8/10/2019 5 Langkah Menulis Latar Belakang Kajian Yang Mantap

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5 langkah menulis latar belakang kajian yang mantap....tolong jangan stucked !!

Pra-promosi bengkel Penulisan Thesis di EDC, UUM pada 8 dan 9 November, izinkan

saya sekali lagi berkongsi sedikit bahan. Ramai yang menulis latar belakang

berdasarkan pembacaan kajian lepas tapi tahu apa sebenarnya keperluan latar

belakang. Aku nak kongsi bagaimana menulis latar belakang kajian berdasakan 5

langkah:

CHAPTER 1

INTRODUCTION

Background of study

1. Sejarah ringkas

2. Perkenal gap

3. Perkenal argument

4. Perkenal support / proposes solution / focus kajian

5. Kenapa kajian anda penting utk dijalankan

Kalau bagi 5 langkah ini tentu tak lengkap tanpa disertakan contoh utk lebih faham. Jadiberikut adalah contoh simple jer yang aku sertakan......

Working Title: Development of computer animation in chemistry using constructivist

approach

1.1 Backgorund of study

1 – Sejarah ringkas

Perkenalkan sedikit sejarah “area of investigation” kajian ko in general. Bagi contoh

tajuk di atas, kajian adalah berkaitan “teaching and learning in science education”. Tulis

ikut urutan event bagi kajian anda.

Malaysia has given a high priority to educational development since independence in

1957. The emphasis on science education started in 1960 in response to reports by theEducation Review Committee which called for explicit commitment to improve the quality

of science education (citation). In the 1960s, General Science was taught as a

compulsory subject at the lower secondary level. Since then, science education in

Malaysia has undergone several changes and innovations.

Then in 1969, the MOE through the Curriculum Development Centre adapted the

Scottish Integrated Science Syllabus for lower secondary school science (Form I, II and

III) to replace the existing General Science subject.

Subsequently, in 1972, the newly-formed Curriculum Development Centre (CDC),

introduced new science subjects for Forms IV and V - Modern Physics, Chemistry and

Biology which were derived from Nuffield Science materials from England. For uppersecondary non-science stream students, the Modern Science subject was introduced in

1974, derived from Nuffield Secondary Science (citation).

2 – Perkenal gap

Tulis mengenai senario situasi semasa berkaitan isu yang dikaji dgn memperkenalkan

“gap” dalam “teaching and learning in science education”. Gap disini adalah situasi

semasa aplikasi “teaching and learning in science education” yang tertumpu hanya

kepada dgn pendekatan “guided-inquiry” melalui experimen sahaja. 

The teaching and learning strategies for science subjects which utilized guided-inquiry

continued with the implementation of the New Integrated Secondary School Curriculum

in 1989, which stressed the development of scientific skills through guided-inquiry

activities where students are actively involved in solving and discovering scientific

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