. Journal of Chemical Education, 92(8), 1272–
1269.
Cutright, M., Mason, D., Newsom, R. W. & Member, C. (2012). Relationships of approaches
to studying, metacognition, and intellectual development of general chemistry students.
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American
Psychologist, 53(4), 449–455.
Jensen, M. G. & Greenfield, B. (2012). Ethics education: developing habits of mind through
the use of pedagogical content knowledge. Physical Therapy Reviews, 17(3), 149–156.
Kapon, S. (2017). Unpacking Sensemaking. Science Education, 101(1), 165–198.
Mäeots, M. & Pedaste, M. (2014). The role of general inquiry knowledge in enhancing
students’ transformative inquiry processes in a web-based learning environment.
Journal of Baltic Science Education, 13(1), 19–31.
Marzano, R. J. & Kendall, J. S. (2007). The New Taxonomy of Educational Objectives. Corwin
Press.
McMurry, J. & Fay, R. (2001). Chemistry 3rd Edition. United States of America: Prentice Hall
International, Inc.
Osman, K. & Sukor, N. S. (2013). Conceptual understanding in secondary school chemistry: A
discussion of the difficulties experienced by students. American Journal of Applied
Sciences, 10(5), 433–441.
Perkins, David N., Eileen, J. & Tishman, S. (2015). Beyond abilities: A dispositioanl theory of
thinking. The Effects of Brief Mindfulness Intervention on Acute Pain Experience: An
Examination of Individual Difference, 1, 1689–1699.
Taber, K. S. (2012). The international dimension of Chemistry education research and practice.
Chemistry Education Research and Practice, 13(4), 398–400.
94

