Kesan geoplay berasaskan prinsip kelewahan dan modality terhadap aras kemahiran berfikir murid
Fokus kajian ini untuk membangunkan pembelajaran berasaskan permainan Geoplaymenggunakan modul Gamified System Development Process dan menilai keberkesanan tiga strategipenyampaian yang digunakan Geoplay. Tanpa kelewahan dan modality, iaitu visual dan lisan (V&L),kesan kelewahan, iaitu visua...
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QA Mathematics Khairuddin Nisa Kesan geoplay berasaskan prinsip kelewahan dan modality terhadap aras kemahiran berfikir murid |
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Fokus kajian ini untuk membangunkan pembelajaran berasaskan permainan Geoplaymenggunakan modul Gamified System Development Process dan menilai keberkesanan tiga strategipenyampaian yang digunakan Geoplay. Tanpa kelewahan dan modality, iaitu visual dan lisan (V&L),kesan kelewahan, iaitu visual, lisan dan teks kata kunci (VL&Tk) dan kesan modality, iaitu visualdan teks (V&T) terhadap tahap penguasaan kemahiran berfikir aras tinggi (KBAT) dan kemahiranberfikir aras rendah (KBAR) murid bagi tajuk Arah Mata Angin dan Bearing Sudutan Geografi TingkatanSatu. Kajian ini menggunakan reka bentuk eksperimen kuasi dan data kajian dianalisis secarainferens. Seramai 432 murid tingkatan satu daripada daerah Hilir Perak dan Bagan Datuk yangmelibatkan lima buah sekolah di bandar dan lima buah sekolah di luar bandar telah dipilih sebagaisampel kajian. Ujian statistik MANCOVA telah diaplikasikan bagi menjawab persoalan kajian. Dapatankajian menunjukkan terdapat perbezaan yang signifikan antara tiga strategi penyampaian terhadapujian pos KBAT [F(2, 424) = 8.34, p < .05]. Strategi penyampaian V&L memperoleh min 35.8 yang lebihtinggi berbanding VL&Tk iaitu 30.6 dan V&T 31.8. Namun begitu, ujian pos bagi KBAR menunjukkanhanya strategi penyampaian V&L memperoleh min 17.2 yang signifikan lebih baik berbanding min V&Tiaitu 15.9 [F(2, 424) = 3.08, p < .05], tetapi tidak signifikan bagi min strategi penyampaian VL&Tkiaitu 16.5. Dapatan kajian menunjukkan pembangunan pembelajaran berasaskan permainan di Malaysiaperlu menggunakan strategi penyampaian visual dan lisan untuk menguji KBAT kerana dapatmengurangkan kesan beban kognitif murid. Namun begitu apabila membangunkan pembelajaran berasaskanpermainan yang menggunakan bahasa kedua, perlu menggunakan strategi penyampaian visual dan teksseperti yang disyorkan dalam kajian terdahulu. Implikasi kajian menunjukkan penggunaan Reka BentukGamifikasi Geoplay dalam pembangunan pembelajaran berasaskan permainan supaya dapatmembantu meningkatkan tahap kognitif murid. |
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Khairuddin Nisa |
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Khairuddin Nisa |
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Kesan geoplay berasaskan prinsip kelewahan dan modality terhadap aras kemahiran berfikir murid |
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Kesan geoplay berasaskan prinsip kelewahan dan modality terhadap aras kemahiran berfikir murid |
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Kesan geoplay berasaskan prinsip kelewahan dan modality terhadap aras kemahiran berfikir murid |
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Kesan geoplay berasaskan prinsip kelewahan dan modality terhadap aras kemahiran berfikir murid |
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Kesan geoplay berasaskan prinsip kelewahan dan modality terhadap aras kemahiran berfikir murid |
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kesan geoplay berasaskan prinsip kelewahan dan modality terhadap aras kemahiran berfikir murid |
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Universiti Pendidikan Sultan Idris |
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Fakulti Seni, Komputeran dan Industri Kreatif |
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oai:ir.upsi.edu.my:102020-02-07 Kesan geoplay berasaskan prinsip kelewahan dan modality terhadap aras kemahiran berfikir murid 2018 Khairuddin Nisa QA Mathematics Fokus kajian ini untuk membangunkan pembelajaran berasaskan permainan Geoplaymenggunakan modul Gamified System Development Process dan menilai keberkesanan tiga strategipenyampaian yang digunakan Geoplay. Tanpa kelewahan dan modality, iaitu visual dan lisan (V&L),kesan kelewahan, iaitu visual, lisan dan teks kata kunci (VL&Tk) dan kesan modality, iaitu visualdan teks (V&T) terhadap tahap penguasaan kemahiran berfikir aras tinggi (KBAT) dan kemahiranberfikir aras rendah (KBAR) murid bagi tajuk Arah Mata Angin dan Bearing Sudutan Geografi TingkatanSatu. Kajian ini menggunakan reka bentuk eksperimen kuasi dan data kajian dianalisis secarainferens. Seramai 432 murid tingkatan satu daripada daerah Hilir Perak dan Bagan Datuk yangmelibatkan lima buah sekolah di bandar dan lima buah sekolah di luar bandar telah dipilih sebagaisampel kajian. Ujian statistik MANCOVA telah diaplikasikan bagi menjawab persoalan kajian. Dapatankajian menunjukkan terdapat perbezaan yang signifikan antara tiga strategi penyampaian terhadapujian pos KBAT [F(2, 424) = 8.34, p < .05]. Strategi penyampaian V&L memperoleh min 35.8 yang lebihtinggi berbanding VL&Tk iaitu 30.6 dan V&T 31.8. Namun begitu, ujian pos bagi KBAR menunjukkanhanya strategi penyampaian V&L memperoleh min 17.2 yang signifikan lebih baik berbanding min V&Tiaitu 15.9 [F(2, 424) = 3.08, p < .05], tetapi tidak signifikan bagi min strategi penyampaian VL&Tkiaitu 16.5. Dapatan kajian menunjukkan pembangunan pembelajaran berasaskan permainan di Malaysiaperlu menggunakan strategi penyampaian visual dan lisan untuk menguji KBAT kerana dapatmengurangkan kesan beban kognitif murid. Namun begitu apabila membangunkan pembelajaran berasaskanpermainan yang menggunakan bahasa kedua, perlu menggunakan strategi penyampaian visual dan teksseperti yang disyorkan dalam kajian terdahulu. Implikasi kajian menunjukkan penggunaan Reka BentukGamifikasi Geoplay dalam pembangunan pembelajaran berasaskan permainan supaya dapatmembantu meningkatkan tahap kognitif murid. 2018 thesis https://ir.upsi.edu.my/detailsg.php?det=10 https://ir.upsi.edu.my/detailsg.php?det=10 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Seni, Komputeran dan Industri Kreatif Ahmad, A. A. A. (2013). Piaget’s theory of learning. Interdisciplinary Journal ofContemporary Research in Business, 4(9), 106-129. Retrieved fromhttp://journal-archieves27.webs.com/106-129.pdfAnderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: Arevision of Bloom’s Taxonomy of educational objectives. Boston: MA Pearson Education Group.Apter, M. J. (2007). 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