Penggunaan Aplikasi Mudah Alih Multimedia Interaktif untuk Meningkatkan Pemikiran Algebra Pecahan Dalam Kalangan Murid-Murid Masalah Pembelajaran
Interactive Mobile Multimedia Application Usage to Improve Fractional Algebra Thinking among Students with Learning Disabilities
DOI:
https://doi.org/10.37134/jictie.vol8.2.5.2021Keywords:
aplikasi mobile, masalah pembelajaran, teknologi multimediaAbstract
ABSTRAK
Penggunaan aplikasi mobile multimedia dalam pendidikan kini mendapat perhatian semua pihak dan menghasilkan interaksi hubungan murid dan guru. Penggunaan aplikasi mudah alih dalam pengajaran dan pembelajaran dipercayai dapat menyelesaikan banyak masalah yang melibatkan matematik dan mengubah persepsi murid terhadap pemahaman algebra pecahan yang dianggap rumit dan membosankan. Kesukaran ini lebih terkesan kepada murid yang mempunyai masalah pembelajaran berbanding dengan murid biasa. Rasional kajian untuk meneroka penggunaan aplikasi mobile multimedia interaktif berasaskan permainan (P-PKSSMPK) sebagai alat bantu pengajaran untuk meningkatkan kemahiran pemikiran algebra pecahan dan pencapaian murid masalah pembelajaran dalam topik pecahan. Aplikasi mobile P-KSSMPK digunakan sebagai bahan bantu pengajaran bagi memudahkan murid memahami kemahiran pembelajaran pecahan. Penyelidikan ini melibatkan penguasaan kemahiran pemikiran algebra pecahan dan pemahaman dalam pengajaran dan pembelajaran topik pecahan bagi murid masalah pembelajaran. Objektif kajian yang pertama ialah merekabentuk dan membangunkan aplikasi mobile multimedia interaktif dengan menggunakan model Prototaip Pantas (menilai, menentukan objektif, mereka bentuk dan membangunkan prototaip, pelaksanaan prototaip, penilaian dan pemurnian). Objektif kajian kedua pula, mengkaji kesan aplikasi mobile P-KSSMPK melalui sembilan adengan pengajaran dalam membantu meningkatkan pemahaman dan penguasaan kemahiran pemikiran algebra pecahan bagi murid masalah pembelajaran. Reka bentuk kuasi-eksperimen digunakan ke atas kumpulan kawalan dan kumpulan rawatan di mana setiap responden diberi ujian pra, rawatan, dan ujian pasca. Kajian ini melibatkan 152 orang murid masalah pembelajaran dari sepuluh sekolah berbeza di daerah kinta utara di Perak. Dapatan kajian akhir mendapati bahawa pembelajaran menerusi aplikasi mobile P-KSSMPK berjaya mempertingkatkan tahap penguasaan kemahiran dan pemahaman pecahan. Min keputusan pencapaian ujian pra adalah 44.59 (sisihan piawai: 4.233) bagi kumpulan rawatan manakala min purata bagi ujian pasca meningkat sebanyak 65.88 (sisihan piawai: 21.520) bagi kumpulan rawatan. Justeru, kajian terhadap pembelajaran topik pecahan perlu diteruskan dengan melibatkan sampel kajian yang lebih besar supaya penglibatan murid dalam aktiviti pembelajaran pecahan dapat dipertingkatkan.
ABSTRACT
The use of mobile multimedia applications in education is now gaining the attention of all parties and resulting in student-teacher relationships. Mobile applications in teaching and learning are believed to solve many problems involving mathematics and change students' perceptions of fractions; algebra is considered complex and boring. This difficulty is more affected by students with learning difficulties compared to normal students. The study's rationale was to explore using an interactive multimedia mobile application (P-PKSSMPK) as a teaching aid to improve fractions algebra thinking skills and achievement of students with learning difficulties in fractions topics. P-KSSMPK mobile application is used as a teaching aid to facilitate students to understand fractional learning skills. This research involves mastering fractional algebra thinking skills and understanding in the teaching and learning of fractional topics for students with learning difficulties. The study's first objective was to design and develop an interactive multimedia mobile application using the Quick Prototype model (Evaluate, determine objectives, design, and develop prototypes, prototype implementation, evaluation, and refinement). The second research aims to examine the impact of P-KSSMPK mobile application delivered via Gagne's nine events of instruction on students with learning disabilities' understanding and mastery of fractional algebra thinking skills. A quasi-experimental design was applied to the control group and the treatment group in which each respondent was given pre-test, treatment, and post-test. The study involved 152 students with learning difficulties from ten different schools in the northern Kinta district in Perak. The findings of the final study found that learning through the P-KSSMPK mobile application has successfully improved the level of mastery of skills and understanding of fractions. The mean result for the pre-test achievement was 44.59 (SD:4.233) for the treatment group, while the mean for the post-test increased by 65.88 (SD: 21.520) for the treatment group. Thus, research on fractional topic learning should be continued by involving a larger sample of studies to enhance students' involvement in fractional learning activities.
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