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999			_c97936 _d97942
003			MY-KuUP
005			20251125110131.0
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008			221018s2022 my a|||frm||| 00| 0 eng d
020			_aTHE0009374(Local) _qhardback
040			_aUMP _beng _cUMP _erda
090			_aPSK .H37 2022 r Thesis
100	0		_aHasmiza Yaakob, _eauthor.
245	1	0	_aIntegrasi pembelajaran sains dan latihan biofeedback dalam meningkatkan prestasi mata pelajaran sains sekolah rendah / _cHasmiza Yaakob
264		1	_aKuantan, Pahang : _bUMP, _c2022
264		4	_c© 2022
300			_axv, 194 pages: _bIllustration ; _c30 cm.+ _e1 CD ROM.
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
337			_acomputer _2rdamedia
338			_avolume _2rdacarrier
338			_acomputer disc _2rdacarrier
347			_atext file _bPDF _2rda
500			_aPusat Sains Kemanusiaan
502			_aThesis (Master of Science) -- Universiti Malaysia Pahang – 2022
504			_aIncludes bibliographical reference
520	3		_aScience is important in school education. There are several causes of students' weaknesses in learning Science, especially in primary schools. Concentration problems are one of the causes of weakness, especially for primary school students. Various approaches have been taken to help students to explore and improve Science. Studies show that Biofeedback training techniques have been proven to help improve concentration in learning. Therefore, research is important to help improve students' mastery in this subject using Biofeedback technique. This technique is known to help students to improve their performance in learning. The purpose of this study was to explore the pedigrees of primary school students’ weaknesses in learning Science and examine the extent to which the integration of Biofeedback techniques can be combined with existing Science modules to improve coherent HRV scores and student learning achievement. The first methodology of this study was a survey study to explore the problems of students in learning Science. The 2, 3 and 4 methods are quasi - experimental among students with good, poor and various levels of achievement in Science. A total of 28 students went through Biofeedback training and Science modules. Pupils are tested by pre-test and post-test after going through two phases of Biofeedback training at school and at home. Findings of this study showed that 30% of students had problems with interest and understanding in learning Science. Findings show that there is a difference in HRV scores between students who perform well and students who perform poorly in Science. Differences in students’ HRV scores in the multi -achievement level group showed an increase in the level of LF scores in the Post test compared to the pre-test after going through the integration of science learning and Biofeedback training techniques. The findings also showed a decrease in VLF scores in the post-test. The correlation relationship of Science subject achievement score and HRV coherence score also showed a positive relationship in post-test. The findings of this study concludes that the integration of this subject (Science) and Biofeedback techniques can help students improve their concentration and improve the performance of primary school students in rural areas. This integration allows for a diversified approach to learn Science and Biofeedback techniques are found to be effective in helping to improve learning control.
610	2	0	_aPusat Sains Kemanusiaan _xDissertations
650		0	_aUniversities and colleges _xDissertations
650		0	_aTheses
942			_2lcc _cTHESIS