000			03547ntm a2200373 i 4500
999			_c99372 _d99378
003			MY-KuUP
005			20251125110729.0
006			t||||fr|||| 000 0
007			ta
008			230411t20222022my a|||fr|||| 000 0 eng d
020			_aTHE0009606 (Local) _qHardback
040			_aUMP _beng _cUMP _erda
090			_aPSM .D87 2022 r Thesis
100	0		_aDurrani Aimi Abdul Malik, _eauthor.
245	1	0	_aHybrid fuzzy analytical hierarchy process with fuzzy inference system on ranking stem approach towards blended learning in mathematics / _cDurrani Aimi Binti Abdul Malik
264		1	_aKuantan, Pahang : _bUMP, _c2022
264		4	_c© 2022
300			_axvi, 156 pages : _billustrations (some color) ; _c30 cm. + _e1 CD-ROM
336			_2rdacontent _atext
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
337			_2rdamedia _acomputer
338			_2rdacarrier _avolume
338			_2rdacarrier _acomputer disc
347			_2rda _atext file _bPDF
500			_aCentre for Mathematical Sciences
502			_aThesis (Master of Science) -- Universiti Malaysia Pahang – 2022
504			_aIncludes bibliographical reference
520	3		_aIn the era of Education 4.0, blended learning has been selected as one of the transformational pedagogies for the teaching and learning process that integrate Science, Technology, Engineering, and Mathematics (STEM), a new norm that needs to be adopted by Malaysia. Since the COVID-19 pandemic, the issue has been highlighted at most levels of study in the education field. However, limited knowledge of the implementation of 21st Century learning skills with Web 2.0 among teachers has made the students demotivated for their mathematics classroom. Moreover, dynamic changes in the standard curriculum have made the situation more challenging for teachers in selecting the appropriate STEM approach to ensure students are fully engaged. Inspired by the problem, this research used fuzzy multi-criteria decision-making (MCDM) concepts. A hybrid fuzzy MCDM model proposes a four stages process to rank and find the best implementation STEM approach in the mathematics classroom. The model is constructed by integrating the Fuzzy Analytical Hierarchy Process (FAHP) to determine the weights of STEM criteria and sub-criteria and the Fuzzy Inference System (FIS) to compute the best STEM approach in the mathematics classroom. The procedure involves exploring the issue associated with the selection problems, deriving decision criteria important weights, and ranking various alternatives with applied intuitive multiple centroids as a defuzzification method. The results showed hands-on activities as the best STEM approach while requisite knowledge is the important criterion with the greatest value of weights. Thus, the proposed model helps provide a clear picture for teachers in the implementation of STEM approach in Mathematics based on a comprehensive view and also lay a new foundation knowledge in fuzzy MCDM view, particularly in STEM education. Also, it helps the Ministry of Education (MoE) to achieve one of the initiatives in Wave 3 of the Malaysia Education Blueprint (2021-2025), which is to share the best practice in the classroom to cultivate a peer-led culture of professional excellence among teachers as the basis for improving the implementation and achievement of STEM at the national level.
610	2	0	_aCentre for Mathematical Sciences _xDissertations
650		0	_aUniversities and colleges _xDissertations
650		0	_aTheses
942			_2lcc _cTHESIS