"IMPLICATION OF STUDENTS' PERFORMANCE AND OBSTACLES ...

2021

"IMPLICATION OF STUDENTS’ PERFORMANCE AND

OBSTACLES THROUGH OPEN DISTANCE LEARNING (ODL)

TEACHING METHODS DURING MOVEMENT CONTROL ORDERS

(MCO), COVID-19"

SIG CS@e-LEARNING

Unit Penerbitan JSKM

UiTM Cawangan Pulau Pinang

Volume 2, August 2021

i

IMPLICATION OF STUDENTS’

PERFORMANCE AND OBSTACLES THROUGH

OPEN DISTANCE LEARNING (ODL)

TEACHING METHODS DURING MOVEMENT

CONTROL ORDERS (MCO), COVID-19

ii

IMPLICATION OF STUDENTS’ PERFORMANCE AND OBSTACLES THROUGH

OPEN DISTANCE LEARNING (ODL) TEACHING METHODS DURING

MOVEMENT CONTROL ORDERS (MCO), COVID-19

Advisor

Norazah Umar, Universiti Teknologi MARA Cawangan Pulau Pinang, Malaysia

Chief Editor

Ts. Jamal Othman, Universiti Teknologi MARA Cawangan Pulau Pinang, Malaysia

Editors

Dr. Rozita Kadar, Universiti Teknologi MARA Cawangan Pulau Pinang, Malaysia

Wan Anisha Wan Mohammad, Universiti Teknologi MARA Cawangan Pulau Pinang, Malaysia

Copyright@2021 by Unit Penerbitan JSKM

Universiti Teknologi MARA

Cawangan Pulau Pinang

13500 Permatang Pauh

Pulau Pinang

Malaysia

All rights reserved. No parts of this publication may be reproduced or distributed in any

form or by any means, or stored in a database or retrieval system, or transmitted in any

form or by any means, electronic, mechanical, photocopying or otherwise, without the

prior written permission of the publishers.

ISBN: 978-967-25608

iii

PREFACE

First and foremost, I would like to express my gratitude to the editorial team for their

enthusiasm and diligent in making this edition published punctually. On behalf of the editorial

board, I wish to express my sincere appreciation to our coordinator, Mrs. Norazah Umar, which

give the moral supports in the completion of this edition. Thanks to all authors for your

participation and without your support, this publication is impossible.

The first edition has been published in 2020 with 18 papers contributed by the authors. The

authors had shared ideas, tips, creativities, innovations and new experiences among educators

applies attractive tools, applications, systems and peripherals to conduct the online class to their

students effectively. Through this sharing, the readers will gain knowledge and experience on how

to improve the teaching and learning curve among students and educators. Indirectly it helps the

community to develop their knowledge and skills that they will need in a digital age: not so much

digital skills, but the thinking and knowledge that will bring them success in future obstacles and

challenges.

The second edition concentrates on the obstacles and performances among students with

Open Distance Learning (ODL) during Movement Controls Orders (MCO). After three semesters

of ODL methods teaching experience, the educators are encouraged to share issues, experiences

and innovative ideas by comparing and analyze the data of students’ performances. Quite number

of outstanding papers that have been presented and the authors are encouraged to improvise the

contents and submit to recognized journals indexed by ERA/SCOPUS/WoS.

The SIG CS@e-Learning will continue and actively participating in publication of

academic articles in high impact of journal. Since the University has set the new rules of staff

promotion, the SIG group under Publication Unit of JSKM is already strategized the planning

towards to achieve the department and university KPI. Hopes JSKM will achieve the highest

numbers of academic articles published in high impact of journal within 5-year time, InshaAllah.

Ts Jamal Othman

Chief Editor

SIG CS@e-LEARNING

Implication of Students’ Performance and Obstacles Through Open Distance Learning (ODL)

Teaching Methods During Movement Control Orders (MCO), COVID-19

Vol. 2, 2 Aug 2021

iv

TABLE OF CONTENTS

Page

Preface iii

PRE-COMMERCE STUDENTS PERCEPTION TOWARDS ONLINE

MATHEMATIC COURSES

Azlina Mohd Mydin, Wan Anisha Wan Mohammad, Naemah Abdul Wahab,

Siti Nurleena Abu Mansor

1

A COMPARATIVE STUDY ON THE HYBRID TEACHING APPROACH OF BASIC

BUSINESS MATHEMATICS TO PRE-COMMERCE STUDENTS DURING MCO

Norazah Umar, Jamal Othman, Rozita Kadar, Nurhafizah Ahmad

9

STUDENTS READINESS IN LEARNING MAT037 USING ONLINE DISTANCE

LEARNING (ODL)

Azlina Mohd Mydin, Wan Anisha Wan Mohammad, Elly Johana Johan, Rozita Kadar

18

SIRT: PEMBELAJARAN SECARA INTERAKTIF SEMASA PDPR

Wan Anisha Wan Mohammad dan Azlina Mohd Mydin

24

IDENTIFYING STUDENTS’ PREFERENCE IN DELIVERING HANDS-ON

MATERIALS DURING ONLINE DISTANCE LEARNING (ODL) FOR

MULTIMEDIA COURSE

Wan Anisha Wan Mohammad, Naemah Abdul Wahab, Elly Johana Johan,

Azlina Mohd Mydin

29

PELAJAR ‘MATI KUTU’ DENGAN TUGASAN PENGATURCARAAN:

BAGAIMANA MENGATASINYA?

Elly Johana Johan, Wan Anisha Wan Mohammad, Azlina Mohd Mydin,

Syarifah Adilah Mohamed Yusoff

35

InCeS : PEMBELAJARAN BERASASKAN PERMAINAN

Azlina Mohd Mydin, Siti Nurleena Abu Mansor, Wan Anisha Wan Mohammad,

Mahanim Omar, Rafizah Kechil, Siti Mariam Saad

45

A STUDY ON PERCEIVED STRESS AMONG NEW TERTIARY EDUCATION

INSTITUTION STUDENTS IN MALAYSIA

Mohd Syafiq Abdul Rahman, Norazah Umar, Zuraira Libasin, Ahmad Rashidi Azudin,

Nur Azimah Idris

54

FAVOURED INSTRUCTIONAL METHODS AND TEACHIING MATERIALS FOR

ONLINE DISTANCE LEARNING (ODL) LECTURES ON INTERACTIVE

MULTIMEDIA COURSE

Naemah Abdul Wahab, Wan Anisha Wan Mohammad, Azlina Mohd Mydin,

Syarifah Adilah Mohamed Yusoff

63

v

THE IMPACT OF OPEN DISTANCE LEARNING DURING COVID-19 PANDEMIC

ON SOCIAL INTERACTION AMONG UNIVERSITY STUDENTS

Noor’Aina Abdul Razak, Nor Hanim Abd Rahman, Rafizah Kechil

71

PSYCHOLOGICAL IMPACT OF COVID-19 ON UNIVERSITY STUDENTS USING

OPEN DISTANCE LEARNING

Rafizah Kechil, Nor Hanim Abd Rahman, Noor ’Aina Abdul Razak

77

ANALISA KESALAHAN PELAJAR DALAM SUBJEK STATISTIK: KAJIAN KES

BAGI SEMESTER PENGAJIAN SECARA ATAS TALIAN

Maisurah Shamsuddin, Siti Balqis Mahlan,

86

PERBANDINGAN PENCAPAIAN PELAJAR DI ANTARA PEMBELAJARAN

BERSEMUKA DAN DALAM TALIAN

Siti Balqis Mahlan, Maisurah Shamsuddin

100

APPLICATION OF GEOGEBRA SOFWARE IN GRAPH SKETCHING

Norshuhada Samsudin, Fuziatul Norsyiha Ahmad Shukri, Siti Nurleena Abu Mansor

111

PnP ATAS TALIAN : PLATFORM PILIHAN PELAJAR BELAJAR KALKULUS

DARI RUMAH DAN CABARAN YANG DIHADAPI

Fadzilawani Astifar Alias , Siti Asmah Mohamed

120

SEPINTAS LALU: TEKNOLOGI PERSUASIF DALAM DOMAIN PENDIDIKAN

Elly Johana Johan, Zalilah Abd Aziz

130

PERCEPTIONS OF STUDENTS IN LEARNING MATHEMATICS THROUGH

OPEN AND DISTANCE LEARNING (ODL)

Muniroh Hamat, Mawardi Omar, Nurhafizah Ahmad, Mohd Fahmi Zahari

138

APLIKASI ATTENDANCE STUDENT LIST (ATTsLIST) Sharifah Sarimah Syed Abdullah, Noor Azizah Mazeni

145

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Publication Date : 02-Aug-2021

1

PRE-COMMERCE STUDENTS PERCEPTION TOWARDS ONLINE

MATHEMATIC COURSES

Azlina Mohd Mydin, Wan Anisha Wan Mohammad, Naemah Abdul Wahab and

Siti Nurleena Abu Mansor

[email protected], [email protected], [email protected],[email protected]

Jabatan Sains Komputer & Matematik (JSKM),

Universiti Teknologi MARA Cawangan Pulau Pinang, Malaysia

ABSTRACT

Online classes are the new trends in all our education system due to Pandamic COVID-19. To ensure that our

education system does not lag behind, the ministry proposes to continue studies or schooling online.The student

from pre university programme also are required to join the online classes although they are new to higher

education center or university system. Pre-Commerce is one programme in PPT, UiTM that offers courses for

those who did not preform well in SPM. Most of the student who joined these programme do not get good results

in subjects like Mathematic and English. This research will study about the student perception towards online

learning for mathematic course. An online survey has been conducted to study the student perspective and

adaption for online classes exspecially for matmematic subject. The sample of this study are taken from Pre -

Commerce student exspecially from UiTM Cawangan Pulau Pinang. In this study, we also elobrate the teaching

methods used by the lecturer for teaching the mathematic course.

Keywords : online classes, mathematic teaching, distance learning, mathematics education

Introductions

Since early of 2020, all over the world are lock with Pandemic COVID -19. The

routine of our lives seems to have come to a standstill due to the existence of COVID 19.

Malaysia also faces the lockdown situation due to these pandemics. The Malaysian

government has taken action to implement Movement Control Order (MCO) as these COVID

cases continues to spread. However, activities such as business, enterprise and education need

to be continued after several months of the total lockdown in the country. The ministry of

education has taken steps to operate an online learning system to continue school sessions

and higher education sessions.

All the public and private universities and colleges start their online classes around

Mac 2020. UiTM Cawangan Pulau Pinang also plans their execution of online classes.

Trainings are given to the lecturers to help them conduct the online classes. The lecturers are

given freedom to use any approaches and platform to conduct their classes.

UiTM offers a special programme named Pre-Higher Education Program (PPT) to

help SPM graduates through academic strengthening programmes at the Pre -Diploma level

and able to continue to higher level. Before the name of PPT, these programmes are known as

“Mengubah Destini Anak Bangsa (MDAB)”. PPT is one of the programmes offered to the

student who obtained Sijil Pelajaran Malaysia (SPM) results that do not meet the

requirements of UPU. Besides that, this PPT programme is intended to provide education to

poor Malay and Bumiputera children in rural and urban incomes (gross salary) mother and

mailto:[email protected]

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father less than RM 4,000 PER MONTH. All the UiTM branches offer two programmes

under this PPT course named Pre -Diploma in Commerce (Pre-Commerce) and Pre -Diploma

in Science (Pre-Science). In these programmes, the students are offered only five (5) to six

(6) subjects per semester and they only have one (1) semester to complete this Pre-Commerce

and Pre-Science programme.

Pre-Commerce student are offered course name Intensive Mathematics (MAT 037) as

their approach to improvise the student knowledge and understanding in basic mathematics as

they did not score well in it. The teaching hours for this course are 10 hours per week. The

lecturers have to spend five (5) hours for lecturing and another five (5) hours for tutorial slot.

Literature Review

Education that is 100% virtual is the definition for online learning from Wikipedia.

Meanwhile, distance learning is the process whereby students who may not always be

physically present at a school or higher education institutions (Kaplan, Andreas, Haenlein,

2016; Honeyman, Miller, 1993). Terms like distributed learning, e-learning, m-learning,

online learning, virtual classroom are interrelated and used generally synonymously with

distance education (Hodges, C., Moore, S., Lockee, & ect,2020). All the terms above will

refer and support the process of virtual learning.

To conduct online classes, all the readiness from the student side has to be considered.

The requirement and readiness for online learning is not only from the student side but it is

also importance on the side of the educators (Wan Anisha, Azlina, & Rafizah, 2020). The

readiness’s are check by the preparation including their devices, network connection, their

materials and notes.

In teaching mathematics via online class, teachers should choose teaching methods

that suit best their teaching, what with to keep students able to grasp the mathematical

concepts and able to solve the related mathematical problem statement. (Siti, Mahanim., &

Siti, 2020). Select an approach that student likes will enhance and makes they student easy to

understand the subject.

Mathematics teaching in higher education has long embraced traditional methods like

non-interactive ways of teaching mathematics in which the student is the receiver of delivery

from the teacher with minimally of participant. It is worth mentioning that methods for

implementing innovative teaching and learning in mathematics are highly heterogeneous and

widely varied as other methods including games. Innovative approaches have been appealing

for educators interested in improving mathematics instruction (Abdul Wahed, Jaworski &

Crawford, 2012).

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Methodology

Data Collection

An online survey has been distributed among the Pre-Commerce student from

campus UiTM Cawangan Pulau Pinang. Three (3) groups of students are involved in

answering the questionnaire. Those students are from semester September 2020 to February

2021. There are three (3) parts in the questionnaire, whereby the first part is about the student

background and readiness, second part is about the Sijil Pelajaran Malaysia (SPM) result

particularly for subject Mathematic and the last part is based on their perception and

experience in learning mathematics thru online.

Analysis and Discussions

Below are the analyses for the data collected thru the survey. The analysis focus on the

respondent’s preference and acceptance for the online classes especially for MAT 037 course,

as they are new to the higher-level institutions.

Figure 1: Respondents Gender and Mathematics’ result in SPM

Figure 1 above shows the total number of students involve based on their gender and

their SPM results. There are total of 79 respondents from three groups. 48 from them are

female respondents and 31 of them are male respondents. From the figure above, most of the

students got result grade D for their Mathematics subject. Only four (4) of them score grade

A, 8 of them score grade B and 24 of them score grade C.

0

20

40

60

80

A B C D E

MALE 3 6 8 14 0 31

FEMALE 1 2 16 29 0 48

1 216

29

0

48

3 68

14

0

31

Respondant SPM retults based on Gender

MALE

FEMALE

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Figure 2: Respondent’s interest in Mathematics subject

Figure 2 shows that the respondents level of interest towards subject mathematics.

There are only 13 of the respondents who are very interested in mathematics subject and 38

of them have interest to learn mathematics subject. From the diagram also, we found that 24

of the respondents have less interest and 4 of them have no interest at all to the subject. This

situation allow us to conclude that interest in the subject leads to excellent results and vice

versa.

Figure 3: Respondents frequently attend online classes conducted

Figure above shows that the frequent live online classes conducted for MAT 037

course for the three groups involve. For this course, usually there will be 5 hours of lecture

and 5 hours of tutorial slot. 36 students responded that most of the lecturers made live online

classes almost every time. 25 of them said, there will be twice a week and 16 of them said

0

10

20

30

40

Very Interest Interest Less Interest NotInterestest

13

38

24

4

Are you interested in learning subject Mathematics?

0

5

10

15

20

25

30

35

40

Once aweek

Twice aweek

Every Time Not at all

16

25

36

2

Once a week

Twice a week

Every Time

Not at all

How often do your lecturers conduct live classes?

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once a week for the frequency of live online classes. The lecturers do more live classes so

that they can directly communicate with student to make sure the students clearly understand

the topics especially for this mathematics course.

Figure 4: Respondents preference in learning delivery method

Figure 4 above shows the respondent’s preference in style of learning delivery

methods. There are few style of learning methods used like recorded lecturing video for notes

and exercises and live teaching classes, preform exercise through WhatsApp or Telegram.

The results shows, most of the respondents prefer all of learning style. Around 22 of them

prefer to learn using recorded notes, video exercises and live teaching classes. Besides that, a

minimum number of them prefer to have live teaching classes only.

Figure 5 below shows the respondent’s perception on taking online assessment or

exam. Here, the result shows that most respondents assume that they have no problem or

difficulty taking the online assessment or exam. Only 23 of the 79 respondents found there

are some difficulty like slow or interruption in network connection.

0

10

20

30

40

50

60

i & ii i,ii,& iii ii shj iv shj

22

51

4 2

What is the learning delivery method do you prefer?

i & ii

i,ii,& iii

ii shj

iv shj

i) Refer to the video notes and exercises provided ii) Lecturer explains the topics live iii) Make exercises and discussions in what’s app group or telegram iv) No need for live classes

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Figure 5: Respondents perception on taking online assessment or exam

Figure 6: Respondents preference about comfortable level for online learning for subject mathematics

Figure 6 above shows the respondent’s preference about comfortable level for online

learning for mathematics course. From the result, 8 of them are not comfortable at all and 35

of the respondents are feeling less comfortable for learning mathematic through online. The

result also shows that 30 of the respondent felt comfortable to do so. This may be due to the

students themselves are lack of interest in lessons and problems in the network.

0

5

10

15

20

25

30

35

Very Difficult Difficult Less Difficult Not Difficult atall

9

14

31

25

Do you find it difficult to take online assessments/exam?

0

5

10

15

20

25

30

35

ReallyComfortable

Comfortable LessComfortable

Not Comfortableat all

6

30

35

8

Do you like and comfortable with online learning especially for mathematic course?

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Conclusion

As a conclusion, most of these pre-commerce students have a background of not-so-

excellent results in mathematics. This means they have a weak foundation of mathematical

knowledge. This is also one of the reasons they are less interested in the mathematics course

offered in this programme. Those who are weak in mathematics often expect their educators

to pay individual attention. In addition, these students are first year students in the higher

education system. They are not familiar with the higher education system, where often in

higher education students need to be independence to obtain knowledge compared to the

school system where they are in pampered. Unfortunately, nowadays in the era of the Covid-

19 pandemic, all education systems are conducted thrrough online. However, the lecturers at

UiTM Cawangan Pulau Pinang have put their effort to help these students to understand the

MAT 037 course. Various delivery teaching methods have been implemented such as video

notes, examples of calculations and exercises, live online teaching and discussions using

WhatsApp or Telegram. This variety of presentation materials will attract students' interest

and help them to understand the content. With all the effort, the student is expected to score

well in this MAT 037.

References

Abdulwahed, M., Jaworski, B. & Crawford, A. R. (2012). Innovative approaches to teaching

mathematics in higher education: a review and critique. Nordic Studies in

Mathematics Education, 17(2), 49–68.

Ernazarova N., (2020). Methods of Intensification of Teaching Mathematics of Students:

European Journal of Research and Reflection in Educational Sciences, Vol. 8 No. 3,

2020 Part II ISSN 2056-5852, pg16-20

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between

emergency remote teaching and online learning. Educause Review, 27.;

https://er.educause.edu/articles/2020/3/the-difference-between-emergence

remoteteaching-andonline-learning Authors: Charles Hodges, Stephanie Moore, Barb

Lockee, Torrey Trust and Aaron Bond Published: Friday, March 27, 2020

Kaplan, M., Haenlein, M., (2016). Higher education and the digital revolution: About

MOOCs, SPOCs, social media, and the Cookie Monster. Business Horizons. 59 (4):

441–50. Doi: 10.1016/j.bushor.2016.03.008.

Kudryavtsev L. D. Thoughts on modern mathematics and its teaching. Fav. tr M., 2008.

Siti Nurleena A.M., Mahanim, O., & Siti Mariam, S., (2020). What if Mathematics is Learned

using ODL in Hogwarts?,Teaching and Learning in Higher Education Vol. 1

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Su, H.F., Ricci, F.A., & Mnatsakanian, M. (2016). Mathematical teaching strategies:

Pathways to critical thinking and metacognition. Journal of Research in Education and

Science (IJRES), 2 (1), 190-200.

Wan Anisha, W.M., Azlina, M.M, Rafizah, K., (2020). UiTM Cawangan Pulau Pinang

Students Readiness Towards Online Teaching And Learning, Innovative and Creatives

Ideas of Teaching and Learning Methodology During Movement Control Orders

(MCO), COVID-19 Pandemic, Volume1, September 2020.

Retrieved from: www.wikipedia.com

PPT(2020), Retrieved from: https://penang.uitm.edu.my/index.php/component/

sppagebuilder/ ?view=page&id=52

http://www.wikipedia.com/

https://penang.uitm.edu.my/index.php/component/

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A COMPARATIVE STUDY ON THE HYBRID TEACHING

APPROACH OF BASIC BUSINESS MATHEMATICS TO PRE-

COMMERCE STUDENTS DURING MCO

Norazah Umar, Jamal Othman, Rozita Kadar and Nurhafizah Ahmad

[email protected], [email protected] , [email protected],

[email protected]



ABSTRACT

Varieties of Teaching and Learning approaches have been applied among educators to the students during the

Movement and Control Orders (MCO), COVID-19. Educators especially those who are teaching the mathematics

subject need comprehensive and effective tools to make the students understand the concept and the students can

do exercises with less face-to-face guidance or a normal conventional teaching approach. Teaching mathematics

subjects especially to the Pre-Diploma students is very challenging because they are quite weak in mathematics

fundamentals and coincidentally, they have to face the obstacle of teaching approach with Open Distance

Learning (ODL) during MCO. Hence, creative and innovative methods are created and developed by educators

to make teaching delivery effective and increase the learning curve or performance of mathematics among

students. The ongoing and final assessment results are used to measure the performance of the students based on

the teaching approach or model that has been practiced by the educators.

Keywords: performance, pre-diploma, mathematics, ODL, MCO

Introduction

The pandemic COVID-19 virus has changed the world activities to the new norms in

all sectors. COVID-19 has seriously slammed Malaysian education sector as well. Schools and

universities have been instructed to be closed in order to control the COVID-19 transmission.

The same situation is also affecting the pre-diploma students specifically the pre-

commerce students at Universiti Teknologi MARA. Most of them are from the low-income

families and they really need sponsorships or special funds from university (UiTM 2020). In

addition, they are students with average results especially pass in mathematics and English in

their SPM result who were given a chance to pursue their studies at university. Since the Open

Distance Learning (ODL) approach needs to be implemented to continue the teaching and

learning process during MCO, it become so cumbersome and stressful to the educators in

ensuring that the teaching process is effective and satisfactorily delivered especially in teaching

the mathematics subject to the weak students.

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Therefore, the educators have come out with a comprehensive teaching and learning

(T&L) methodology to pre-commerce programme students specifically for mathematics

subject during the Semester Academic October 2020 – February 2021. This paper will share

innovative ideas that influence the performance of mathematics subjects using the ODL

approach during the MCO. The students result of ongoing and final assessments have been

used to measure the performance and conclude the effectiveness of methods used for teaching

the mathematics subject.

Methodology

The following model has been applied to the students of pre-commerce program at

UiTM Pulau Pinang branch specifically for the subject of mathematics. This model can be used

to create interest among students and hence improve the student performance in mathematics.

Figure 1: Mathematics Teaching Model with ODL Approach

The above figure 1 shows that there are four (4) main components that need to be

considered for the effectiveness of ODL classes especially for teaching mathematics. Since

conventional or face-to-face classes are not allowed, an online platform such as Google Meet

or Zoom applications has been used. This application allows the instructor to give lectures up

to 100 students in one session. The lecturers can share the instructor’s screen with the students

Mathematic Teaching

Model with ODL

Approach

Teaching

Platform

Eg : GMeet,

Zoom

Realtime step by

step explanation

Eg : KAMI

Polish the

Understanding

Eg : Youtube

Life chatting

Eg : WhatsApp,

Telegram

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and the live lectures can be recorded and viewed for revision purposes. The following figure

shows a class which is conducted using the Google Meet platform and 25 students are joining

the session.

Figure 2: The Class is conducted with Google Meet Platform.

The second component that needs to be enforced by the lecturer is the explanation of

students' need to real-time. The lecturer cannot use or just rely on the PowerPoint presentation

for teaching mathematics to the weak students. Detail explanation helps students to understand

the topic. KAMI is an online application that enables the lecturer to show the detailed steps of

mathematic calculation through online which is similar to writing on the whiteboard in the

classroom as shown in Figure 3. In addition, the students are able to record the lecturer’s

explanations on Google Meet and replay the video to understand the step as explained by using

KAMI.

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Figure 3: Explanation using KAMI

The third component is basically for personal coaching or consultation by using the

WhatsApp application. Direct chatting through WhatsApp or Telegram is quite effective to

tighten their understanding of the topic taught during an online class. Some students are quite

shy to ask questions during the online class. They will use this platform to ask the questions

and normally the consultation period will be longer until the students are satisfied with the

explanation or they tend to ask the lecturer to check extra exercises of past years questions

which have been answered based on their effort.

The fourth component is the extra self-study by watching the video through YouTube

to polish their understanding and skills on the topic. The students are able to repeat the video

and it helps them to remember and improve their understanding of the topic.

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Figure 4: Improve Understanding through YouTube

These four components have been practiced by all students who enrolled in the

mathematic subject. Although there are some challenges and obstacles it can be resolve once

everybody in the online class actively participates, helps each other and give positive

cooperation.

To determine the effectiveness of the model, the students’ results of ongoing and final

assessments have been taken from four (4) classes. The average number of students in each

class is approximately 25 students. The following section will be discussing the analysis and

results to conclude the effectiveness of the model for teaching mathematics.

Data Analysis

This research used a data from two groups of students (the classes who experienced the

Mathematics Teaching Model and without practiced the model). The data for ongoing

assessment which are assessment 1, assessment 2, assessment 3 and final assessment score

were recorded . Comparison was made between the mean assessment score for classes who

experienced the Mathematics Teaching Model and without practiced the model

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Result and Discussion

A total of 146 responses were collected from Pre-Diploma students enrolled for

MAT037 course. Table 1 shows that 59 (40.4%) responses were male respondents and 87

(59.6%) were female respondents. The respondents were equally divided into 2 categories: 1)

not practice the Mathematic Teaching Model with ODL Approach 2) experiencing the

Mathematic Teaching Model with ODL Approach. In group 1, 27 of the respondents are males

while 46 are females followed by 32 males and 41 females for group 2.

Table 1: Cross Section between Method and Gender

Table 2: Mean vs Method

Method Mean Std Deviation

Assessment 1 Not practice 21.99 5.38

Experiencing 23.42 4.32





Final Assessment Not practice 44.45 12.46


Mean according to category of method were calculated for further analysis. From

Table 2 the mean values of assessment 1, assessment 2, assessment 3 and final for not practice

the model were found to be 21.99, 36.67, 25.27 and 44.45 respectively with 5.38, 9.49, 8.08

and 12.46 standard deviations. For the group that experiencing the model the mean values of

assessment 1, assessment 2, assessment 3 and final were found to be 23.42, 40.66, 31.82 and

49.63 respectively with standard deviation 4.32, 6.99, 6.18 and 6.82. From this results we can

conclude that implementing the model would give students a better result.

The mean difference for assessment 1, assessment 2, assessment 3, and assessment 4 is

1.43, 3.99, 6.55, and 5.18 respectively. Assessment 1 gives the smallest difference among the

four assessments. This is an expected finding due to the adaptation of the first semester students

to the new learning method. Switching from face-to-face with lecturer’s guidance to computer-

based education in a virtual classroom gives students a different learning experience. It takes

some time for them to get accustomed to the new methods. There must be some obstacles when

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students first use the online tools such as computer literacy, environment, and time

management. Students who used computers for activities perceived that they could not adopt

blended learning because of a lack of an enabling environment (Mswazi Tshabalala et al, 2014).

For the pre-diploma student with an average result, this is a great challenge. After about a

month following the online learning method, their result has improved constantly from

assessment 1 to the final assessment. This shows that this new method did help them to

understand their lesson well.

Comprehensive explanations help students because they gain a better understanding of

the subject by seeing an example of the necessary steps and flow of the Mathematics calculation

using KAMI. Additionally, students used YouTube to enhance their understanding. The

students repeatedly watched the video, which helped them remember and develop their

understanding of the subject. These findings seem to be directly supporting the hypothesis that

the Mathematics Teaching Model would enhance the performance of the student.

Based on the observations, more questions were posted using WhatsApp as compared

to the online class session. It is believed that the chat on WhatsApp allowed students to clarify

their doubts immediately. Additionally, it is also delighted that students were also actively

sharing their perspectives on the chat. They used this medium to ask questions, and the

consultation period usually lasts longer until the students are pleased with the response.

The use of Google Meet or Zoom as a teaching platform in class provided students and

instructors with instantaneous feedback and an opportunity to address misunderstandings

promptly. This medium was also used to encourage discussion among students, which provided

the opportunity for peer-to-peer learning, thus building on their understanding of the subject.

When comparing discussion to demonstration, lecture, and inquiry strategies, students

in the discussion class performed better than those in the lecture group but less than students

in demonstration and inquiry groups.

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Conclusion

ODL approach in teaching the mathematic subject is questionable when it’s started to

be implemented especially on the acceptance and effectiveness among students or lecturers.

The lecturers need to create attractive module, platform, environment, courseware and teaching

tools to make the ODL approach is more effective and furthermore to boost-up the confidence

level among students and their parents. Transition of lecturer-centred to student-centred is the

aim of national education policy for the students which are able to innovate creative ideas, to

produce future leaders, high demanded assets, work with minimal supervision or work

independently and assimilate of moral values to become excellent graduates.

The model of teaching mathematic to Pre-Commerce Programme students, as shown

and discussed in this paper, can be further improvised by embedding additional components to

enhance the ODL approach effectiveness. Sharing of ODL teaching approach experiences

among lecturers and educators from different institutions will innovate news creative ideas.

Hence, it will encourage active learning among students, motivated and nobody are left behind

during the learning process.

References

Ahn, J. Y., & Edwin, A. (2018). An e-Learning Model for Teaching Mathematics on an Open

Source Learning Platform. The International Review of Research in Open and

Distributed Learning, 19(5). https://doi.org/10.19173/irrodl.v19i5.3733

Dalton, D. W., & Hannafin, M. J. (1988). The effects of computer-assisted and traditional

mastery methods on computation accuracy and attitudes. Journal of Education Research,

82(1), 27-33. doi: 10.1080/00220671.1988.10885861.

Julio César Bahamón and Audrey Rorrer. (2020). Improving Student Learning Outcomes in

Online Courses: An Investigation Into the Effects of Multiple Teaching Modalities. In

The 51st ACM Technical Symposium on Computer Science Education (SIGCSE ’20),

March 11–14, 2020, Portland, OR, USA. ACM, New York, NY, USA, 7 pages.

https://doi.org/10.1145/3328778.3366880

Lalani, F. (2020). The COVID-19 Pandemic Has Changed Education Forever. This is How.

Retrieved from https://www.weforum.org/agenda/2020/04/coronavirus-education-

globalcovid19-online-digital-learning/.

Mohammad, F. N.S., Jamaluddin, J., Nias, A.M.A., Mohd, D. N., & Abdul, J. F. (2020). Factors

Affecting Student Performance in Accounting Subject: A Case of Pre-Diploma Students.

https://doi.org/10.19173/irrodl.v19i5.3733

https://doi.org/10.1145/3328778.3366880

https://www.weforum.org/agenda/2020/04/coronavirus-education-globalcovid19-online-digital-learning/

https://www.weforum.org/agenda/2020/04/coronavirus-education-globalcovid19-online-digital-learning/

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GADING (Online) Journal for Social Sciences, Universiti Teknologi MARA Cawangan

Pahang Vol 23(01), (pp. 60-64).

Papageorgiou, K., Halabi, A.K. (2014). Factors contributing toward student performance in a

distance education accounting degree. Meditari Accountancy Research, 22(2): 211-223.

Mswazi Tshabalala et al.(2014). Implementing Blended Learning at a Developing University:

Obstacles in the way. The Electronic Journal of e-Learning Volume 12 Issue 1 , (pp101-

110)

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STUDENTS READINESS IN LEARNING MAT037 USING ONLINE

DISTANCE LEARNING (ODL)

Azlina Mohd Mydin, Wan Anisha Wan Mohammad, Elly Johana Johan, and Rozita Kadar

[email protected], [email protected], [email protected],[email protected]



ABSTRACT

Pre-Commerce is one of a programme in Pre –HigherEducation Program (PPT), in UiTM. This program is

offered to students who do not get any offer from IPTA but they have a high spirit to continue their studies to a

higher levels. This research is purposely to dicuss how the lecturers conducting the MAT037 course during the

online classe. In this study also we will elobrate the teaching medium used by the lecturer for teaching the

mathematic course. An online survey has been conducted to study the student readiness for online classe so that

the lecturer are able to conduct the classes as suitable with student requirement . The Pre-Commerce student

exspecially from UiTM Cawangan Pulau Pinang are the sample of this study.

Keywords : online classes, mathematic teaching, distance learning,

Introductions

Pre -Higher Education Program (PPT) is one of the programs offered to the student

who obtained Sijil Pelajaran Malaysia (SPM) results that do not meet the requirements of

UPU. This program is offered by University Teknologi Mara (UiTM) for all Bumiputra

including Bumiputra from Sabah and Sarawak. Besides that, this PPT program is intended to

provide education to poor Malays and Bumiputera children in rural and urban whose family

income is less than the particular amount that have been fix. There are two programs offer

under this PPT Program named Pre -Diploma in Commerce (Pre-Commerce) and Pre -

Diploma in Science (Pre-Science). Most of the basic course are offered in these programs so

the student will be able to enhance their knowledge.

Intensive Mathematics (MAT 037) is one of the course offered to Pre-Commerce

student as their can learn again the importance topic in basic mathematics to improvise the

student knowledge and understanding. This course is for 10 hours slot per week. There are

five (5) hours for lecturing and another five (5) hours for tutorial slot.

Online (OL) and Online Distance Learning (ODL) are new trends in the world

education system since the existing of pandemic Covid 19. Terms like distributed learning, e-

learning, m-learning, online learning, virtual classroom are interrelated its support the process


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of virtual learnng (Hodges, C., Moore, S., Lockee, & ect,2020). To conduct online classes, all

the readiness from the student side have to be considered. Student and educators readiness are

very importance to make sure the success of the online learning (Wan Anisha, Azlina, &

Rafizah, 2020).

Management of UiTM Cawangan Pulau Pinang has assign a team of e-learning task

force, to give training for all lecturers in these campus as their preparations for the OL and

ODL classes during the pandemic covid-19 (Azlina, Rafizah & Wan Anisha, 2020).) In this

high technology world, there are a variety of software and applications which can be used in

the development of teaching materials. Center for Flexible Learning, UiTM Cawangan Pulau

Pinang has identified several software that can be easily learn and used by the lecturers.

Among the selected software that have been trained are Powtoon, Biteable, Screencast-O-

Matic, OBS Studio, QuickTime and H5P. These software are used to create notes, record

video and do exercise. Platform like Google Meets, MS Teams, Google Classrooms and

Ufuture were also being exposed to the lecturer so that they can use it to share notes or

materials and conduct live classes. Besides that, the lecturers are introduced to Google Meet

and MS Teams platform to conduct Live streaming classes.

The constraints in online learning that have been identified by Tubaishat &

Lansari,2010 are such as shortcomings internet access and use of insufficient equipment to

conduct online classes. To overcome this problem, many institutions of higher education has

developed online resources using electronic learning technology (Deng & Tavares, 2013;

Moore, 2013). In addition, the university also provides many facilities such as Wi-Fi internet

network and funds for the purchase of computers or laptops that facilitate the lecturers in the

preparation and delivery of online classes.

Instructor or lecturers preparation are also importance in conducting ODL and OL

classes. Video conferencing technology is an innovation in ODL process (Siti Hajar, Shukri

& Mohd Razha, 2012). ODL and OL delivery process needs to keep pace with technological

advances which support the Edu 5.0 (Siti Hajar, 2019). There are a lot of software and

platforms that supports the aims to achieve Edu 5.0.

Data Collection

An online survey has been distributed among the Pre-Commerce student from UiTM

Cawangan Pulau Pinang in week one of the semester. This survey is to identify the student

readiness for the classes. There are around 79 of student who responded on the questionnaire.

Below is the information about the questionnaire.

• Questionnaire

1. Part A –Respondent Demography

2. Part B- Respondent Readiness for ODL

3. Part C- Respondent Preference for ODL

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Analysis and Discussions

The analysis has been done for the survey responded by 79 students from Pre-Commerce

Program, UiTM Cawangan Pulau Pinang.

Below is the student’s demographic information:

Table 1. Student Demographic And Readiness Distribution

No Category Percentage %

Part A

1. Gender

a) Male 39.24%

b) Female

Part B

60.76%

2. Places stay during ODL

a) House 29.11%

b) UiTM College 79.89%

3.

Choose the Internet access facilities below

(may choose more than 1 option)

a) Broadband 0%

b) Mobile hotspot 32.91%

c) Public Hotspot

d) Home Internet

63.29%

3.80%

4. Device used for ODL learning

(may choose more than 1 option)

. a) Laptop 100%

b) Desktop 0%

c) Tablet 0%

d) Smartphone 100%

From the analysis done, the lecturers had to identify the best platform and medium

that is preferred by the students. The lecturers also had to plan the teaching approaches as

comfortable by the student. From the table above, the result shows that 60.76 % of female

and 39.24 % are male student. 100% of the students have their own laptop and smartphone

that they can used for the OL and ODL classes. As seen from table above, 79.89 % students

are staying in UiTM collage hostel, so they are using the public hotspot that is being provided

in the collage. Only 29.11% are staying at their home so maybe they are using their own

mobile hotspot or their home internet. Now, we can conclude that, all of the students are

well-prepared with the devices and facilities of internet to join the OL and ODL classes.

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Figure 1: Respondents preference for platforms for ODL classes

As shown in the result above, most of the students prefer using Google Meets as their

ODL platforms. The students prefer more to Google Classroom maybe because it is free to

used and are easy to access. 32 of respondents prefer to use Ufuture while only 2 of the

respondents select to used Teams.

Figure 2: Respondents preference on the platform used for Live streaming classes

Figure 2 above show the preference on the platform used for live streaming classes.

The respondents are given 2 options only either using Google Meets or through MS Teams.

70 of the respondents prefer to have live streaming classes through Google Meets. It is maybe

because the respondent can easily access through Google Meets.

32

2

45

Preference Platforms for ODL classes

U Future

Teams

Google Classrom

70

9

Preference platform for live classe

Google meet

Teams

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Figure 3: Respondents preference on delivering methods

Figure 3 shows the preference of the respondents on the delivering methods. Most of

the students prefer the lectures to conduct live classes, provide recorded video for content and

exercises and prefer to do discussion through WhatsApp or Telegram. This shows that the

respondents prefer variety of method in learning MAT037. With all this variety method, the

respondents will fill more attracted and enjoy their learning.

Conclusion

MAT037 is a basic mathematic course offered for Pre-Commerce student. Although

those who join this MAT037 do not get good result in Mathematics’ subject in SPM, but by

joining this course, they are being guided and will be able to score better result. The lecturer

had studied the student readiness and prepare the materials as well as planning the teaching

approach that is suitable for the students. The lecturers had to plan a proper way and

materials that can be followed and understand by these students. For these samples, students

and lecturers have selected the Google Classroom as their platform to share the materials and

contents for MAT037. The lectures also are required to do online live classes, exercises

through Telegrams or WhatsApp and also provide recorded video for the students. All these

approaches will encourage the student to do revision and proper learning and try to perform

well in the assessment.

0

10

20

30

40

50

60

i & ii i,ii,& iii ii only i only

Series1 22 51 4 2

22

51

4 2

What is the learning delivery method do you prefer? (can choose more than one)

i) Refer to the video notes and exercises provided

ii) Lecturer explains the topics live iii) Make exercises and discussions in WhatsApp group or telegram

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References:

Azlina, M.M., Rafizah, K., & Wan Anisha, W. M., (2020). “Aplikasi Pembangunan Bahan

Pengajaran Dan Pengendalian Kelas Atas Talian Di UiTM Cawangan Pulau

Pinang”. Innovative and Creatives Ideas of Teaching and Learning Methodology

During Movement Control Orders (MCO), COVID-19

Pandemic,.Volume1,September 2020

Deng, L., & Tavares, N. (2013). From moodle to Facebook: Exploring students' motivation

and experiences in online communities. Computers & Education, 68, 167–176. doi:

10.1016 /j.compedu.2013.04.028

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). “The difference between

emergency remote teaching and online learning”. Educause Review, 27.;

https://er.educause.edu/articles/2020/3/the-difference-between-emergency-

remoteteaching-andonline-learning Authors: Charles Hodges, Stephanie Moore, Barb

Lockee, Torrey Trust and Aaron Bond Published: Friday, March 27, 2020

Moore, M. G. (2013). Handbook of distance education (3rd ed.). Routledge.

Siti Hajar Halili, Shukri Sulaiman dan Mohd Razha Abd. Rashid (2012). Aplikasi prinsip

pembelajaran dewasa knowles dengan penggunaan mod penyampaian teknologi

sidang video dalam kalangan pelajar jarak jauh. ASEAN Journal of Teaching and

Learning in Higher Education 4 (2), 79-90.

Siti Hajar Halili (2019). Technological advancements in education 4.0. The Online Journal

of Distance Education and e-Learning, January 2019 Volume 7, Issue 1.

Tubaishat, A. & Lansari, A. (2010). Are Students Ready to Adopt E-Learning? A Preliminary

Ereadiness Study of a University in the Gulf Region. International Journal of

Information and Communication Technology Research. Volume 1 No. 5.

Wan Anisha, W. M., Azlina, M.M.,& Rafizah, K., (2020).” UiTM Cawangan Pulau Pinang

Students Readiness Towards Online Teaching And Learning”, Innovative and

Creatives Ideas of Teaching and Learning Methodology During Movement Control

Orders (MCO), COVID-19 Pandemic,.Volume1,September 2020

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SIRT: PEMBELAJARAN SECARA INTERAKTIF SEMASA PDPR

Wan Anisha Wan Mohammad dan Azlina Mohd Mydin

[email protected], [email protected]



ABSTRAK

Pelbagai kaedah telah dijalankan untuk membendung Covid-19 dari terus merebak. Selain Perintah Kawalan

Pergerakan (PKP) untuk semua penduduk, dari segi pembelajaran di peringkat sekolah, Pengajaran dan

Pembelajaran di Rumah (PDPR) telah dijalankan untuk memastikan para pelajar mendapat pendidikan yang

berterusan semasa PKP. Selain daripada pembelajaran secara atas talian, para pelajar perlu menyediakan diri

mereka supaya lebih memahami apa yang di ajar oleh guru. Oleh itu, SIRT atau “Smart Interactive Revision

Tool” telah dibangunkan untuk membantu para pelajar membuat ulangkaji dengan cara yang lebih menarik

selepas setiap sesi pembelajaran. Penggunaan platform TikTok untuk membangunkan SIRT menarik minat para

pelajar kerana mereka lebih gemar menggunakan telefon bimbit semasa PDPR.

Kata Kunci: PDPR, SIRT, interaktif

Pengenalan

Pandemik Covid-19 yang melanda seluruh dunia bermula pada tahun 2020 telah

memberi impak yang tinggi kepada semua penduduk dunia secara amnya. Semua sektor telah

terjejas akibat daripada pandemik ini. Sektor pembelajaran tidak terkecuali dari mengalami

pelbagai gangguan terutamanya dari segi pembelajaran para pelajar bukan sahaja pada

peringkat sekolah rendah, malah juga pada peringkat sekolah menengah dan juga pelajar di

institusi pengajian tinggi.

Pengumuman kerajaan dalam menjalankan Perintah Kawalan Pergerakan (PKP) telah

menutup sebahagian daripada sektor pengoperasian sekaligus turut memberi kesan kepada

pelbagai sektor termasuklah sektor pendidikan (Nor Sahara Mesman & Zulkarnain Abd. Majid,

2021). Penutupan sekolah telah dibuat untuk membendung pandemik ini daripada terus

merebak. Bagi memastikan sesi pembelajaran masih diteruskan walaupun para pelajar berada

di rumah masing-masing, Pengajaran dan Pembelajaran di Rumah (PDPR) telah dijalankan.

Melalui PDPR, para pelajar akan menjalankan pembelajaran secara atas talian dengan

tunjuk ajar guru di rumah masing-masing. Para guru akan menggunakan pelbagai platform atas

talian seperti WhatsApp, Telegram, Google Meet, MS Teams dan juga Google Classroom

untuk memastikan para pelajar mendapat maklumat dan memahami setiap mata pelajaran

dengan berkesan. Untuk memastikan pembelajaran atas talian ini boleh dijalankan dengan

sempurna, para pelajar perlu mempunyai media elektronik seperti telefon bimbit, komputer

riba atau komputer peribadi.

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Kajian Literatur

Nur Fauziana Mohd Salleh (2020) dalam kajiannya telah mendapatkan pandangan guru

terhadap pengajaran dalam talian dalam menyampaikan pengajaran dan pembelajaran di

rumah akibat kesan penutupan institusi pendidikan. Bagi menyampaikan ilmu kepada pelajar,

Mohd Amin Jalil (2020) juga ada menyatakan bahawa Mohd Azizee Hasan yang merupakan

Presiden Ikatan Guru-Guru Muslim Malaysia (i-Guru) berpendapat bahawa semua warga

pendidik khususnya guru perlu melengkapkan diri mereka dalam penguasaan teknologi digital

dan ilmu berkaitan e-learning.

Selain pembelajaran atas talian, guru juga perlu bersedia dengan nota cetakan sekiranya

terdapat dalam kalangan pelajar yang mempunyai kekangan untuk mengikuti pembelajaran

dalam talian (Siti Nurbaizura Che Azizan & Nurfaradilla Mohamad Nasri, 2020). Para guru

perlu memberi perhatian kepada para pelajar yang mempunyai kekangan tersebut supaya

mereka tidak tercicir dalam proses pembelajaran (Tamilmullai, Salini, 2021).

Walau bagaimanapun, walaupun ada sebilangan pelajar yang mempunyai masalah

dengan media elektronik untuk menjalankan pembelajaran atas talian, masih ramai para pelajar

yang mempunyai kemudahan tersebut. Penggunaan media elektronik seperti telefon bimbit

adalah amat meluas di kalangan para pelajar masa kini. Ada di antara mereka mahir

menggunakan pelbagai aplikasi atas talian. Dalam memastikan anak-anak mengikuti PdPR dan

menggunkan telefon bimbit yang diberikan dengan sewajarnya, ibu bapa juga perlu memainkan

peranan dalam memantau anak-anak mereka supaya tidak tercicir dan memastikan anak-

anak mereka lebih berdisiplin (Tamilmullai, Salini, 2021).

Metodologi

Peserta

SIRT dibangunkan untuk para pelajar sekolah untuk memastikan mereka menggunakan telefon

bimbit dengan sewajarnya. Selain daripada itu, SIRT dapat membantu para pelajar membuat

ulangkaji setelah selesai setiap sesi pembelajaran secara atas talian dengan lebih berkesan.

Disamping itu juga, para pelajar dapat memanfaatkan aplikasi yang terdapat di dalam telefon

bimbit mereka dengan lebih berfaedah. Kajian ini telah dijalankan kepada pelajar sekolah

rendah dan menengah untuk mengetahui faedah penggunaan SIRT kepada mereka.

Bahan yang dibangunkan

SIRT adalah satu video yang dibangunkan menggunakan aplikasi TikTok di mana para pelajar

akan membuat nota ringkas berkaitan dengan subjek yang dipelajari secara atas talian.

Berbanding dengan nota manual, SIRT dapat membantu para pelajar menggunakan aplikasi

TikTok dengan cara yang lebih berfaedah. Selepas setiap sesi pembelajaran, para pelajar akan

membuat nota ringkas berkaitan dengan apa yang dipelajari menggunakan aplikasi TikTok dan

seterusnya nota tersebut boleh dikongsi bersama dengan rakan-rakan yang lain. Ini dapat

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membantu para pelajar mengulangkaji pelajaran yang di ajar dengan lebih menarik dan

berkesan. Soal-selidik telah dijalankan secara atas talian bagi mendapatkan respon para pelajar

berkenaan dengan pengaplikasian SIRT dalam pembelajaran.

Analisa dan Keputusan

Soal selidik ini berjaya dilengkapkan oleh seramai 100 orang pelajar sekolah. Jadual dibawah

menunjukan data demografik untuk pelajar yang terlibat dalam soal selidik tersebut.

Jadual 1: Data Demografik

No Perkara Peratus %

1. Jantina

a) Lelaki 40.24%

b) Perempuan

69.76%

2. Sekolah

a) Rendah 29.11%

b) Menengah 79.89%

Daripada jadual diatas didapati seramai 69.76% adalah pelajar perempuan manakala

40.24% adalah pelajar lelaki yang mengisi soal- selidik ini. Seramai 79.89 % merupakan pelajar

sekolah menengah manakala seramai 29.11% adalah pelajar sekolah rendah. Ini menunjukan

bahawa aplikasi SIRT boleh dibuat untuk semua matapelajaran termasuk sekolah menengah

ataupun sekolah rendah.

Rajah 1: Tahap kesukaan menggunakan SIRT

0

10

20

30

40

50

60

70

Sangat Suka Suka KurangSuka Tidak Suka

66

29

50

Anda suka belajar gunakan SIRT?

Sangat Suka

Suka

KurangSuka

Tidak Suka

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Rajah 1 diatas menunjukan tahap kesukaan menggunakan SIRT. Didapati 66 orang

pelajar sangat menyukai SIRT dan hanya 5 orang pelajar sahaja yang kurang menyukai SIRT.

Ini mungkin kerana ada sesetengah pelajar yang tidak mempunyai kemahiran dalam

menggunakan telefon bimbit dan aplikasi yang terdapat di dalam telefon bimbit.

Rajah 2: Pendapat pelajar tentang SIRT yang membuatkan

pembelajaran lebih interaktif dan menarik

Rajah 2 menunjukan pendapat pelajar tentang SIRT yang membuatkan pembelajaran

lebih interaktif dan menarik. Ramai pelajar bersetuju bahawa SIRT membolehkan proses

pembelajaran menjadi lebih interaktif dan menarik. Ini mungkin disebabkan pembangunan nota

mengunakan TikTok membuatkan SIRT lebih interaktif dan tidak membosankan.

Kesimpulan

Pengajaran dan Pembelajaran di Rumah (PDPR) semasa tempoh Perintah Kawalan

Pergerakan (PKP) telah memberi impak yang besar bukan sahaja kepada para guru malah juga

kepada para pelajar. Oleh itu, SIRT dibangunkan untuk membolehkan para pelajar

menggunakan media elektronik seperti telefon bimbit dan aplikasi di dalamnya sewajarnya.

Selain itu, untuk memastikan pembelajaran atas talian dijalankan dengan lebih berkesan, SIRT

juga dapat membantu para pelajar mengulangkaji pelajaran dengan lebih interaktif dan

menarik.

96

4

Adakah anda mendapati SIRT membuatkan proses pembelajaran anda lebih interaktif

menarik?

Ya

Tidak

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Rujukan

Mohd Amin Jalil. (2020). i-Guru sokong tak sambung PPSMI. Dilihat 28 Februari 2021 dari

https://origin.bharian.com.my/berita/nasional/2020/07/711920/i-guru-sokong-tak-sambung-

ppsmi

Nor Sahara Mesman & Zulkarnain Abd. Majid (2021), Kajian Kesediaan Pelajar Mengikuti

Pembelajaran Dalam Talian Semasa Perintah Kawalan Pergerakan (Pkp) Membendung Covid-

19 Fasa 2, International Journal of Education and Pedagogy (IJEAP) eISSN: 2682-8464 [Vol.

3No. 1 March 2021]

Nor Fauziana Mohd Salleh. (2020). Pandemik Coronavirus (Covid-19): Pembelajaran Dan

Pengajaran Secara Atas Talian Suatu Keperluan di Malaysia. Diperoleh daripada

https://www.researchgate.net/publication/342886967.

Siti Nurbaizura Che Azizan & Nurfaradilla Mohamad Nasri. (2020). Pandangan Guru Terhadap

Pembelajaran dalam Talian melalui pendekatan Home Based Learning (HBL) semasa

tempoh Pandemik COVID-19. PENDETA: Journal of Malay Language, Education and

Literature,11, 46-57. Diperoleh daripada https://doi.org/10.37134 /pendeta.vol 11. Edisi

khas.4.2020.

Tamilmullai, T.,Salini Baloh (2021), Cabaran PDPR Bahasa Tamil Di Sekolah Luar Bandar, MJSSH

Online: Volume 5 Issue 2(Aprl, 2021), Pages 183–190e-ISSN: 2590-3691,

https://doi.org/10.33306/mjssh/

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IDENTIFYING STUDENTS’ PREFERENCE IN DELIVERING HANDS-

ON MATERIALS DURING ONLINE DISTANCE LEARNING (ODL)

FOR MULTIMEDIA COURSE

Wan Anisha Wan Mohammad, Naemah Abdul Wahab, Elly Johana Johan and

Azlina Mohd Mydin

[email protected], [email protected], [email protected], [email protected]



ABSTRACT

Multimedia course is a course which does not only provide theoretical concepts to the students but at the same

time hands-on materials on multimedia applications. This enable the students to enhance their knowledge on such

applications and apply it in their studies. However, delivering hands-on materials especially on multimedia

applications to students during online learning is very crucial to make sure that they can absorb the knowledge

and understand all the features provided by the applications. A survey has been done in order to identify students’

preference in delivering hands-on materials during Online Distance Learning (ODL). Results show that most of

the students prefer live hands-on class by the lecturer as they can see clearly all the features and functions shown

by the lecturer during the live class.

Keywords: hands-on, multimedia application, ODL

Introduction

Pandemic Covid-19 has changed the whole world tremendously not just in our

lifestyle, but it also affects the educations style. Nevertheless, with the modern technologies,

everything seems to run smoothly. Most higher institutions start implementing Online Distance

Learning (ODL) in order to make the education system works well. Educators try to adapt with

the current situation by enhancing their knowledge in the latest technologies just to make sure

that the learners can receive all the information easily.

Learning multimedia courses through Online Distance Learning (ODL) requires

effective hands-on materials so that students will be able to understand what they learn clearly.

Besides theoretical concepts, multimedia courses provide learners with an experience on using

multimedia applications. Yet, it is very important to understand the efficient way of delivering

the hands-on materials to students through ODL so that student will be able to get the

knowledge effectively.

Various ways and tools can be done to provide hands-on materials. Softcopy of lab

modules and interactive videos can be shared using social communication channels such as

WhatsApp and Telegram, sharing files in google drive, Ms Teams, YouTube or any Learning

Management Systems (LMS). Besides sharing files or videos, live classes can be an efficient

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way to deliver all the multimedia application features to students as students will be able to ask

questions and get response directly during the live class.

Literature Review

Delivering hands-on materials to students is vital during Online Distance Learning (ODL). To

learn multimedia applications online, various ways can be implemented such as distributing

softcopies of lab modules, live class through any platform and providing and watching

interactive videos on such applications.

In many areas of knowledge, laboratory work forms an essential component of learning

(Duan et al., 2005; Potkonjak et al., 2016). In this area, students must allocate much of their

learning time to solve practical problems and simulating experiences. Learning activities with

hands-on exercises where students play an important role could help and motivate the students

to learn more effectively.

A well distributed virtual experiences and practical session can replace real-life

experimentation (Sheorey, 2014). Kolloffel and de Jong (2013) found that students who are

learning virtually acquired a better conceptual understanding and developed better procedural

skills compared to student who use the traditional way. Suggestions to meet the students

learning need on accepting online hands-on materials has been done by enhancing the

accessibility of experimental setups and providing a distance teaching framework (De la Torre,

et al., 2013).

Ekmekci & Gulacar (2015), Chu & Fang (2015) and Sell & Seiler (2012) stated that

virtual laboratories and simulations can be an efficient tool with hands-on learning experiences

and practical tools, increase student enthusiasm and online experience on problem solving and

furthermore can reduce workload and facilitate the learning process.

During live class, to avoid one-way communication, learners can be given an

opportunity to ask questions and also answer the questions given by the instructors, based on

what have been taught during the live class. This can build in active learning and improves

students engagement (John, Raquel, Mary, Peter, Poh, Inga, Masters, So-Young, Rakesh,

Kalyani, Alexandra, Martin, 2020). However, online lab modules can also be a value-added

material to the students so that they can make revision using the lab modules after the live class

ends.

Besides live class and lab modules, using videos can be quite efficient in delivering

hands-on materials to the students as video is used extensively and can also be a powerful

virtual learning tools (Giannakos, 2013). Developing video tutorials such as using Powtoon

and Screencast-O-Matic and distributing it through any Learning Management System (LMS),

MOOC or YouTube can actually help the students to get all the materials easily.

Videos can also be an effective and useful learning tool which can provide substantial

knowledge (Kay & Kletskin, 2012), increase student satisfaction, and improved learning

outcomes (Wells, Barry, & Spence, 2012). Interactive educational videos can also increase

students performance (Wieling & Hofman, 2010) as it is easier for them to watch and get ideas

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on the features of the applications. Additionally, videos can also help instructors to deliver the

online materials efficiently.

Methodology

Participant

This paper is to identify the student’s preference on the hands-on materials when delivering the

multimedia applications through ODL. The participants were undergraduate students from

Faculty of Hotel & Management who have enrolled for the Multimedia Course under the

Department of Computer & Mathematical Sciences, Universiti Teknologi MARA Cawangan

Pulau Pinang, in semester of September 2020 – January 2021. A simple online survey was

distributed to 109 students using Google form, and all questions were successfully responded.

Instrument and procedure

A simple online survey using google form has been designed to identify student’s

preference in delivering the hands-on materials for multimedia applications during ODL.

Besides the demographic information, Likert Scale has been used as the method to identify the

students based on the statement below:

Statement 1: I prefer referring to modules when learning the software/applications.

Statement 2: I prefer watching videos on how to use the software/applications.

Statement 3: I prefer the lecturer to show the usage of software/applications during live class.

Statement 4: I prefer the lecturer to provide exercises on the software/application so that I can

have an experience using it.

Statement 5: The lab exercises given to me helps me to understand better when using the

software/applications.

Statement 6: The lab exercises given to me build more confidents when I am using the


Statement 7: The lab exercises given to me help me to be more creative.

Results and Discussions

An online survey has been done to identify the student’s demographic information as below:

Table 1. Respondent Demographic Distribution

No Category Percentage %

1. Gender

a) Male 27.4

b) Female 82.6

2. Places stay during ODL

a) House 95.4

b) UiTM College 1.8

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c) Rent house 1.8

d) Friend’s house 0.9

3. Medium used during ODL

a) Laptop 96.3

b) Desktop 1.8

c) Tablet 0.9

d) Smartphone 87.2

4. Platform used during ODL

a) MS Teams 54.1

b) Google Classroom 89.9

c) ufuture 45.9

d) Whatsapp 82.6

e) Telegram 37.6

f) Google Meet 3.7

g) Youtube 25.6

The findings are represented in both visual and numerical forms. Figure 1 shows the

methods of delivering hands-on materials during lab session.

Figure 1: Students preference on the method of delivering hands-on materials during

lab session.

The results show that 77 students or 70.6% students prefer live class by the lecture in

delivering hands-on materials during ODL. This is because during live class, it will be easier

for the students to ask questions and get instant feedback from the lecturer.

0 10 20 30 40 50 60 70 80

Distributing lab modules on any platform

Watching interactive videos through any platform

Live class by the lecturer

71

52

77

Students preference on the methods of delivering hands-on materials during lab session

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Table 2 below shows the results based on the Likert Scale done on the students preference in

delivering the types of hands-on materials during lab session.

Table 2: Students preference on the type of hands-on materials during lab session

Based on the result, it shows that most of the students prefer the lecturer to show the features

and usage on the applications during live class besides providing lab exercises to test and

increase their understanding on the applications.

Conclusion

Delivering hands-on materials during ODL for multimedia applications is essential to most

students so that they can understand easily on the features of the applications. Most of the

students prefer live classes through platform such as Google Meet, MS Team or ZOOM to

deliver these hands-on materials. This is because through live class, there will be a two-way

communication where the lectures can show live tutorials and students can ask and get the

answer immediately.

Statements Disagree Agree Totally

Agree

Strongly

Agree

I prefer referring to modules when learning

the software/applications

3 23 55 28

I prefer watching videos on how to use the

software applications.

3 18 55 33

I prefer the lecturer to show the usage of

software/applications during live class.

7 7 40 55

I prefer the lecturer to provide exercises on

the software/application so that I can have

an experience using it.

3 23 48 35

The lab exercises given to me helps me to

understand better when using the


4 8 40 57

The lab exercises given to me build more

confidents when I am using the


5 7 35 62

The lab exercises given to me help me to be

more creative.

10 3 33 63

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References

Chu, E. T.-., & Fang, C. (2015). CALEE: A computer-assisted learning system for embedded OS

laboratory exercises. Computers & Education, 84(0), 36–48.

https://doi.org/10.1016/j.compedu.2015.01.006.

De la Torre, L., Heradio, R., Jara, C. A., Sanchez, J., Dormido, S., Torres, F., et al. (2013). Providing

collaborative support to virtual and remote laboratories. Ieee Transactions on Learning

Technologies, 6(4), 312–323. https://doi.org/10.1109/TLT.2013.20.

Duan, B., Ling, K., Mir, H., Hosseini, M., & Gay, R. (2005). An online laboratory framework for

control engineering courses. International Journal of Engineering

Ekmekci, A., & Gulacar, O. (2015). A case study for comparing the effectiveness of a computer

simulation and a hands-on activity on learning electric circuits. Eurasia Journal of Mathematics,

Science and Technology Education, 11(4), 765–775.

Giannakos, M. N. (2013). Exploring the video‐based learning research: A review of the literature.

British Journal of Educational Technology, 44(6), E191–E195.

John, S., Raquel, C., Mary, D., Peter, J., Poh, S.G., Inga, H., Ken, M., So-Young, O., Rakesh, P.,

Kalyani, P., Alexandra, W., & Martin, P. (2020). Twelve tips for rapidly migrating to online

learning during the COVID-19 pandemic. AMEE Journal

https://doi.org/10.15694/mep.2020.000082.1

Kolloffel, B., & de Jong, T. (2013). Conceptual understanding of electrical circuits in secondary

vocational engineering education: Combining traditional instruction with inquiry learning in a

virtual lab. Journal of Engineering Education, 102(3), 375–393.

https://doi.org/10.1002/jee.20022.

Sell, R., & Seiler, S. (2012). Improvements of multi-disciplinary engineering study by exploiting design-

centric approach, supported by remote and virtual labs. International Journal of Engineering

Education, 28(4), 759–766.

Sheorey, T. (2014). Empirical evidence of relationship between virtual lab development and students

learning through field trials on vlab on mechatronics. International Journal of Information and

Education Technology, 4(1), 97–102. https://doi.org/10.7763/IJIET.2014.V4.377

https://doi.org/10.15694/mep.2020.000082.1

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PELAJAR ‘MATI KUTU’ DENGAN TUGASAN PENGATURCARAAN:

BAGAIMANA MENGATASINYA?

Elly Johana Johan, Wan Anisha Wan Mohammad, Azlina Mohd Mydin and

Syarifah Adilah Mohamed Yusoff [email protected], [email protected], [email protected]

[email protected]



ABSTRAK

Satu kaedah untuk menilai, kefahaman pelajar dalam pembelajaran pengaturcaraan adalah melalui tugasan

pengaturcaraan yang biasanya dijalankan semasa sesi makmal. Walaupun banyak contoh dan latihan

dibincangkan semasa kuliah, pelajar masih mempunyai masalah untuk menulis kod atur cara secara individu.

Keadaan ini agak menonjol bagi kelompok pelajar sederhana dan lemah. Secara tradisional, tugasan makmal

yang diberikan kepada pelajar adalah dalam bentuk huraian berasaskan masalah. Masalah biasanya dihuraikan

seperti dalam buku teks tanpa sebarang bimbingan untuk membantu pelajar menyelesaikannya. Kajian

kesusasteraan mendapati bahawa, pelajar yang disuruh menulis atur cara lengkap berada dalam keadaan

dibelenggu tekanan, tidak pasti bagaimana untuk bermula, dan terkapai-kapai tanpa tujuan. Justeru artikel ini

mengetengahkan panduan penyediaan tugasan makmal yang boleh membantu pelajar menyelesaikan tugasan

dengan lebih lancar.

Kata kunci : tugasan pengaturcaraan, berpandu, berperingkat, lelaran

Pengenalan

Kursus pengenalan pengaturcaraan menjadi elemen penting untuk pelajar jurusan teknologi

(Chen et al. 2017; Combefis et al. 2016; Kalelioğlu 2015). Konsep pengaturcaraan asas

merujuk kepada konsep asas yang berkaitan dengan pengaturcaraan berstruktur dan algoritma

yang digunakan dalam pengaturcaraan (Ouahbi et al. 2015, Kordaki 2010). Lazimnya, konsep

pengaturcaraan asas adalah jujukan (Lin et al. 2016; Sáez-López et al. 2016; Panoutsopoulos

2011; Lahtinen et al. 2005), pilihan (Lin et al. 2016; Sáez-López et al. 2016; Panoutsopoulos

2011; Seppälä et al. 2006; Lahtinen et al. 2005;), dan gelung (Lin et al. 2016; Panoutsopoulos

2011; Sáez-Lópezet al. 2016; Lahtinen et al. 2005; Ginat 2004). Renumol et al. (2012)

menafsirkan pengaturcaraan sebagai proses penulisan, pengujian dan penyahpepijatan atur cara

komputer menggunakan bahasa pengaturcaraan yang berbeza mana kala Schreiner (2014) pula

merumuskan atur cara adalah deskripsi formal suatu metode yang menyelesaikan masalah

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tertentu. Proses pengajaran dan pembelajaran pengaturcaraan dianggap salah satu daripada

tujuh cabaran besar dalam pendidikan pengkomputeran (McGettrick et al. 2005) dan ini

dikuatkan lagi dengan kajian oleh beberapa orang penyelidik (Soloway & Spohrer 2013;

Mason 2012; Kordaki 2010; Ismail et al. 2010; Falkner & Palmer 2009; Govender & Grayson

2008) yang mengutarakan isu yang sama. Gomes dan Mendes (2007) merumuskan tiga faktor

yang melibatkan strategi pengajaran, sikap pelajar dan kaedah pembelajaran sebagai faktor

penyumbang kepada kesukaran pengajaran dan pembelajaran pengaturcaraan. Du et al. (2016)

menyatakan bahawa pembelajaran pengaturcaraan tidak menunjukkan perkembangan yang

baik dan menjadi isu sejagat dalam dunia pendidikan pengkomputeran apatah lagi melalui

platfom e-pembelajaran yang menjadi norma baru dunia pendidikan kini.

Pernyataan Masalah

Salah satu kaedah untuk menilai kefahaman pelajar di dalam pembelajaran pengaturcaraan

adalah melalui tugasan pengaturcaraan yang biasanya dijalankan semasa sesi makmal.

Pemarkahan tugasan boleh digunakan untuk menilai sama ada pelajar dapat mempraktikkan

konsep yang dipelajari semasa menulis atur cara. Walaupun banyak contoh dan latihan

dibincangkan semasa kuliah serta boleh dirujuk dalam buku teks dan juga portal web, pelajar

masih mempunyai masalah untuk menulis kod atur cara secara individu. Keadaan ini agak

menonjol bagi kelompok pelajar yang mempunyai tahap kompentasi yang sederhana dan

lemah.

Secara tradisional, tugasan makmal pengaturcaraan yang diberikan kepada pelajar

adalah dalam bentuk huraian berasaskan masalah (problem based) yang merupakan soalan

terbuka yang menggunakan pendekatan buku teks di dalam menguji kepelbagaian konsep di

dalam struktur ayat yang komprehensif dan kadang kala agak mengelirukan. Tiada sebarang

panduan secara langkah demi langkah yang diberikan di dalam membantu pelajar

menyelesaikan tugasan yang diberi. Semakin besar tugasan makmal yang diberikan, semakin

sukar pelajar untuk memahaminya dan menyebabkan mereka buntu atau distilahkan sebagai

‘mati kutu’ untuk menyelesaikan tugasan yang diberi. Buck dan Stucki (2001) mendapati

pelajar yang disuruh menulis atur cara lengkap tugasan makmal berada di dalam keadaan

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dibelenggu tekanan, tidak pasti bagaimana untuk bermula dan terkapai-kapai di awangan yang

seterusnya mewujudkan kecenderungan menghentam di dalam eksperimentasi menulis atur

cara di mana mereka hanya menggunakan secara rawak konsep yang diketahui sekiranya ia

dapat membantu di dalam menyelesaikan tugasan yang diberi.

Tugasan tradisional pengaturcaraan makmal yang sedia ada membuka peluang kepada

pelajar yang mempunyai tahap kompentasi pengaturcaraan yang tinggi untuk mencuba dan

mempelajari perkara baru melalui penulisan atur cara, sebaliknya tugasan jenis ini tidak

seresam atau sesuai untuk pelajar kategori pertengahan yang mempunyai tahap kompentasi

pengaturcaraan yang sederhana . Mereka tidak pasti bagaimana untuk bermula, apa yang perlu

dilakukan yang membawa kepada ketidaktentuan kerana tiada panduan secara langkah demi

langkah yang disediakan sebagai platfom untuk mereka mula menulis atur cara. Persekitaran

tersebut menyebabkan pelajar tiada motivasi, menjejaskan minat mereka terhadap

pengaturcaraan berorientasi objek dan mereka cepat menyerah kalah di dalam menyelesaikan

tugasan yang diberikan. Oleh itu, sesetengah pelajar mengambil jalan keluar dengan meniru

pelajar lain sebagai memenuhi syarat untuk lulus kursus yang diikuti, dan akibat utamanya

akan terlahir generasi disiplin pengkomputeran yang tidak mempunyai kemahiran

pengaturcaraan yang baik.

Permasalahan yang dihadapi pelajar ini mencabar keupayaan pensyarah untuk

menghasilkan tugasan pengaturcaraan yang bermutu. Soalan perlulah jelas yang dapat

membimbing dan mendorong pelajar untuk menyelesaikannya serta berupaya melatih daya

fikir logika dan kritis pelajar untuk merumuskan penyelesaian suatu permasalahan. Tugasan

makmal sepatutnya lebih bersifat guna tangan (hands-on) dan seresam dengan minat pelajar

yang membawa kepada penglibatan mereka secara aktif dan interaktif semasa sesi makmal

dijalankan.

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Panduan Penyediaan Tugasan Pengaturcaraan

Sebilangan besar tugasan pengaturcaraan dirancang merangkumi komponen makmal

yang memerlukan pelajar memperuntukkan masa sekitar 2 jam untuk menulis atur cara. Warga

pendidik menjangkakan pelajar dapat merancang, melaksanakan dan menguji atur cara yang

agak kompleks dalam tempoh tersebut. Menjadi kepercayaan umum, semakin besar dan

kompleks atur cara yang ditulis oleh pelajar, bermakna pelajar mempunyai kemahiran atur cara

yang baik (Carbone et al. 2000). Sebenarnya, tugasan dalam skala kecil masih boleh digunakan

untuk mengembangkan minat dan pemahaman pelajar terhadap kursus pengaturcaraan yang

dipelajari (Carbone et al. 2000). Berikut adalah ciri-ciri tugasan pengaturcaraan yang

dicadangkan oleh Carbone et al. (2000) untuk meningkatkan motivasi pelajar mempelajari

kursus pengaturcaraan dengan lebih berkesan dan boleh diadaptasi dalam menyediakan tugasan

untuk pelajar kategori sederhana:

i. Soalan tugasan dalam skop kecil dan dikembangkan secara berperingkat supaya pelajar

tidak menghabiskan terlalu banyak masa dalam proses analisis sehingga menyebabkan

mereka rasa tertekan.

ii. Tugasan yang memberi fokus kepada konsep utama dan tidak mencampurkan dengan

konsep-konsep baru yang boleh menimbulkan kekeliruan di kalangan pelajar.

iii. Sediakan sumber dan bahan sokongan yang mencukupi untuk dijadikan panduan dalam

menyelesesaikan tugasan yang diberi.

iv. Memberi petunjuk (hint) dan strategi penyelesaian secara berperingkat untuk

mengelakkan pelajar terus berada dalam keadaan buntu. Kebuntuan pelajar

meyebabkan mereka tidak tahu bagaimana memulakan tugasan, atau tidak tahu

bagaimana menyelesaikan tugasan atau tidak dapat keluar dari proses penyahpepijat

setelah mencuba dalam jangka waktu yang lama.

v. Menyediakan sumber rujukan yang boleh membantu pelajar untuk mendapatkan idea

menyelesaikan tugasan yang diberi.

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Pelajar masa kini dilihat lebih cenderung kepada tugasan berbentuk permainan dan

tidak menunjukkan minat terhadap tugasan yang outputnya terlihat di skrin konsol hitam.

Cliburn & Miller (2008a) pula secara spesifik mencadangkan kriteria berikut untuk

menyediakan tugasan pengaturcaraan berasaskan permainan.

i. Tugasan berstruktur yang kaya dengan huraian serta perincian yang boleh dijadikan

panduan oleh pelajar yang mempunyai kemahiran dan pengetahuan yang terhad dan

mereka boleh memberi tumpuan kepada konsep pengaturcaraan yang dipelajari.

ii. Tugasan dalam bentuk permainan yang dilazimi oleh pelajar seperti Tic-Tac-Toe atau

Hangman yang dapat membantu pelajar memahami penerangan tugasan dengan lebih

mudah dan cepat. Kriteria tersebut untuk mengelakan pelajar menumpukan kepada

penyelesaian tugasan yang kompleks dengan mengabaikan konsep pengaturcaraan

yang perlu diberi lebih perhatian.

iii. Tugasan yang menyelitkan elemen grafik untuk membolehkan pelajar memanfaatkan

pakej grafik dalam Java atau persekitaran Integrated Design Environment (IDE) yang

lain. Elemen grafik berupaya menarik minat pelajar untuk menyiapkan tugasan dan

menjadi motivasi untuk pelajar yang kurang pengalaman dan pengetahuan dalam

bidang pengaturcaraan.

Jika dilihat saranan yang diberikan oleh Carbone et al. (2000) serta Cliburn dan Miller

(2008a) masing-masing memberi penekanan kepada tugasan pengaturcaraan berstruktur secara

berpandu yang mengandungi perincian dari segi huraian dan dan petunjuk bertujuan membantu

pelajar menyelesaikan tugasan dengan lebih mudah dan berkesan. Carbone et al. (2000) juga

menekankan tugasan secara berperingkat yang diselitkan dengan bahan sokongan dan sumber

rujukan. Untuk menaikkan motivasi pelajar, Cliburn dan Miller (2008b) mencadangan tugasan

berasaskan permainan yang diperkaya elemen grafik dan persekitan tersebut hendaklah

disokong dengan konsep permainan yang dilazimi oleh pelajar untuk memudahkan proses

penyelesaian dilaksanakan.

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Elly Johana (2021) memperincikan 17 tugasan pengaturcaraan bermula dari tahun 2001

hingga 2019 dengan memperlihatkan 100% mempratikkan pendekatan berpandu (terdapat

panduan) yang secara praktisnya memberi impak positif kepada pelajar ke arah penyelesaian

tugasan dengan lebih lancar. Lebih 50% tugasan yang dibincangkan di dalam kajian tersebut

mempratikan pendekatan berperingkat atas kesedaran penyelidik bahawa pengetahuan pelajar

terhad untuk menyelesaikan tugasan dalam skala besar sekaligus membantu meningkatkan

pemahaman pelajar secara berperingkat, khusus kepada sub topik atau konsep pengaturcaraan

yang perlu dikuasai oleh pelajar. Pendekatan lelaran (berulang) dipraktikkan sama ada melalui

penghantaran berkali-kali atur cara yang dihasilkan oleh pelajar sehingga mencapai spesifikasi

yang ditetapkan atau melalui proses penulisan atur cara pada peringkat seterusnya dalam untuk

mencapai objektif yang diberikan. Pendekatan lelaran dalam menulis atur cara dipercayai boleh

meningkatkan kefahaman pelajar dengan lebih baik dan secara praktisnya, pelajar dilihat dapat

menghasilkan atur cara yang lebih berkualiti dan tepat mengikut spesifikasi yang ditentukan .

Sebagai mana yang diketengahkan dari kajian di atas, kepelbagaian tugasan dengan pendekatan

berbeza, namun matlamat semua penyelidik adalah sama dan sepakat mengaitkannya dengan

elemen motivasi. Motivasi adalah kesanggupan atau keinginan pelajar melibatkan diri sehingga

berjaya dalam suatu proses pembelajaran (Bomia et al.1997). Helme dan Clarke (2001)

menyatakan bahawa pelajar memerlukan motivasi (keinginan untuk belajar) dan kemahiran

(keupayaan) untuk berjaya dalam bidang masing-masing Menurut Jenkins (2001) motivasi

menjadi faktor sangat penting untuk pelajar berjaya di dalam proses pembelajaran. Pelajar

mesti termotivasi agar mereka dapat melibatkan diri dalam proses pembelajaran dengan kaedah

yang betul (Jenkin 2001).

Melihat kepada pentingnya motivasi dalam proses pengajaran dan pembelajaran,

elemen tersebut menjadi salah satu faktor penting yang dalam penyediaan tugasan makmal

untuk memupuk minat pelajar secara khusus dalam bidang pengaturcaraan. Elly Johana et al.

(2015) mengusulkan rangka kerja reka bentuk tugasan makmal pengaturcaraan berorientasi

objek berasaskan teknologi persuasif bertujuan untuk meningkatkan keyakinan dan motivasi

pelajar semasa meyiapkan tugasan pengaturcaraan. Setiap komponen rangka kerja dipetakan

kepada sepuluh prinsip teknologi persuasif. Ia melibatkan lima prinsip dari kategori Sokongan

Tugasan Utama iaitu kesepadanan, keringkasan, kekhususan, pemantauan diri dan simulasi.

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Tiga prinsip dari kategori Sokongan Dialog iaitu kesukaan, cadangan dan persamaan manakala

dua prinsip lagi adalah kepakaran dan kerjasama masing-masing dari kategori Sokongan

Kredibiliti Sistem dan Sokongan Sosial. Seterusnya, tugasan makmal OOP direka bentuk

berdasarkan rangka kerja yang telah dibangunkan. Ia melibatkan penggabungan pendekatan

berpandu, berperingkat, dan lelaran secara komprehensif dalam sebuah tugasan selain

mengandungi bahan sokongan tambahan dalam bentuk teks dan video untuk memberi panduan

secara berperingkat dan intensif untuk membantu pelajar meyelesaikan tugasan dengan lebih

lancar. Menariknya, bahan sokongan yang diberikan bersifat dinamik seperti video amat

menyokong keperluan pengajaran terkini yang cenderung menggunakan platfom e-

pembelajaran. Walaupun rangka kerja dibangunkan memberi fokus kepada mereka bentuk

tugasan pengaturcaraan berorientasi objek, namun rangka kerja tersebut bersifat umum dan

boleh dijadikan panduan untuk mereka bentuk tugasan bukan sahaja dalam bidang

pengaturcaraan tetapi dalam bidang lain yang boleh diadaptasi mengikut keperluan.

Kesimpulan

Pelajar menghargai tugasan yang ringkas, mudah untuk ditangani dan mengandungi

unsur-unsur visual yang boleh memberi idea yang jelas.Tugasan berpandu yang mempunyai

langkah berperingkat yang dilaksanakan secara lelaran dengan penerapan prinsip persuasif

menyediakan persekitaran pembelajaran yang lebih lancar dan seresam dengan mereka. Bahan

sokongan seperti video merupakan sumber pembelajaran penting yang memudahkan pelajar

untuk memperoleh maklumat dengan lebih baik dan secara semula jadi berbanding penggunaan

teks teks dan imej statik sahaja. Jika pelajar lebih berminat dalam tugasan, mereka melakukan

lebih banyak percubaan untuk menyelesaikannya, lebih banyak masa yang diperuntukkan

untuk meneroka konsep pengaturcaraan yang dipelajari dan mereka berkemampuan untuk

menghasilkan atur cara yang jauh lebih berkualiti.

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Govender, I., & Grayson, D. J. 2008. Pre-service and in-service teachers’ experiences of learning to

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Dr. Fal, University of South Australia.

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Ouahbi, I., Kaddari, F., Darhmaoui, H., Elachqar, A. & Lahmine, S. 2015. Learning basic programming

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Behavioral Sciences, (191) hlm.1479-1482.

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Students to Learning Computer Programming. Education Research: 12.

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integrated across the curriculum in elementary school: A two-year case study using "Scratch" in

five schools. Computers & Education (97): 129–141.

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Schreiner, W. 2014. Introduction to Programming. Research Institute for Symbolic Computation

(RISC) Johannes Kepler University, Linz, Austria.

Seppälä, O., Malmi, L. & Korhonen, A. 2006. Observations on student misconceptions - A case study

of the Build–Heap Algorithm. Computer Science Education16(3): 241–255.

Thompson, E., Luxton-Reilly, A., Whalley, J. L., Hu, M., & Robbins, P. (2008, January). Bloom's

taxonomy for CS assessment. In Proceedings of the tenth conference on Australasian computing

education-Volume 78 (pp. 155-161).

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InCeS : PEMBELAJARAN BERASASKAN PERMAINAN

Azlina Mohd Mydin, Siti Nurleena Abu Mansor, Wan Anisha Wan Mohammad,

Mahanim Omar, Rafizah Kechil dan Siti Mariam Saad

[email protected], [email protected], wanan122@ uitm.edu.my, [email protected],

[email protected], [email protected]



ABSTRAK

Senaman adalah aktiviti yang memberi manfaat bukan sahaja kepada kesihatan fizikal, malah kesihatan mental

juga. Pelbagai jenis senaman boleh diamalkan seperti berlari, berjalan, mendaki gunung, berbasikal, areobik,

dan sebagainya. Namun, dalam kesibukan harian dan kesuntukan masa, aktiviti seperti ini tidak dapat

dilakukan. Ini akan menjurus kepada gangguan kesihatan dan juga tekanan yang pastinya menjejaskan kualiti

kesihatan diri. Oleh itu, Infiniti Cergas Sihat (InCeS) merupakan satu inovasi permainan di mana aktiviti

senaman ringan digabungkan dan disusun seperti permainan papan (board games). InCeS direka sebagai satu

permainan unik yang melibatkan aktiviti gerakan senaman ringan dalam suasana yang menarik dan

menyeronokkan. Permainan InCeS ini bukan sahaja melibatkan pergerakan fizikal, malah permainan ini turut

menerapkan kemahiran jual beli, sewa, gadaian petak dan penetuan keputusan. InCeS juga boleh digunakan

sebagai salah satu alat manipulatif pembelajaran bagi pelajar pendidikan khas di sekolah.

Kata kunci : pembelajaran menarik, permainan papan, inovasi, interaktif, senaman

Pengenalan

Infniti Cergas Sihat (InCeS) merupakan satu inovasi permainan papan (board

games). InCeS diinspirasikan daripada tema Hari Sukan Negara 2018 oleh Kementerian

Belia dan Sukan Malaysia iaitu Jom Turun Padang. InCeS melibatkan pergerakan fizikal,

malah permainan ini turut menerapkan kemahiran jual beli, sewa, gadaian petak dan

membuat keputusan. InCeS juga boleh digunakan sebagai salah satu alat manipulatif

pembelajaran di sekolah. InCeS adalah satu inisiatif bagi membantu guru-guru dengan

menyediakan sebuah alat manipulatif pembelajaran bagi melakukan aktiviti bersama pelajar-

pelajar mereka. InCeS direka sebagai satu permainan unik yang melibatkan aktiviti gerakan

senaman ringan dalam suasana yang menarik dan menyeronokkan. InCeS direka dan

dihasilkan dengan bentuk dan warna yang menarik. InCeS sesuai diguna pakai di sekolah-

sekolah sebagai bahan bantu mengajar dalam aktiviti kecerdasan minda dan kecergasan.

InCeS juga sesuai digunakan oleh keluarga yang suka melakukan aktiviti dalaman (indoor)

bersama-sama atau dibawa semasa aktiviti luaran (outdoor) contohnya semasa aktiviti hari

keluarga (Family Day) dan juga semasa berkelah.

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Kajian Literatur

Terdapat pelbagai kaedah pengajaran dan pembelajaran yang boleh diterapkan kepada

para pelajar. Kaedah Game-Based Learning merupakan satu teknologi dalam pengajaran

yang boleh diaplikasikan dalam pelbagai subjek dan bidang bagi semua peringkat

pengajaran (Ku, 2014, Hsiao et al., 2014, Yang, 2012, Hwang et al., 2014, Eow et al.,

2010). Didapati, kaedah pembelajaran dengan Game-Based Learning ini bersesuaian

digunakan dalam proses penyelesaian masalah. Definisi Pembelajaran Berasaskan Permainan

(PBP) adalah pelbagai dan tiada definisi piawai. Permainan boleh dibahagikan kepada dua,

iaitu permainan digital dan bukan digital. Menurut Nazirah Mat Sin et al. (2013),

“permainan” adalah bertujuan untuk hiburan semata-mata manakala “Pembelajaran

Berasaskan Permainan Digital” bertujuan untuk memupuk kemahiran dan meningkatkan ilmu

kepada pemain atau pelajar. Menurut Liu dan Chen (2013) pula, PBP merujuk kepada

penggunaan permainan kad dapat meningkatkan hubungan interpersonal dalam proses

pembelajaran. Huang et al. (2010) juga menekankan bahawa Permainan Digital untuk tujuan

pendidikan perlu mempunyai impak yang positif kepada kognitif pelajar, proses motivasi dan

dapat memberikan ganjaran ekstrinsik kepada pelajar.

Permainan berpapan boleh digunakan untuk menggabungkan sesi pembelajaran secara

langsung dan tidak langsung. Kandungan sesuatu pembelajaran boleh diringkaskan dan

maklumat penting disampaikan menggunakan permainan berpapan dalam bentuk yang

mudah difahami. Penggunaan permainan berpapan dapat mengurangkan masa yang

diperlukan untuk belajar, mengingat dan mendapatkan maklumat baru. Melalui penggunaan

permainan berpapan, pengguna boleh melakukan aktiviti perbincangan, kolaborasi dan

membina komunikasi (Treher, 2011). Penggunaan permainanan berpapan meningkatkan

kreativiti, tumpuan dan keyakinan pelajar. Ia sesuai dengan pilihan masa kini pelajar yang

mengharapkan tugas pembelajaran yang lebih cepat, aktif dan mempunyai ciri-ciri

penerokaan (Kirriemuir & McFarlane, 2004). Kaedah pengajaran tradisional sukar memenuhi

harapan pelajar masa kini. Penggunaan permainan dapat menambahkan tenaga di dalam kelas

dan mendorong pelajar belajar dengan cara yang unik (Sardone & Scherer, 2016).

Penggunaan permainan papan merupakan kaedah yang murah untuk mengurangkan

jurang pengetahuan yang memisahkan kanak-kanak yang kurang berkemampuan dan lebih

berkemampuan ketika mereka ingin memulakan persekolahan (Siegler & Ramani, 2008).

Permainan berpapan merupakan intervensi kos rendah yang ringkas dapat berjaya

meningkatkan kemahiran berangka kanak-kanak dari keluarga berpendapatan rendah

(Scalise, Emily, Daubert & Ramani, 2019).

Penggunaan permainan papan dalam pembelajaran berkesan untuk meningkatkan

kelewatan dalam pembelajaran (Frasca et all., 2020). Hasil kajian Hawes et al. (2019)

mendapati kanak-kanak dapat mengenali angka dalam masa yang singkat iatu dalam masa 45

minit dengan bantuan penggunan permainan nombor papan. Permainan papan juga boleh

digunakan sebagai alat pendidikan oleh badan profesional kesihatan. Selain itu, permainan

papan boleh digunakan dalam program pendidikan kesihatan yang sesuai dengan komponen

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permainan papan sebagai intervensi pencegahan dan terapi tingkah laku kognitif, keadaan

psikologi dan penyakit gaya hidup (Nakao, 2019).

Kelebihan dan Keunikan InCeS

Permainan InCeS mempunyai banyak kelebihan. Sebagai contoh, permainan InCeS

dapat membantu pemain menjadi lebih cerdas dan sihat. Soalan-soalan ujian minda yang

disertakan dapat membantu para pemain berfikir dengan cerdas, manakala aktiviti regangan

dapat membantu pemain agar menjadi lebih cerdas dan sihat. Semasa bermain InCeS, para

pemain akan berinteraksi secara bersemuka bersama-sama pemain lain dan ini dapat

membolehkan pemain berinteraksi dengan lebih berkesan. Para pemain juga didedahkan

dengan sikap yang positif semasa bermain. Pemain dapat memberi sokongan dan galakan

kepada rakan permainannya yang lain supaya berjaya menyelesaikan tugasan yang diberi.

Secara tidak langsung, permainan InCeS dapat merapatkan hubungan antara pemain.

Terdapat banyak juga manfaat yang dapat diperoleh apabila menggunakan permainan

InCeS sebagai alat manipulatif pembelajaran. Antaranya termasuklah dapat membantu dalam

pertumbuhan dan perkembangan fizikal kanak-kanak apabila mereka melakukan aktiviti

senaman ringan yang terdapat dalam permainan. Selain itu, dengan menggabungkan aktiviti

fizikal dalam sesi pembelajaran, ia dapat merangsang perkembangan mental mereka seperti

meningkatkan keupayaan berfikir dan menginterpretasikan pengetahuan yang mereka terima.

Malahan, penggunaan permainan InCeS semasa belajar turut dapat membantu dalam

perkembangan emosi dan sosial kanak-kanak apabila mereka bermain bersama rakan-rakan

atau keluarga mereka.

Kaedah Permainan InCeS

Permainan InCeS merupakan satu inovasi permainan yang direka sebagai alat

manipulatif pembelajaran. Permainan InCeS ini menggabungkan pelbagai aktiviti senaman

ringan yang disusun seperti mainan berpapan agar dapat menarik minat kanak-kanak untuk

melakukan aktiviti fizikal yang menyihatkan tubuh badan. Antara senaman ringan yang

disertakan termasuklah bangkit tubi (sit up), tekan tubi (pumping), regang papan (plank),

lompat bintang (jumping jack), cangkung (squat), lari setempat dan sebagainya. Selain petak

aktiviti senaman ringan, petak seperti penalti dan ganjaran turut disertakan bagi menjadikan

mainan ini lebih menarik. Rajah 1 menunjukkan jenis-jenis senaman yang terdapat dalam

permainan InCeS.

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Rajah 1: Permainan InCeS

Permainan InCeS ini sesuai dimainkan dalam kumpulan yang terdiri daripada 2 hingga 5

orang. Set permainan ini disertakan dengan satu tikar permainan InCeS yang bersaiz 4 kaki x

3 kaki, 5 boneka pemain, 1 dadu, 1 peket mata ganjaran, 1 peket butang pemilikan petak, 16

keping kad pemilikan petak,15 keping kad Ganjaran, 15 keping kad Penalti.

Permainan InCeS sesuai dimainkan sama ada di luar atau di dalam rumah. Justeru,

ianya sesuai digunakan untuk menggalakkan kanak-kanak melakukan aktiviti fizikal di rumah

tanpa perlu keluar terutamanya ketika pandemik Covid-19 pada waktu ini. Permainan ini

boleh dimainkan secara individu dengan bilangan pemain antara dua hingga empat orang atau

secara berkumpulan dengan satu kumpulan boleh terdiri daripada dua hingga lima orang

pemain. Setiap pemain atau kumpulan akan diberikan satu buah penanda berwarna bagi

mewakili diri atau kumpulan masing-masing. Buah penanda tersebut akan mewakili

pergerakan mereka di atas papan mainan.

Cara-cara pengendalian permainan berpapan InCeS dalam sesi pembelajaran secara

berkumpulan ditunjukkan dalam Rajah 2. Para peringkat pertama, kumpulan kecil akan

dibentuk dengan bilangan maksimum kumpulan yang dibenarkan bagi setiap sesi permainan

adalah empat. Seterusnya, setiap wakil kumpulan akan melempar dadu bagi menentukan

giliran mereka bermain. Pada peringkat yang kedua pula, setiap ahli kumpulan akan

membaling dadu mengikut giliran kumpulan mereka dan menggerakkan buah penanda

berwarna mengikut nombor dadu yang diperoleh. Pemain tersebut seterusnya akan menjawab

soalan yang disediakan oleh guru atau pengajar. Sekiranya mereka berjaya menjawab soalan

tersebut, mereka akan melakukan senaman yang tertera pada petak yang mereka berada dan

akan memperoleh markah. Namun, sekiranya mereka tidak berjaya menjawab dengan betul,

mereka perlu menyelesaikan senaman tanpa memperoleh sebarang markah. Proses ini

berulang sehingga selesai sesi permainan.

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SALA

H

BERMAIN UNTUK JANGKA MASA YANG DIINGINI

LAKUKAN SENAMAN

TETAPI TIDAK

MENDAPAT MARKAH

MULA

PEMBAHAGIAN KUMPULAN KECIL (1 KUMPULAN 2 – 5 ORANG)

MEMBALING DADU BAGI MENENTUKAN GILIRAN BERMAIN

KUMPULAN MEMBALING DADU MENGIKUT GILIRAN DAN

MENGGERAKKAN ‘BUAH’ KE PETAK BERDASARKAN NOMBOR

YANG TERTERA PADA DADU

TAMAT

LAKUKAN SENAMAN

DAN MENDAPAT

MARKAH

MENJAWA

B SOALAN

BETU

L

Rajah 2: Cara pengendalian permainan InCeS sebagai alat manipulatif pembelajaran

Analisa Dan Keputusan

Satu program telah dijalankan bersama sekolah yang mempunyai pelajar pendidikan

khas. InCeS telah di gunakan sebagai salah satu aktiviti dalam program tersebut. Sejumlah 40

borang soal selidik telah diserahkan kepada guru bagi menilai 40 orang pelajar pendidikan

khas yang mengikuti sesi ini. Soal selidik tersebut mempunyai lima kriteria yang diukur iaitu

berdasarkan jasmani, emosi, rohani, intelektual dan Sosial. Berikut adalah penerangan bagi

setiap kriteria.

Jadual 1: Ketereangan Kriteria

KRITERIA PENERANGAN

Jasmani Kemampuan pelajar melaksanakan aktiviti yang diperlukan.

Emosi Kebolehan pelajar menunjukkan emosi (gembira, sedih dsb.).

Rohani Kepatuhan pelajar terhadap arahan yang diberikan.

Intelektual Kebolehan pelajar memotivasi diri dan rakan-rakan.

Sosial Kebolehan pelajar menjalinkan hubungan sosial dengan rakan-rakan.

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Berdasarkan analisa data yang diperolehi seperti yang ditunjukkan dalam Rajah 3, dua

puluh enam orang (65%) ialah pelajar lelaki, manakala 14 orang pelajar perempuan (35%).

Mereka berumur antara 13 tahun hingga 19 tahun. Sebelas orang daripada mereka berumur

16 tahun, 8 orang berumur 17 tahun, 7 orang berumur 13 tahun, 5 orang berumur 15 tahun

manakala bakinya berumur 14 tahun (3 pelajar), 18 tahun (3 pelajar) dan 19 tahun (3 pelajar).

Pelajar ini telah mengikuti persekolahan di sekolah ini antara sembilan bulan hingga ke enam

tahun. Walau bagaimanapun, hanya separuh sahaja data jangkamasa persekolahan di sekolah

tersebut yang diperolehi.

Rajah 3: Pecahan pelajar pendidikan khas yang terlibat mengikut jantina.

Berdasarkan Rajah 4, hampir semua guru bersetuju bahawa aktiviti ini menarik minat

pelajar untuk belajar sambil bermain. Ini bertepatan dengan rumusan kajian M. N. Masran

dan A.H. Abu Kassin (2014) yang menyatakan murid menunjukkan minat dan reaksi yang

positif terhadap kaedah belajar sambil bermain yang dilaksanakan oleh guru mereka.

Rajah 4: Pandangan Guru terhadap InCeS

Setuju6%

Sangat setuju94%

Aktiviti ini menarik minat pelajarSetuju

6%

Sangat setuju94%

Aktiviti ini membantu pelajar mempraktikkan pengetahuan

mengeja mereka

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Publication Date : 99 – xxx - 9999

51

15.0

85.0

0

20

40

60

80

100

Sederhana aktif Sangat aktif

Per

atu

s

JASMANI : Kemampuan pelajar melaksanakan aktiviti yang

diperlukan.

5.0

20.0

75.0

0

20

40

60

80

100

Bermain tanpamenunjukkan

sebarang emosi

Menunjukkan SATUemosi sepanjang

permainan

Menunjukkanemosi bercampur

EMOSI : Kebolehan pelajar menunjukkan emosi (gembira, sedih

dsb.)

Merujuk Rajah 5, daripada penilaian yang dilakukan oleh guru, 85% pelajar adalah

sangat aktif jasmani. 75% pelajar menunjukkan emosi bercampur seperti gembira apabila

menjawab jawapan dengan betul, teruja membantu rakan-rakan dan kecewa apabila gagal

menjawab dengan betul. Walau bagaimanapun, terdapat 2 orang pelajar yang tidak

menunjukkan sebarang emosi ketika bermain.

Rajah 5: Penilaian guru terhadap pelajar berdasarkan kriteria JASMANI dan EMOSI.

Rajah 6: Penilaian guru terhadap pelajar berdasarkan kriteria ROHANI, INTELEKTUAL dan

SOSIAL

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Rajah 6 adalah berdasarkan kepatuhan kepada arahan, 90% pelajar faham dan patuh

kepada arahan permainan. Manakala bakinya tidak dapat mengikut sepenuhnya arahan yang

diberikan. Dari segi intelektual, 57.5% terlibat secara aktif dengan memberi sokongan serta

semangat kepada semua rakan-rakan. Manakala selainnya, hanya memilih rakan tertentu

sahaja untuk diberi sokongan. Di sudut sosial pula, 70% pelajar boleh berkomunikasi dengan

semua pelajar manakala 30% hanya berkomunikasi dengan individu tertentu sahaja.

Kesimpulan

InCeS merupakan papan permainan yang menarik dan boleh digunakan dalam

pembelajaran. InCeS mampu menarik minat pelajar untuk mencuba permainan ini kerana ia

mempunyai tarikan yang tersendiri dari segi rekabentuk dan warnanya. InCeS sesuai diguna

pakai di sekolah-sekolah sebagai bahan bantu mengajar dalam aktiviti kecerdasan minda dan

kecergasan. Daripada kajian yang dibuat, boleh disimpulkan bahawa para guru dan pelajar

sangat berminat dan gemar mengunakan InCeS dalam proses pembelajaran mereka.

Rujukan:

Barclay, S. M., Jeffres M. N., & Bhakta, R. (2011). Educational card games to teach

pharmacotherapeutics in an advanced pharmacy practice experience. Am J Pharm

Educ, 75, 1-

Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning:

beneficial effects of contextualization, personalization, and choice. Journal of

Educational Psychology, 88, 715-730.

Frasca, A. S., Singh, A., Curry, D., Tauriello, S., Epstein, L. H., Faith, M. S., Reardon, K. dan

Pape, D. (2020). Evaluating a Board Game Designed to Promote Young Children’s

Delay of Gratification. Frontiers in Psychology, 11.

https://doi:10.3389/fpsyg.2020.581025

Hawes, Z., Cain, M., Jones, S., Thomson, N., Bailey, C., Seo, J., Caswell, B. dan Moss, J.

(2019). Effects of a Teacher‐Designed and Teacher‐Led Numerical Board Game

Intervention: A Randomized Controlled Study with 4‐ to 6‐Year‐Olds. Mind, Brain,

and Education. https://doi:10.1111/mbe.12215

Hwa, Q.A. 2005. Learning for the workplace: A case study in graduate employees’ generic

competencies. Journal of Workplace Learning 17(4): 231-242.

Kirriemuir, J., and McFarlane, A. (2004). Literature Review in Games And Learning.

NESTA Futurelab Series, Report 8. Bristol, UK: Nesta Futurelab.

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Masran, M. N. dan Abu Kassin, A.H. (2014), Keberkesanan Kaedah Belajar Sambil Main

Dalam Meningkat Kemahiran Membaca Lisan Dalam Kalangan Murid-Murid

Bermasalah Pembelajaran, Asian Education Action Research Journal (AEARJ), ISSN

2289-3180 / Vol. 3 / 2014

Nakao, M. (2019). Board games as a promising tool for health promotion: a review of recent

literature. Special series on “effects of board games on health education and

promotion”, Nakao BioPsychoSocial Medicine, 13(5). https://doi.org/10.1186/s13030-

019-0146-3

Natalie, R., Anne, M. , dan Elizabeth, R., Bagaimana Pembelajaran Berbasis Main Dapat

Menetapkan Anak Anda Untuk Kejayaan Di Sekolah Dan Di Luar. Retrieve February

9, 2020 from https://ms.innerself.com/content/personal/relationships/parenting/18150-

how-play-based-learning-can-set-your-child-up-for-success-at-school-and-beyond.html

Salman, Z. (2001). The effect of games on mental development of elementary school

children. Unpublished dissertation, Tarbiat Modares University, Tehran, Iran.

Taspinar, B., Schmidt, W., & Schuhbauer, H. (2016). Gamification in education: a board

game approach to knowledge acquisition. Procedia Computer Science, 99, 101-116.

Virvou, M., Katsionis, G., & Konstantinos, M. (2005). Combining software games with

education: evaluation of its educational effectiveness. Educational Technology &

Society, 8(2), 54-65

Wong, W., SMK St. Paul & Kamisah, O. (2018). Pembelajaran Berasaskan Permainan dalam

Pendidikan Stem dan Penguasaan Kemahiran Abad Ke-21.Politeknik & Kolej

Komuniti Journal of Social Sciences and Humanities, Vol. 3, 2018 eISSN 0128-2875

Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical

Transactions of the Royal Society A: Mathematical, Physical and Engineering

Sciences, 366(1881), 3717–3725.

Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., & Korb, J. T. (2014). Computational

Thinking in Elementary and Secondary Teacher Education. ACM Transactions on

Computing Education, 14(1), 1–16.

https://doi.org/10.1186/s13030-019-0146-3

https://doi.org/10.1186/s13030-019-0146-3

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A STUDY ON PERCEIVED STRESS AMONG NEW TERTIARY

EDUCATION INSTITUTION STUDENTS IN MALAYSIA

Mohd Syafiq Abdul Rahman, Norazah Umar, Zuraira Libasin, Ahmad Rashidi Azudin, and

Nur Azimah Idris

[email protected], [email protected], [email protected],

[email protected], [email protected],



ABSTRACT

As the number of COVID-19 cases keep fluctuating, the Ministry of Higher Education in Malaysia had

ordered all lessons should be conducted remotely in 2020 but exceptions were also given to certain needs. New

first-year students were greatly affected as they did not get the chance to experience the university life. Thus, this

study aims to analyse the perceived stress level among the first-year students due to remote teaching and learning.

272 students from 6 faculties and three different education levels namely pre-diploma, diploma, and degree from

a tertiary education institution in Penang, Malaysia participated in this study. This study adopted a questionnaire

by AlAteeq et al. (2020). The survey was developed using Google Form which later disseminated through

WhatsApp and Telegram. The demographic and perceived stress data were analysed using frequencies and

percentages of each item to see its trend and pattern. The conclusion was made based on the Perceived Stress

Scale (PSS) by Cohen et al. (1983). The findings is alarming since 249 from 272 students (91.5%) were

categorized in high stress level, followed by moderate stress (7.7%) and low stress (0.7%).

Keywords: COVID-19, remote learning, tertiary education, perceived stress

1.0 Introduction

In December 2019, a new type of coronavirus was identified in Wuhan, China (World

Health Organization, 2020), which now known as COVID-19. Since then, the virus spread

rapidly and globally (Wu et al., 2020). Researchers are actively experimenting to find the

treatment to end the virus (Kupferschmidt and Cohen, 2020; Elengoe, 2020). To date, World

Health Organization (WHO) had reported more than 120 million confirmed cases, with deaths

exceeding 2 million cases. As of 17th of March 2021, WHO is currently evaluating 15 types of

vaccines which are manufactured by Pfizer/Biotech, AstraZeneca, SK Bio, Serum Institute of

India, Sinovac and a few others (World Health Organization, 2021).

Even though vaccines are ready, Malaysia just started the first of 3 phases of

vaccination on the 24th of February 2021. The prime minister of Malaysia was the first to





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receive the vaccine (BERNAMA, 2021). As a precaution, Malaysia still implementing

Movement Control Order (MCO) to curb the disease (Shah et al., 2020). Since the first phase

of MCO until the eighth phase, COVID-19 has affected Malaysia's higher education sector

especially in teaching and learning (Sia and Adamu, 2020). Thus, educational institutions are

instructed to move their traditional face to face teaching and learning to online distance learning

(Othman et al., 2020).

Teaching and learning scenario changed dramatically since online education has taken

place. There are positive and negative sides to online learning. On the positive side, this

situation gives more spaces for lecturers to express their creativity in remote teaching and

learning implementation. However, mental stress, lack of infrastructure, and less flexibility to

interact among students and lecturers are some of challenges faced by educational institutions

(Sia and Adamu, 2020; Khojasteh et al., 2021).

Recent studies have shown that the pandemic has impacted individual’s physical,

mental, emotional, and social well-being. Son et al. (2020) showed that tertiary students in the

United States are at increased risk for experiencing adverse mental health outcomes during

COVID-19. AlAteeq et al. (2020) revealed significant gender differences in the psychological

response to the pandemic among students in Saudi Arabia. According to a research conducted

by Cao et al. (2020), due to the pandemic, approximately 24.9% of university students in China

suffered from anxiety.

During the COVID-19 pandemic, it is very challenging for the university students,

especially the new students whom started their first semester on October 2020. New students

have to complete the registration online and face to face classes were not permitted. This is

because the Ministry of Higher Education had advised educational institutions to execute

teaching and learning remotely (The Ministry of Higher Education, 2020). Thus, this study

aims to analyse the perceived stress level among the first-year students due to remote teaching

and learning during the COVID-19 pandemic in Malaysia.

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2.0 Methodology

2.1 Population and sampling

This study was conducted in a tertiary education institution in Penang, Malaysia, which

involved 272 students from 6 faculties and three different education levels namely pre-diploma,

diploma, and degree.

2.2 Instrumentation

This study adopted a questionnaire by AlAteeq et al. (2020). Google Form was used to

create a link for the survey and disseminated via WhatsApp and Telegram. The survey has

seven questions on socio‑demographic such as age, gender, education, and living area,

followed by ten items to assess the respondents' stress perception. The responses were

evaluated using the 5-point Likert scale representing 1 for never to 5 for very often. A

qualitative question about the emotion during the pandemic was also included at the end of the

questionnaire. It categorised respondents into three types of emotions; positive, negative or

mixed.

2.3 Data Analysis

2.3.1 Reliability Analysis

The questions' reliability was tested using Cronbach's Alpha ranging from zero to one,

where zero showing complete unreliability and a value of one representing perfect reliability.

Table 1: Range of Cronbach's Alpha

No Coefficient of Cronbach's Alpha Reliability Level

1 More than 0.90 Excellent

2 0.80 – 0.89 Good

3 0.70 – 0.79 Acceptable

4 0.60 – 0.69 Questionable

5 0.50 – 0.59 Poor

6 Less than 0.50 Unacceptable

Source: Adopted from George and Mallery (2003)

2.3.2 Descriptive Analysis

The demographic and perceived stress data were analysed using frequencies and

percentages of each item to see its trend and pattern. The score for item 1 to 10 in perceived

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stress was calculated for each respondent to determine their stress level. The conclusion was

made based on the Perceived Stress Scale (PSS) (Cohen et al.,1983), where the total mean

scores of 0 to 13 are considered to be low stress, 14 to 26 indicate moderate stress and 27 to 40

indicate high stress.

Figure 1: Flowchart of Research Study

3.0 Result

3.1 Reliability Analysis

In this section, the results obtained will be discussed thoroughly. Table 1 presents the

result of the reliability test. The Cronbach's alpha coefficient obtained was 0.792, which

Not acceptable Acceptable

Revised the Questionnaire

Checking

for validity

START

END

Develop online questionnaire

Design questionnaire

Modified and adapted from AlAteeq et al.(2020)

to meet the research specifications

Analysing data

Results

Distribute to student through social media

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indicates that the questionnaire was constructed with slightly high reliability and was

acceptable for measuring the variables in this study.

Table 1: Result of Reliability Test

4.2 Descriptive Analysis

The demographics analysis which include gender, age, level of education, and area of

living for the 272 respondents involved in this study are depicted in Table 2. The proportion of

male respondents was 56.6% (154 respondents), while the female respondents were 43.4% (118

respondents). The majority of the respondents were less than 20 years old (71.7%) and 68.4%

of all respondent were diploma students. This result is not biased because it follows the

objective of the study which is to explore the perceived stress level among first-year students

due to remote teaching and learning during the COVID-19 pandemic in Malaysia.

Since the Ministry of Higher Education advised educational institutions to execute

teaching and learning remotely (The Ministry of Higher Education, 2020), it is relevant to

identify the area of living that students are primarily staying in as it influenced their internet

accessibility. The result in Table 2 shows that the majority of the students live in the sub-urban

area (54%), and followed by urban (32.4%) and rural area (13.6%).

Table 2: Demographic Analysis

Measure Item Frequency Percentage

Gender Male 154 56.6

Female 118 43.4

Age < 20 195 71.7

20-25 74 27.2

>25 3 1.1

Level of education Pre-Diploma 15 5.5

Diploma 186 68.4

Degree 71 26.1

Area of living Urban 88 32.4

Sub Urban 147 54.0

Rural 37 13.6

Cronbach's Alpha Number of items

0.792 10

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The ten items representing the questions to determine the perceived stress are listed below:

Item 1 : In the last month, how often have you been upset because of something that happened

unexpectedly?

Item 2 : In the last month, how often have you felt that you were unable to control the important

things in your life?

Item 3 : In the last month, how often have you felt nervous and stressed?

Item 4 : In the last month, how often have you felt confident about your ability to handle your

personal problems?

Item 5 : In the last month, how often have you felt that things were going your way?

Item 6 : In the last month, how often have you found that you could not cope with all the things

that you had to do?

Item 7 : In the last month, how often have you been able to control irritations in your life?

Item 8 : In the last month, how often have you felt that you were on top of things?

Item 9 : In the last month, how often have you been angered because of things that happened

that were outside of your control?

Item 10 : In the last month, how often have you felt difficulties were piling up so high that you

could not overcome them?

Table 3: Perceived stress

Items Never

(1)

Seldom

(2)

Sometimes

(3)

Fairly often

(4)

Very often

(5)

Mean Std. dev

1 4

(1.5%)

25

(9.2%)

83

(30.5%)

103

(37.9%)

57

(21%)

3.68 0.956

2 9

(3.3%)

26

(9.6%)

88

(32.4%)

95

(34.9%)

54

(19.9%)

3.58 1.017

3 2

(0.7%)

22

(8.1%)

63

(23.2%)

106

(39%)

79

(29%)

3.88 0.948

4 6

(2.2%)

53

(19.5%)

122

(44.9%)

66

(24.3%)

25

(9.2%)

3.19 0.928

5 10

(3.7%)

60

(22.1%)

126

(46.3%)

61

(22.4%)

15

(5.5%)

3.04 0.902

6 8

(2.9%)

35

(12.9%)

95

(34.9%)

89

(32.7%)

45

(16.5%)

3.47 1.009

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7 11

(4%)

46

(16.9%)

131

(48.2%)

68

(25%)

16

(5.9%)

3.12 0.897

8 26

(9.6%)

64

(23.5%)

130

(47.8%)

39

(14.3)%

13

(4.8%)

2.81 0.959

9 7

(2.6%)

37

(13.6%)

89

(32.7%)

84

(30.9%)

55

(20.2%)

3.53 1.041

10 9

(3.3%)

34

(12.5%)

88

(32.4%)

97

(35.7%)

44

(16.2%)

3.49 1.013

Table 3 shows the percentage for each items from Item 1 to Item 10 for perceived stress

that were calculated to determine their stress level. All items show an average mean score above

3.00, except Item 8, which got a mean score less than 3.00 (2.81) with a 0.959 standard

deviation. It shows that sometimes they often felt negatives feeling last month, which led to

stress eventually. The level of stress can be identified from these ten items using the Perceived

Stress Scale (PSS) (Cohen et al.,1983). Table 4 indicates the students’ level of stress.

Table 4: Level of stress

Level Score Frequency Percentage

Low Stress 0-13 2 0.7%

Moderate Stress 14-26 21 7.7%

High Stress 27-40 249 91.5%

The findings is quite surprising since 249 from 272 students (91.5%) were grouped in

high stress category. It followed by moderate stress (7.7%) and low stress (0.7%), respectively.

It is alarming that most students felt stressed doing online distance learning during this

pandemic. This is because the students felt the burden since the classes are more self-paced and

high number of workloads to be completed.

4.0 Conclusion

The conclusion obtained in this case hold globally as online learning significantly

changes the nature of interactions between students, their peers, and also lecturers. Since

students can participate in online courses at any time and from any location, it gives flexibility

for them to plan their daily schedules. Nevertheless, it may also be a challenge for students who

are not able to manage their time wisely. Living with families while studying remotely during

this pandemic can be a motivation for some and can also be a distraction for some which could

naturally induce stress in them.

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The high level of stress the students endured during remote learning should not be taken

lightly and must be addressed properly by all educational institutions including the ministry

related. There are many factors that relate stress and mental health issue such as sleeping

patterns, loneliness and resilience. Hence, the students should learn to control their level of

stress as their mental health are more likely to be affected during this pandemic (Varma et al.,

2021). In addition, there is also a need to study on the level of stress experienced by the lecturers

during remote learning.

References:

AlAteeq, D.A., Aljhani, S., & AlEesa, D. (2020). Perceived Stress among Students in Virtual

Classrooms during the COVID-19 Outbreak in KSA. J Taibah Univ Med Sci, 15(5), 398–403.

https://doi.org/10.1016/j.jtumed.2020.07.004.

BERNAMA. (2021, February 24). Muhyiddin Gets Premier Jab as Malaysia’s COVID-19

Immunisation Programme Rolls Out. Retrieved from

https://www.bernama.com/en/general/news_covid-19.php?id=1934586.

Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., et al. (2020). The Psychological Impact of the

COVID-19 Epidemic on College Students in China. Psychiatry Research, 287.

https://doi.org/10.1016/j.psychres.2020.112934

Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A Global Measure of Perceived Stress. Journal of

Health and Social Behavior, 24(4), 385-396. https://doi.org/10.2307/2136404.

Elengoe, A. (2020). COVID-19 Outbreak in Malaysia. Osong Public Health and Research

Perspectives, 11(3), 93-100.

George, D., & Mallery, M. (2003). Using SPSS for Windows Step by Step: A Simple Guide and

Reference, Boston, MA: Allyn and Bacon.

Khojasteh, L., Karimian, Z., Nasiri, E., Sharifzadeh, S., & Farrokhi, M. R. (2021). E-learning-based

Medical Education during COVID19 Pandemic from Medical Students' View Points.

https://doi.org/10.21203/rs.3.rs-234844/v1.

Kupferschmidt, K., & Cohen, J. (2020). Race to Find COVID-19 Treatments Accelerates. Science,

367(6485), 1412-1413. https://doi.org/10.1126/science.367.6485.1412.

Othman, J., Kadar, R., Umar, N., & Ahmad, N. (2020). Covid-19 Pandemic Effects in Teaching and

Learning Methods during Movement Control Order (MCO). Creative and Innovative Teaching

Practices during COVID-19 Movement Control Order (MCO), 1, 1-13.

https://psycnet.apa.org/doi/10.2307/2136404

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Shah, A. U. M., Safri, S. N. A., Thevadas, R., Noordin, N. K., Rahman, A. A., Sekawi, Z., Sultan, M.

T. H. (2020). COVID-19 Outbreak in Malaysia: Actions Taken by the Malaysian Government.

International Journal of Infectious Diseases, 97, 108-116.

Sia, J. K. M., & Adamu, A. A. (2020). Facing the Unknown: Pandemic and Higher Education in

Malaysia. Asian Education and Development Studies, 10(2), 263-275.

Son, C., Hegde, S., Smith, A., Wang, X., and Sasangohar, F. (2020). Effects of COVID-19 on College

Students’ Mental Health in the United States: Interview Survey Study. J. Med. Internet Res,

22(9). https://doi.org/10.2196/21279.

The Ministry of Higher Education. (2020, October 2). Penangguhan Pendaftaran Secara

Fizikal/Bersemuka Pelajar IPT Kemasukan Oktober 2020 [Press Release]. Retrieved from

https://www.mohe.gov.my/en/media-mohe/press-statement/1376-penangguhan-pendaftaran-

secara-fizikal-bersemuka-pelajar-ipt-kemasukan-oktober-2020.

Varma, P., Junge, M., Meaklim, H., & Jackson, M. L. (2021). Younger People are More Vulnerable to

Stress, Anxiety and Depression during COVID-19 Pandemic: A Global Cross-sectional

Survey. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 109, 110236.

World Health Organization. (2020, Jan 12). Novel Coronavirus – China.

http://www.who.int/csr/don/12-january-2020-novel-coronavirus-china/en/

World Health Organization. (2021, March 17). Status of COVID-19 Vaccines within WHO EUL/PQ

Evaluation Process.

https://extranet.who.int/pqweb/sites/default/files/documents/Status_COVID_VAX_17March20

21_0.pdf.

Wu, Y.C., Chen, C.S., Chan, Y.J. (2020). The Outbreak of COVID-19: An Overview. Journal of the

Chinese Medical Association, 83(3), 217-220.

https://doi.org/10.1097/JCMA.0000000000000270.

https://extranet.who.int/pqweb/sites/default/files/documents/Status_COVID_VAX_17March2021_0.pdf

https://extranet.who.int/pqweb/sites/default/files/documents/Status_COVID_VAX_17March2021_0.pdf

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FAVOURED INSTRUCTIONAL METHODS AND TEACHIING

MATERIALS FOR ONLINE DISTANCE LEARNING (ODL)

LECTURES ON INTERACTIVE MULTIMEDIA COURSE

Naemah Abdul Wahab, Wan Anisha Wan Mohammad, Azlina Mohd Mydin and

Dr. Syarifah Adilah Mohamed Yusoff [email protected], [email protected], [email protected],

[email protected]



ABSTRACT

Computer subjects such as Interactive Multimedia is an important supplementary skill for higher education

students in any field of study. Nevertheless, teaching and learning computer subject for non-computer background

novice learners using online mode in the midst of COVID-19 pandemic is very challenging. Thus, this study was

done to identify the technical issues and difficulties, favoured approaches for lectures, exercises and reference

materials as well as preferred platform for lecture classes to be conducted using Online Distance Learning (ODL).

This study was conducted at the Department of Computer and Mathematical Sciences, Universiti Teknologi MARA

Cawangan Pulau Pinang. An online questionnaire via google form was created to collect data from 91 students.

The findings will be used to enhance the online lectures teaching technique for CSC253 course in the upcoming

semesters, increase students’ understanding and interest in this subject along with improving students’ grade.

Keywords: online distance learning in COVID-19, online distance learning student readiness in COVID-19

Introduction

Interactive Multimedia (CSC253) introduce the important topics in interactive

multimedia application development which consist of fundamental concepts in multimedia,

basic multimedia elements such as text, graphics, audio, video, and animation, requirements of

multimedia project development, computer hardware and software, current multimedia

authoring tools, file formats, media storage and memory management as well as applications

of multimedia for the Internet. These topics will be covered in lecture classes while hands-on

experience on software usage for graphic and video editing will be guided during the laboratory

sessions.

Faculty of Computer and Mathematical Sciences (FSKM), Universiti Teknologi

MARA (UiTM) offers the CSC253 course to all students in several programmes in UiTM as a


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compulsory subject. This subject is non-prerequisite for the other courses offered at the third

semester in the diploma level programme. CSC253 is conducted by lecture (theory) and

practical lesson in the laboratory. This paper aims to discover the appropriate ODL delivery

methods for lectures that are effective and favoured by the students. Through this study, the

instructors of this subject are looking forward to improve their online teaching methods, boost

students' interest and understanding as well as increase students’ grade in the future semesters.

Literature Review

In the beginning of year 2020, COVID-19 pandemic outbreak in Malaysia has forced

the Malaysian government to impose movement control order (MCO) for all Malaysian to stay

at home in order to curb this virus from spreading fast. This pandemic has hampered various

sectors and effect many other aspects of everyday life including the higher education. In

Universiti Teknologi MARA (UiTM), the MCO has affected students who have just started a

new semester in their fourth week, causing the university management requesting students to

go back to their hometown and stay at home for their safety. However, all learning activities

continued using Online Distance Learning (ODL) method.

According to (Allam et al., 2020) in their study, the term online distance learning is

also known as e-learning, blended learning, online learning and virtual learning is learning

activities that utilize Internet tools with limited or no physical social interaction with lecturers.

They also added that ODL convey course content through teleconferencing, online chatting or

forum, interactive video as well as recorded video and audio. Incidentally, in early 2020, UiTM

had launched its Learning Management System (LMS) known as UFuture to replace the earlier

i-Learn system. Nevertheless, since the use of UFuture was not compulsory so far, thus many

lecturers have opted for a more user-friendly and free platforms such as Google Classroom,

Microsoft Team and other social media such as WhatsApp, Telegram and YouTube as

mentioned by (Chung et al., 2020) in their study.

Online learning is entirely technological devices and internet dependent. The

dependency of online learning on technological equipment is a big challenge for institutions,

faculty and students. As mentioned by a study by (Adedoyin & Soykan, 2020), most students

that do not have access to high speed or reliable internet services or with outdated technological

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devices especially for those who are living in rural as well as marginalized communities are

struggling to meet up with some technical requirements of online learning. Moreover, (Allam

et al., 2020) said that students who access the internet through smartphones are unable to take

advantage of online learning because a significant amount of online content is not accessible

or limited via smartphones.

Besides concern about technological devices and Internet access among students,

student’s anxiety to join the ODL activities must take into consideration. Before planning for

ODL activities and choosing software platform for online classes, lecturers need to investigate

about Internet access connection, students’ technological devices, software literacy and their

ability for self-directed learning. Furthermore, educators must also consider their students’

motivation level to complete their study while facing interruption and difficulties at home as

mentioned by (Allam et al., 2020). This is due to unconducive learning environment since all

family members are staying at home with limited space to do revision and perform course

assessments as well as technical hitches such as computer problem, limited Internet data and

single device being shared by family members to perform their work.

Lack of proper interaction with instructors is another major concern stated by (Allam

et al., 2020) associated with online learning. Online learning platform such as Microsoft Team

Meet, Google meet, Zoom meeting and Cisco Webex require the student to have computer

literacy on engaging camera and microphone device. The student must also capable to

participate in online conversation, must be aware of online meeting ethics and must know how

to access the lecture notes as well as download and upload assessments to conduct self-directed

learning. The attention, motivation and proper guidance by frequently interaction spent by

lecturers toward students was expected to increase students’ readiness level. The initiative

taken by the lecturer will indirectly boost their interest on the course taken, increase their

performance and willingness to join the ODL session openly until the end of the semester.

Methodology

Ninety one students in the second year of Diploma in Tourism Management

programme, Universiti Teknologi MARA Cawangan Pulau Pinang participated in this study

towards the end of semester in 2021 after the Interactive Multimedia (CSC253) course was

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taught through Online Distance Learning (ODL). A set of questionnaires were developed as an

instrument of this study which comprises of 27 questions broken down into three main sections:

(i) Section 1: Respondents’ profile and basic information on CSC253 ODL, (ii) Section 2:

Lecture Teaching Methods, and (iii) Section 3: Laboratory Teaching Methods. Section 1

gathered information on respondent's background, the gadget they used, the technical issue

encountered (if any), the preferred platform for ODL and a few basic information on CSC253

lectures and labs. Section B collected students’ opinion on favoured teaching approaches and

tools for lecture classes, exercises and the lecture notes. Section C explored students’

preference on instructional methods and exercises for learning software in Interactive

Multimedia subject. However, this paper only focuses on the information obtained from

Section 1 and 2 of the questionnaire. This questionnaire was created using google form and

distributed through class WhatsApp groups to students taking the CSC253 course in the third

semester of 2021 session.

Result and Discussion

Generally, about 95.4% of the respondents are staying at home during online distance

learning are conducted throughout the semester. In this survey, 52% of students used

smartphone, 47% of the students used their laptop, 1% are using desktop and 0.5% is using

tablet for ODL classes. In Figure 1, from the feedback of 91 respondents on technical issues

during ODL, 42.9% of students experiencing slow internet connection, 27.5% are having

coverage problem while 20.6% are having not enough mobile data. Only 9% of the students

are not facing any technical issue during ODL.

Figure 1: Technical Issues during Online Distance Learning (ODL)

9.0%

27.5%

20.6%

42.9%

Technical Issues during ODL

None

Coverage Problem

Not Enough Data

Slow InternetConnection

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Figure 2 shows the ODL platform preferred by students. From the online survey

conducted, 29.0% of students favoured google classroom (GC), 26.6% preferred WhatsApp,

17.5% chosen Microsoft Team, 14.8% selected UFUTURE UiTM and the remaining 12.1%

preferred Telegram.

Figure 2: Students’ Preferred Platform for Online Distance Learning (ODL)

On the favoured methods for CSC253 lecture classes as shown in Figure 3, 40.6% of

students choose lecture slides to be distributed on learning platform such as Microsoft Team,

Google Classroom or UFUTURE UiTM. 35.4% of responded that they preferred live lecturer

classes by the lecturer whereas 23.1% favoured watching interactive video through learning

platform. The least favourite lecture method chosen by students are viewing pre-recorded

lecture video at Google Classroom.

Figure 3: Favoured Learning Methods for Lecture Classes

We try to find out whether students like their lecture notes to be distributed using other

application such as WhatsApp or Telegram. Figure 4 shows that 41.3% agreed to have their

17.5%

29.0%

14.8%

26.6%

12.1%

Students' Preferred Platform for ODL

Microsoft Team

Google Classroom

UFUTURE UiTM

WhatsApp

Telegram

40.6%

23.1%

35.4%

0.9%

Favoured Methods for Lecture Classes

Distributing Slides on

Learning Platform

Watching Interactive Video

through Learning Platform

Live Class by the Lecturer

Lecture Video at Google

Classroom

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lecture notes distributed using WhatsApp or Telegram while 17.4% of students disagreed to

this reference material distribution medium.

Figure 4: Lecture Notes Distributed through WhatsApp or Telegram

We also like to discover whether the students fancy to have exercises given to them

on each of CSC253 lecture topic. As illustrated in Figure 5, only 27.5% of the students feel

pleased to have exercises on each lecture topic. The highest percentage of students (37.6%) are

neutral about this idea.

Figure 5: Exercises on Each Lecture Topic

Finally, we will also like to observe whether giving online games such as Kahoot

during each lesson will help the students to better understand on CSC253 lecture topics. As

seen in Figure 6, more than half of the students (56.9%) agreed that online games benefits them

to comprehend the lecture topics.

41.3%

29.4%

11.9%

17.4%

Lecture Notes Distributed through WhatsApp or

Telegram

Agree

Slightly Agree

Neutral

Disagree

27.5%

29.4%

37.6%

5.5%

Exercises on Each Lecture Topic

Agree

Slightly Agree

Neutral

Disagree

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Figure 6: Online Games on Each Lesson for Better Understanding on Lecture Topic

Based on the results of the analysis performed on five key questions to discover

students’ opinion on ideal teaching approaches and tools for lecture classes, exercises and the

lecture notes, the study found that students favoured their lecture classes to be conducted live

using platform such as Microsoft Team Meet or Google Meet. Although classes are conducted

using Online Distance Learning (ODL), students still prefer to have their lecture lessons to be

delivered using a medium allowing for a two-way communication. Additionally, live classes

using learning platform such as Microsoft Team can be recorded and shared to the students for

future reference and replay repeatedly at their own pace and free time to gain better

understanding of the content. The study also found that students like their lecture notes to be

distributed on learning platform such as Google Classroom, Microsoft Team or UFUTURE

UiTM. This is because having a centralized platform for them to refer and access the reference

materials for each course throughout the semester is crucial in an effective ODL system. They

also agreed to have the same learning materials to be shared in their class WhatsApp or

Telegram group as well. We think this is due to more than half (51.7%) are using their

smartphone as the learning medium for ODL classes as less than half of the students (46.8%)

owns a computer (laptop or desktop). The study also found that less than one third of the

students (27.5%) anticipated to have exercises on each lecture topic. When asked about the

reasons of why they are not pleased to have exercises, the students said that they have a lot of

assignments and tasks for other subjects as well as coping with ODL classes that are sometimes

done beyond a set timetable schedule. However, more than half of the students (56.9%) agreed

that online games such as Kahoot are able to assist the students in enhancing their

understanding on lecture topics.

56.9%22.9%

9.2%

11.0%

Online Games on Each Lesson for Better

Understanding on Lecture Topic

Agree

Slightly Agree

Neutral

Disagree

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Conclusion

In conclusion, these findings has identified the technical issues and difficulties in

carrying ODL lecture classes for Interactive Multimedia course among students. Since a

majority of students (95.4%) are staying at home during ODL and only a minority of 9% of the

students are not facing any technical issue such as slow internet connection, coverage problem

or not enough mobile data, it is important for the lecturer to find the most suitable instructional

method and tools to conduct their ODL lecture classes. Enhancements in the method for

conducting the ODL lessons must be a high priority and should be enriched in future semesters.

Lecturers should practice alternative approaches that suit students’ technological limitations

and technical concerns in order to facilitate the delivery of successful ODL classes and to

increase the interests of students on Interactive Multimedia course. Students are also expected

to adapt themselves to online distance learning methods despite their shortcomings, be more

independent and always have effective communication with their lecturers throughout the

semester.

References:

Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and

opportunities. Interactive Learning Environments, 1-13.

Allam, S. N. S., Hassan, M. S., Sultan, R., Mohideen, A. F. R., & Kamal, R. M. (2020). Online Distance

Learning Readiness during Covid-19 Outbreak among Undergraduate Students. Journal of

Academic Research in Business and Social Sciences, 10(5), 642-657.

Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online Learning Readiness among University

Students in Malaysia amidst COVID-19. Asian Journal of University Education, 16(2), 46-58.

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THE IMPACT OF OPEN DISTANCE LEARNING DURING

COVID-19 PANDEMIC ON SOCIAL INTERACTION AMONG

UNIVERSITY STUDENTS

Noor’Aina Abdul Razak, Nor Hanim Abd Rahman, Rafizah Kechil [email protected], [email protected], [email protected]



ABSTRACT

Since the emergence of Covid-19 at the end of 2019, open distance learning (ODL) has become a new norm

with the university students. There are numerous issues and challenges which have arisen during the ODL

period that have affected all levels of study. Thus, this preliminary research is carried out to look at the impact

of ODL on social interaction among the 191 students who had answered the questionnaires. The results show

that most students felt ODL had a negative impact on their social interactions throughout the remote learning

experience.

Keywords: social interaction, online distance learning, ODL, Covid-19, negative impact

Introduction

Online teaching and learning had been introduced by Universiti Teknologi MARA

(UiTM) since the year 1993. However, it had not been widely implemented by all level of

studies, until recently when Covid-19 came into the world back in 2019. Due to the Covid-19

pandemic, the teaching and learning environment had undergone unexpected transformation.

This shift from traditional to online mode of education known as ODL has now become the

new normal and challenges to the lecturers (or teachers) and students.

Whether we like it or not, ODL has become part of our lives especially for those in

the teaching and learning system. Various studies have been carried out since the emergence

of Covid-19. One of the areas that has caused a major concern among the researchers is the

impact of ODL on social interaction of university students. Some of them were by

Bernadetha (2020), Cao (2020), Ilonga, Ashipala and Tomas (2020), Lasfeto (2020), Norman

(2020) Mehall (2020) and Yilmazkuday (2020). The practice of social distancing as a new



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norm has greatly diminished the positive impact of social interaction as individuals utilize the

online environment more for learning purposes than socializing purposes (Baber, 2021).

Similarly, Elmer (2020) found that interaction and co-studying networks had reduced since

more students were studying alone. In addition, a study by Haider and Al-Salman (2020)

found that majority of the students agreed that ODL had resulted in social distancing and

students’ isolation. Hence, this preliminary article is produced to look at the impact of ODL

on social interaction among students in UiTM Penang specifically and some other responses

from outside too where the results are being discussed as an overall view.

Methodology

In this study, the students were given questionnaires using the Google form shared

through WhatsApp and Telegram. The questionnaires contained some demographic questions

and 10 general questions on social interactions during the ODL period. From the 1st of

October 2020 until 28th February 2021, a total of 191 respondents answered the survey. The

results were run automatically by Google and are presented in this paper.


Table 1 shows that females contributed more than half (54.5%) of the total 191

respondents. It also indicates that 68.1% respondents are below 22 years old where the

number of female and male respondents is almost equal. Those between 23-30 years old

contributed 26.7% whereas the remaining is 5.2% from the total respondents.

Table 1: Gender and age of respondents

Age Female Male %

Below 22 years 66 64 68.1

23-30 years 31 20 26.7

31-40 years 4 1 2.6

41-50 years 3 2 2.6

Total 104 87

Apart from Table 1, this study also found that 74.5% (144) respondents are

undergraduate students, and the rest are pre-diploma, postgraduates and others (not being

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specified) as illustrated in Figure 1(a). Figure 1(b) shows that the 191 respondents came from

almost equally distributed area which are urban (46.6%), suburban (30.4%) and rural (23%).

(a) (b)

Figure 1: Study levels and residential area

This paper also includes the demographic study on the data plan, internet speed,

preferable learning style and satisfaction towards ODL. Table 2 shows that only 1.6% (3) had

no data plan whereas the other 98.4% (188) had either unlimited or limited data plan which

were going to facilitate in ODL. Those with fast and medium speed of internet line

connection constituted 87.4% (167) that is more than half of the respondents. Only 12.6%

(24) had slow or no internet line at all. Half of the respondents were found to prefer blended

learning (53.4%), while another 14.7% preferred total ODL. However, there were also some

who chose to have a face-to-face session (31.9%). Out of 191 respondents, 58.1% (111) were

satisfied with the method of learning but 9.4% (18) felt that ODL did not suit them.

Table 2: Information on internet and ODL

Data plan Preferable learning style

Unlimited data 54.40% Face to face 31.90%

Limited data 44% ODL 14.70%

No data 1.60% Blended learning 53.40%

Internet Speed Satisfaction of ODL

Fast 20.90% Excellent 17.30%

Medium 66.50% Good 40.80%

Slow 12% Fair 32.50%

No internet 0.60% Poor 6.80%

Very poor 2.60%

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The results of the impact of ODL on social interaction had been summarized in Table

3. For Item 1 until Item 7, more than 60% of the respondents agreed that their social

interactions were greatly affected by the ODL session. They felt that ODL caused them to be

more distance and isolated, strengthening their social personality, lead to lethargy and

laziness, less involved in physical activities, create loneliness and harder for them to

collaborate with others. So as for Item 9, where 69.5% said that the traditional teacher role

was missing from their learning process. On the other hand, only 52.6% agreed that ODL

may lead to cyber-harassment (Item 8) and about 36% agreed that ODL gave positive impact

on their relationships with friends and lecturers (Item 10). For these two items, most of them

had undecided feeling towards the statements. With reference to Table 3, it appears that ODL

had given mostly negative impact on students.

Table 3: The impact of ODL on social interaction

Item Strongly disagree Disagree Undecided Agree

Strongly agree

1. The distance learning system resulted in social distancing.

0 1.1 22.6 38.9 37.4

2. Prolonged used of digital tools causes students' isolation.

1.1 2.6 27.9 36.8 31.6

3. University learning contributes to strengthening the social personality of students.

0 2.1 29.5 43.7 24.7

4. Staying home for long period of time leads to lethargy and laziness.

1.6 4.2 17.4 30.5 46.3

5. Distance learning might result in a significant drop in physical activities.

2.1 4.2 19.5 33.7 40.5

6. The inability to interact with other students may exacerbate feeling of loneliness.

2.1 4.8 23.8 31.7 37.6

7. It is easier to collaborate face to face than on distance learning.

1.1 2.6 21.1 27.9 47.4

8. Lack of social interaction may lead to cyber-harassment.

4.2 7.9 35.3 24.2 28.4

9. When lecturers are not particularly visible, some aspects of the traditional teacher role were missing.

0.5 2.1 27.9 33.2 36.3

10. The distance learning gives a positive impact on my relationship with my colleagues and lecturers.

5.76 13.09 43.98 21.99 14.66

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Conclusion

Although this is just a preliminary study on the impact of ODL to the university

students in general, some actions need to be taken to reduce the negative impacts. Lack of

social interaction, being isolated and feeling of loneliness may lead to depression if there are

no precautionary measures taken. Furthermore, feeling lazy and lack of involvement in

physical activities, especially outdoor activities, could lead to boredom and obesity. Although

ODL is a new norm nowadays, students need to socialize and push themselves to participate

in extra co-curricular activities to keep them connected and healthy. Parents, lecturers and

teacher also need to play their role in monitoring and advising their children to lead a better

and healthy lifestyle.

References:

Baber, H. (2021). Social interaction and effectiveness of the online learning – A moderating role of

maintaining social distance during the pandemic COVID-19. Asian Education and

Development Studies, https://doi.org/10.1108/AEDS-09-2020-0209

Bernadetha, N. (2020). The Effectiveness of Distance Learning Using Social Media during the

Pandemic Period of COVID-19: A Case in Universitas Kristen Indonesia. International Journal

of Advanced Science and Technology, 29 (7). 1764-1772. ISSN 2005 4238

Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact

of the COVID-19 epidemic on college students in China. Psychiatry research, 287, 112934.

https://doi.org/10.1016/j.psychres.2020.112934

Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’

social networks and mental health before and during the COVID-19 crisis in Switzerland.

PLoS ONE 15(7): e0236337. https://doi.org/10.1371/journal.pone.0236337

Haider, A. S., & Al-Salman, S. (2020). Dataset of Jordanian university students’ psychological

health impacted by using e-learning tools during COVID-19. Data in Brief, 32, 106104.

www.elsevier.com/locate/dib.2020.106104

Ilonga, A., Ashipala, D. O., & Tomas, N. (2020). Challenges experienced by students studying

through open and distance learning at a higher education institution in Namibia: implications

for strategic planning. International Journal of Higher Education, 9(4), 116-127.

https://doi.org/10.5430/ijhe.v9n4p116

Lasfeto, D. (2020). The relationship between self-directed learning and students’ social

interaction in online learning environment. Journal of E-Learning and Knowledge

Society, 16(2), 34-41. https://doi.org/10.20368/1971-8829/1135078

Mehall, S. (2020). Purposeful interpersonal interaction in online learning: What is it and how it is

https://www.emerald.com/insight/search?q=Hasnan%20Baber

Asian%20Education%20and%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%0dDevelopment%20Studies

Asian%20Education%20and%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%0dDevelopment%20Studies

https://doi.org/10.1108/AEDS-09-2020-0209

http://www.elsevier.com/locate/dib

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measured? Online Learning Journal, 24(1), 182-204. https://doi.org/10.24059/olj.v24i1.2002

Norman, Z. (2020). Understanding the effect of distance learning vs. face-to-face learning

experiences on students' engagement in higher education. Available at SSRN:

https://ssrn.com/abstract=3734764 or http://dx.doi.org/10.2139/ssrn.3734764

Yilmazkuday, H. (2020). COVID-19 and unequal social distancing across demographic groups.

Special Issue: Regional Drivers Effects and Policies of Covid-1, 12(6), 1235-1248.

https://doi.org/10.1111/rsp3.12329

https://ssrn.com/abstract=3734764

https://dx.doi.org/10.2139/ssrn.3734764

https://doi.org/10.1111/rsp3.12329

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PSYCHOLOGICAL IMPACT OF COVID-19 ON UNIVERSITY

STUDENTS USING OPEN DISTANCE LEARNING

Rafizah Kechil, Nor Hanim Abd Rahman, Noor ’Aina Abdul Razak [email protected], [email protected], [email protected]


Universiti Teknologi MARA, Cawangan Pulau Pinang, Malaysia

ABSTRACT

During the COVID-19 pandemic, the majority of universities adopted remote learning, also known as open and

distance learning (ODL). Various challenges and issues that lecturers and students have to deal with in order to

ensure the success of this ODL so that students do not drop out of their courses. The psychological effect of

university students during the COVID-19 pandemic is examined in this article. An online survey of 191 university

students was used to compile the study. We developed a tool that called Psychosomatic Symptoms Questionnaire

(PSQ) using the adopted COVID-19's e-Learning Digital Tools questionnaire and Patient Health Questionnaire-

4 (PHQ-4), the psychological impact of university and school students was determined. The findings show that

all students were classified as having moderate depression and anxiety during the COVID-19 pandemic.

Keywords: Psychological impact, depression, anxiety, university students, open distance learning, COVID-19

pandemic.

Introduction

Since 1993, Universiti Teknologi MARA (UiTM) in Malaysia has provided learning

and teaching in ODL, though it does not include all programmes. The learning and teaching

environment have changed as a result of the COVID-19 pandemic. During the COVID-19

pandemic, all courses at UiTM completely adopt the ODL or remote learning. Various

obstacles and challenges faced by lecturers and students to make sure that this ODL is

successful and students don't drop out of their courses. In remote learning, numerous studies

about the psychological impact of during COVID -19 pandemic had been carried out by

researchers (Kecojevic et al., 2020; Li & Leung, 2020; Lischer & et al., 2021; Meda & et al.,

2021; Muhammad Irfan & et al., 2020; Son & et al., 2020; Wan Noor Hayatie & et al., 2020).

The psychological impact that have arisen as a result of this pandemic have quickly increased

the public health burden (Grubic et al., 2020). This article reports on a study that looked at the

psychological effects of the COVID-19 pandemic on university students' ODL. The study's aim

is to assess these students' mental health, specifically depression and anxiety. The study's

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findings will aid policymakers in providing the best possible care for university students during

the pandemic (Sheela & et al., 2020).

Methodology

For this study, the online Likert-type questionnaires were created using Google Form

and for the data collection process, the link was shared in WhatsApp and Telegram chat groups

of instructors and students from various universities. The total of 191 data were collected across

Malaysia between 1st October, 2020 and 28th February, 2021.

Furthermore, the hybrid of psychosomatic impact of COVID-19's e-Learning Digital

Tools questionnaire as described by Haider and Al-Salman (2020) and 4-item Patient Health

Questionnaire-4 (PHQ-4) suggested by Kroenke et al. (2009) was also used in this research, as

show in Table 1.

Table 1: The Psychosomatic Impact using Likert-type questionnaires

%

No Item

Little

interest or

pleasure

in doing

things

Not being

able to

stop or

control

worrying

Undecided Feeling

down,

depressed

or

hopeless

Feeling

nervous,

anxious

or on

edge

1 Continuous exposure to

electronic screens in online

learning is tiring and

exhausting.

5.0 2.1 15.7 23.6 58.1

2 Prolonged use of e-learning

tools often leads to

boredom, nervousness, and

tension.

1.6 3.7 19.4 30.4 44.7

3 The psychological element

is a key factor in the

success of the educational

process.

0.0 1.0 17.8 31.9 49.2

4 I don’t recommend 5.2 6.8 30.9 26.7 30.4

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continuing with the online

learning model because it

is socially and

psychologically unhealthy.

5 The use of digital learning

tools is responsible for my

low academic performance.

2.6 5.2 16.8 28.8 46.6

6 Face-to-face interaction

contributes significantly to

boosting students’

academic achievement.

5.0 1.0 20.9 37.7 39.8

7 Some students cannot

afford to buy all necessary

digital tools, which is

embarrassing and

frustrating.

3.7 3.1 19.9 34.0 39.3

8 Measures of lockdown,

closures, and quarantine,

brought by COVID-19

caused stress, frustration,

and depression.

2.6 5.2 16.8 28.8 46.6

9 The volume of assignments

via e-learning led to

confusion, frustration and

poor performance.

1.0 6.3 22.5 31.4 38.7

10 Taking quizzes and exams

online from home was not

comfortable and made me

nervous.

6.3 10.5 31.4 23.0 28.8

Question 1 reveals that the majority of respondents (81.7% or n=155) believe that

continuous exposure to electronic screens in online learning is tiring and exhausting make them

“Feeling down, depressed or hopeless” and “Feeling nervous, anxious or on edge”. Question

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2 reveals that 75.4% (n=143) supported that prolonged use of e-learning tools often leads to

boredom, nervousness, and tension. While Question-3, which is on the ability to stop or control

their worrying, this indicates that at least 57.1% of the respondents believe that the

psychological element plays a key role in the success of the educational process.

Based on Question 4 ,5 and 6, they also do not recommend continuing with ODL

because it is believed to be socially and psychologically unhealthy and indirectly, responsible

for their low academic performance. They also prefer face-to-face interaction, which

contributes significantly in boosting students’ academic achievement.

Question 7 reveals that, more than 70% of respondents felt down, depressed or hopeless

as a result of the facts that 73.3% (n=139) of the respondents claimed that it was unaffordable

for them to buy all necessary digital tools, which made them felt embarrass and frustrating.

Meanwhile, in Question 8, 75.4% cited COVID-19 as one of the key factors for their stress,

frustration, and depression. While in Question 9, 70.1% also claimed that the volume of

assignments given to them via e-learning led to confusion, frustration and thus, poor

performance. Finally, Question 10 reveals that 51.6% (n=98) of the respondents considered

taking quizzes and exams online from home as not comfortable and made them felt nervous.

Based on the results of table 1, we had developed the Psychosomatic Symptoms

Questionnaire (PSQ) to measure the average score of depression and anxiety among the

respondents. Scores are rated as normal (1.00 - 1.25), mild (1.26 - 3.00), moderate (3.01 - 4.25)

and severe (4.26 - 5.00) anxiety and depression.


Table 2 indicates the four items in the Personal and Demographic sections of the

questionnaire. According to Table 2, ODL during the Covid-19 pandemic caused moderate

anxiety and depression on the all of respondents. It also shows that the PSQ score was affected

by gender, age, level of study and geographic location.

According to Table 2, female respondents had a higher PSQ score than male respondents.

When compared to other age groups, respondents aged 41 to 50 had the highest PSQ score. In

contrast to undergraduate and postgraduate students, pre-diploma students had the highest PSQ

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score. These findings could indicate that, as compared to older graduates, younger graduates

are unable to handle stress.

Surprisingly, the respondent who lives in a rural area with minimal facilities has the

lowest PSQ score. This may be because their rural lifestyle has trained them to embrace

challenges and handle their emotions and stress.

Table 2: Respondents’ Personal and Demographic with PSQ Score

No Item

Total Sample PSQ Score

N % M SD

1. Gender:

Male 87 45.5 3.9 0.7

Female 104 54.5 4.0 0.7

2. Age:

Below 22 years 130 68.1 4.0 0.7

23 – 30 years 51 26.7 4.0 0.7

31 – 40 years 5 2.6 3.9 0.3

41 – 50 years 5 2.6 4.1 1.1

3. Levels of Study:

Pre-diploma 7 3.7 4.1 0.5

Undergraduate 144 75.4 4.0 0.7

Postgraduate 40 20.9 4.0 0.8

4. Residential Area:

Urban 89 46.6 4.0 0.7

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Suburban 58 30.4 4.0 0.7

Rural 44 23.0 3.9 0.8

Table 3 displays four items related to the Internet and the ODL, which include data plan

limits, internet speed, preferred learning style, and ODL-satisfaction. Data plan limits,

preferred learning style, and ODL-satisfaction, have an effect on the outcome of their anxiety

and depression. The internet speed had no impact on the PSQ score. ODL during the Covid-19

pandemic clearly shows that respondents with unlimited data and limited data are most likely

to experience only 4.0 PSQ score. On the contrary, respondents with little or no data

experienced the highest PSQ score with 4.5 score.

When it comes to Learning Style Preference, since they need to learn using ODL learning,

students who prefer face-to-face have a higher risk of anxiety and depression (score 4.5) than

those who prefer ODL or mixed learning. Excellent ODL satisfaction was associated with

lowest PSQ score (3.7), while poor ODL satisfaction was associated with highest score (4.4).

While, Table 3 depicts the psychological condition and ODL of university students.

Table 3: Information on Internet and ODL with PSQ Score

No Item

Total Sample PSQ Score

N % M SD

1. Data Plan Limits:

Unlimited data 104 54.4 4.0 0.7

Limited data 84 44.0 4.0 0.7

No data 3 1.6 4.5 0.3

2. Internet Speed:

Fast 40 20.9 4.0 0.7

Medium 127 66.5 4.0 0.7

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Slow 23 12.0 4.0 0.7

No Internet available 1 0.6 4.0

3. Learning Style Preferable:

Face-to-face classes 61 31.9 4.2 0.6

Open-distance learning 28 14.7 4.0 0.7

Blended-learning 102 53.4 4.0 0.7

4. Satisfaction of ODL:

Very Poor 5 2.6 4.2 0.7

Poor 13 6.8 4.4 0.7

Fair 62 32.5 4.0 0.7

Good 78 40.8 4.0 0.7

Excellent 33 17.3 3.7 0.7

Conclusions

Even though, the study is not designed to be representative due to the small number of

samples which were only 191 out of approximately 5000 (just in UiTM itself), it is still

important for the ministry of education to look into this mental health issues such as depression

and anxiety among students in university and schools, more seriously. Emphasis should be

done more onto the university students, due to the fact that most university students are self-

sufficient during their studies, and some are reluctant to share their problems with their parents

or lecturers about their mental issues until it is too late affected their academic results. It is

important to conduct a progressive review of their mental health or psychological state in order

to prevent the issue from worsening. Parents and lecturers should work together to ensure that

their children and students are capable of maintaining a healthy life style while studying.

Policymakers, as well, must develop appropriate guidelines to ensure the safeness of university

students, not only physically but also mentally.

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COVID-19 pandemic: A call for further research and immediate solutions. The

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epidemic on mental health of undergraduate students in New Jersey, cross-sectional

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counseling in Hong Kong during the COVID-19 pandemic. Psychiatry and clinical

neurosciences, 74(10), 564–565. https://doi.org/10.1111/pcn.13117

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the Covid-19 pandemic: A mixed-method enquiry. Prospects.

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Meda, N., Pardini, S., Slongo, I., Bodini, L., Zordan, M. A., Rigobello, P., Visioli, F., &

Novara, C. (2021). Students' mental health problems before, during, and after COVID-

19 lockdown in Italy. Journal of psychiatric research, 134, 69–77.

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Muhammad Irfan, Faizah Shahudin, & Vincent. H., & Waqar Akram, & Rosmaiza Abdul

Ghani. (2020). The psychological impact of coronavirus on university students and its

socio- economic determinants in Malaysia. 10.13140/RG.2.2.35625.62566.

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E-learning in Northeastern Thailand. International Journal of Educational Technology

in Higher Education. 13. 10.1186/s41239-016-0034-x.

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College Students' Mental Health in the United States: Interview Survey Study. Journal

of medical Internet research, 22(9), e21279. https://doi.org/10.2196/21279.

Sheela Sundarasen, Karuthan Chinna, Kamilah Kamaludin, Mohammad Nurunnabi, Gul

Mohammad Baloch, Heba Bakr Khoshaim, Syed Far Abid Hossain, & Areej Sukayt.

(2020). Psychological Impact of COVID-19 and Lockdown among University Students

in Malaysia: Implications and Policy Recommendations. International Journal of

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Wan Noor Hayatie Wan Abdul Aziz, Nurhasniza Idham Abu Hasan, Mohd Hafiz Mohammad

Hamzah, & Rossidah Wan Abdul Aziz, (2020). Pearson correlation coefficient of the

student perception and challenges towards open and distance learning during COVID-

19. Mathematical Sciences and Informatics Journal (MIJ), 1 (1). pp. 96-103. ISSN 2735-

0703.

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ANALISA KESALAHAN PELAJAR DALAM SUBJEK STATISTIK: KAJIAN KES

BAGI SEMESTER PENGAJIAN SECARA ATAS TALIAN

Maisurah Shamsuddin, Siti Balqis Mahlan, [email protected], [email protected]



ABSTRAK

Statistik merupakan subjek teras bagi kebanyakan kursus di peringkat universiti. Kebanyakan pelajar

mengaplikasi bidang statistik dalam menghasilkan projek tahun akhir. Sepanjang tempoh pembelajaran yang

dijalankan secara atas talian, didapati prestasi pelajar dalam subjek ini telah merosot. Justeru itu, kajian ini

dilakukan bagi mengkaji secara deskriptif kesalahan yang dilakukan oleh pelajar dalam subjek statistik. Seramai

54 orang pelajar semester Oktober - Februari 2021 yang mengambil subjek statistik terlibat dalam kajian ini.

Data yang diperolehi adalah daripada ujian akhir secara atas talian. Kajian tertumpu kepada topik hipothesis

berdasarkan min markah yang paling rendah diperolehi. Setiap kertas jawapan pelajar disemak dan diteliti

kesalahan yang dilakukan dengan menggunakan kaedah Newman. Hasil kajian mendapati bahawa majoriti

pelajar tidak dapat memahami kehendah soalan berkaitan ujian hipotesis. Seterusnya telah menyebabkan mereka

melakukan beberapa kesalahan lain termasuk transformasi dan kemahiran proses. Pensyarah perlu memberi

fokus kepada kesalahan ini dan menggunakan kaedah pengajaran dan pembelajaran dengan lebih efektif. Secara

tidak langsung penguasaan di dalam bidang statistik dapat ditingkatkan ke tahap yang lebih cemerlang.

Keywords: Statistik, hipotesis, kaedah Newman, pembelajaran atas talian, deskriptif

Pengenalan

Statistik adalah suatu proses melibatkan pengumpulan data yang akan disusun,

dianalisis, ditafsir dan akan disimpulkan berdasarkan dapatan akhir. Pembelajaran statistik

telah diperkenalkan bermula dari peringkat sekolah rendah lagi (Norabiatul, Suzieleez &

Sharifah, 2019). Pembelajaran statistik ini juga dipelajari di peringkat sekolah menengah dan

diteruskan sehinggalah ke peringkat universiti (Chan & Zaleha, 2012). Statistik ini bukan

sahaja penting untuk pembelajaran di pelbagai peringkat institusi pendidikan, namun ianya

juga penting untuk diaplikasi dalam kehidupan harian seseorang. Malah ianya juga sangat

diperlukan dalam sesuatu kajian ataupun penyelidikan.

Pada peringkat universiti, di antara topik statistik yang tinggi kadar kesilapannya oleh

para pelajar ialah berkaitan topik hipotesis (Kurnia, Melda & Tanti, 2019). Pelbagai jenis

kesalahan yang dilakukan oleh pelajar semasa menjawab soalan yang berkaitan topik hipotesis



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ini. Di antaranya ialah kesukaran untuk memahami kehendak soalan dan ini menyebabkan ujian

statistik yang digunakan adalah tidak tepat. Terdapat juga kesalahan dari segi jalan kerja dan

tidak menggunakan rumus yang betul. Malahan ada juga pelajar yang tidak menyatakan

kesimpulan di akhir jalan kerja masing-masing. Ini merupakan faktor penyumbang kepada

penurunan prestasi dalam subjek statistik.

Berdasarkan markah keputusan akhir, didapati skor markah bagi topik hipotesis adalah

kurang memuaskan. Perkara ini perlu diberi perhatian secara serius memandangkan masih ada

yang melakukan kesilapan yang sama. Kesilapan-kesilapan ini tidak boleh dibiarkan begitu

sahaja di mana ianya memerlukan suatu cara untuk mengatasinya agar kesilapan yang sama

boleh diminimumkan. Dengan ini, kajian ini akan mengenalpasti dan membincangkan jenis

kesalahan yang dilakukan oleh pelajar dengan menggunakan kaedah Newman. Terdapat 5 jenis

kesalahan yang diperkenalkan oleh Newman dalam kaedah ini (White, 2009). Pengenalpastian

ini penting bagi mencari punca kesilapan yang kerap dilakukan dan ini membolehkan ianya

dijadikan sebagai penanda aras untuk mencari penyelesaian kepada masalah ini.

Merujuk kepada White (2019), kaedah Newman yang turut digunakan dalam

kajiannya ialah; kesalahan semasa membaca soalan, kesalahan memahami masalah pada soalan

yang ditanya, kesalahan tranformasi, kesalahan kemahiran proses dan kesalahan menulis

jawapan akhir. Kurnia et al. (2019) juga mengaplikasikan kaedah Newman dalam kajiannya.

Di dalam kajiannya, didapati bahawa kesemua elemen dalam kaedah Newman mempunyai

kesalahan dari pelajar kecuali elemen yang pertama iaitu pelajar tidak mempunyai kesalahan

semasa membaca soalan. Antara cadangan yang dikemukakan ialah dengan meningkatkan

kemahiran kognitif pelajar berkaitan topik statitistik yang dimaksudkan. Menurut Fitni, Yenita

& Maimunah (2020), kesalahan pelajar yang dianalisa dengan menggunakan kaedah Newman

menemui dapatan bahawa corak pembelajaran pelajar boleh mempengaruhi jenis kesalahan

yang dilakukan. Fitni et al. (2020) mencadangkan agar pengkaji lain mengenalpasti terlebih

dahulu kaedah pembelajaran yang digunakan oleh pengajar dan corak pembelajaran yang

digunakan oleh pelajar supaya lebih mudah untuk mengatasi masalah pembelajaran pelajar

tersebut.

Berdasarkan Siti (2009) yang turut menggunakan kaedah Newman mendapati bahawa

pelajar melakukan kesilapan yang tinggi bagi topik ungkapan dan persamaan kuadratik kerana

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markah bagi ujian diagnostik pelajar bagi topik tersebut berada pada kadar prestasi yang agak

sederhana. Walaupun analisa kesalahan topik bagi kajian ini hanya tertumpu kepada topik yang

dinyatakan, namun didapati objektif bagi setiap pengkaji adalah sama iaitu mencari kesalahan

yang kerap dilakukan oleh pelajar dengan menggunakan teknik Newman dan seterusnya

pengkaji akan mencari penyelesaian bagaimana hendak mengatasi masalah ini supaya dapat

meminimumkan kesalahan yang sama agar tidak berulang.

Terdapat juga kajian lain yang menggunakan kaedah Newman. Di antaranya ialah

Raras (2018) yang mengatakan bahawa pelajar melakukan kesalahan bagi kesemua kesalahan

yang diperkenalkan dalam kaedah Newman. Topik kesalahan yang dianalisa adalah sama

dengan kajian yang dilakukan oleh Kurnia (2019) iaitu berkaitan dengan topik di dalam subjek

statistik. Dapatan kajian oleh Raras (2018) mendapati bahawa kebanyakan pelajar tidak

menyemak semula jalan kerja dan jawapan yang diberikan. Ini menyebabkan pelbagai

kesalahan dilakukan oleh para pelajar yang mana dikatakan agak kurang teliti semasa

menjawab soalan.

Seterusnya, kajian yang dilakukan oleh Suryanti, Candra & Kristiani (2020) pula

menganalisis kesalahan pelajar dalam menyelesaikan soalan pada tahap aras tinggi. Kajian ini

juga menggunakan kaedah sama yang digunakan oleh Kurnia (2019), Raras (2018), Siti (2009)

dan Fitni et al. (2020). Suryanti et al. (2020) menyimpulkan bahawa bagi kesalahan pertama;

kesalahan membaca adalah disebabkan oleh ketidakmampuan pelajar untuk memahami

masalah maklumat yang diberikan dalam soalan. Bagi kesalahan kedua; kesalahan pemahaman

soalan adalah disebabkan faktor ketidakfahaman pelajar mengenai kehendak soalan yang

sepatutnya. Kesalahan ketiga pula; kesalahan transformasi adalah disebabkan oleh

ketidakupayaan dalam menghasilkan kaedah yang bersesuaian untuk menyelesaikan soalan.

Seterusnya bagi kesalahan yang keempat; kesalahan kemahiran proses adalah disebabkan

ketidakupayaan untuk menghubungkan jalan kerja dengan betul. Kesalahan yang terakhir iaitu

kesalahan penulisan jawapan adalah disebabkan kesilapan pada jawapan akhir.

Wilda (2018) juga menganalisis kesalahan yang sama dengan kajian yang dijalankan

oleh Suryanti et al. (2020) di mana kajian ini tertumpu kepada soalan yang beraras tinggi.

Kaedah yang sama juga digunakan iaitu Newman. Dapatan kajian mendapati bahawa kesalahan

pemahaman merupakan kesalahan yang paling tinggi berbanding kesalahan yang lain. Faktor

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penyebabnya adalah disebabkan kemampuan dan kemahiran penaakulan pelajar yang rendah

dalam menyelesaikan masalah dalam konteks sebenar. Namun, kajian ini hanyalah tertumpu

kepada subjek matematik sahaja. Terdapat juga kajian yang menggunakan kaedah Newman

yang membandingkan prestasi di antara pelajar lelaki dan perempuan. Kajian ini mendapati

pelajar perempuan mempunyai prestasi yang lebih baik dalam menyelesaikan soalan statistik

jika dibandingkan dengan pelajar lelaki yang mana masih terdapat kesilapan dalam

menyelesaikan masalah (Marwah, Ratna, & Wahyu, 2020).

Terdapat juga kajian lain yang menganalisis kesalahan pelajar. Di antaranya ialah

Maisurah, Siti, Norazah & Fadzilawani (2015) yang menyatakan bahawa sebahagian besar

pelajar masih lemah dalam menguasai fakta dan konsep asas matematik. Kelemahan dalam

memahami konsep asas boleh menyebabkan mereka menggunakan strategi yang salah semasa

menyelesaikan soalan matematik. Ini merupakan jenis kesalahan transformasi iaitu

menggunakan kaedah yang salah apabila menyelesaikan masalah. Kajian oleh Siti, Noor ‘Aina,

Maisurah & Fadzilawani (2017) pula mendapati bahawa pelajar yang mendapat gred yang agak

rendah semasa mengambil Matematik di peringkat SPM dikatakan kerap melakukan kesalahan

seperti kesalahan pada tanda negatif dan positif, kesalahan pada kaedah yang digunakan, cuai

dan jawapan tidak dipermudahkan. Kesemua jenis kesalahan ini juga boleh dikategorikan ke

dalam kaedah Newman. Kajian oleh pengkaji yang sama; Maisurah, Noor ‘Aina, Siti &

Fadzilawani (2017) terhadap kumpulan pelajar yang mengambil subjek berbeza mendapati

bahawa kebanyakan pelajar tidak dapat menggunakan kaedah yang betul dan mereka juga tidak

dapat mempermudahkan jawapan untuk soalan yang diajukan. Selain itu, kajian Hanapiah &

Luvy (2020) menyimpulkan bahawa kemampuan pelajar dalam menyelesaikan soalan statistik

masih dalam kategori rendah dan terdapat banyak pelajar yang membuat kesilapan dalam

menjawab soalan terutamanya dalam pengiraan jalan kerja.

Kajian ini juga akan menganalisa kesalahan pelajar dengan menggunakan kaedah

Newman agar dapat mengenalpasti kesalahan yang kerap dilakukan dalam suatu subjek

statistik dan seterusnya diharap pensyarah dapat mengatasi masalah ini dengan mengambil

langkah yang sewajarnya.

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Metodologi

Kajian ini telah dijalankan terhadap pelajar semester 5 yang mengambil kursus Statistik

ketika pelaksanaan pembelajaran secara atas talian. Data diperolehi daripada kertas soalan

ujian akhir semester bagi 54 orang pelajar. Soalan yang dikaji mengandungi kesemua topik

iaitu Kebarangkalian, Penganggaran, Hipotesis, ANOVA dan juga Korelasi. Markah pelajar

telah dianalisa terlebih dahulu mengikut topik yang terlibat secara deskriptif.

Kajian diteruskan dengan memilih soalan yang merangkumi topik hipotesis. Soalan

tersebut adalah seperti berikut iaitu soalan 3a(ii), 3b dan 3c:

Soalan 3a

In a factory producing bottles of shampoo, it shows that when a process operating correctly,

the average content weight of shampoo must be 20 ounces with population standard deviation

of 0.7 ounces. A random sample of twelve bottles from a single production run yielded the

following content weights (in ounces):

21.4 ,19.7 ,19.7 ,20.6 ,20.8, 20.1, 19.7, 20.3, 20.9, 19.8, 20.5, 19.9

Assume the population distribution to be normal

ii) Using 5% significance level, can we conclude that the process is operating correctly

based on this sample?

Soalan 3b,c

In a packing plant, a machine packs carton with jars. Supposedly, a new machine will pack

faster on the average than the machine currently used. To test that hypothesis, the times it takes

each machine to pack ten cartons are recorded. The results, in seconds, are shown in the tables.

New Machine 42.1 41.3 42.4 43.2 41.8 41 41.8 42.8 42.3 42.7

Old Machine 42.7 43.8 42.5 43.1 44 43.6 43.3 43.5 41.7 44.1

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The Minitab output is shown below.

Test and CI for Two Variances: New machine, Old machine

Statistics

Sample N StDev Variance

New machine 10 0.683 0.467

Old machine 10 0.750 0.562

Ratio of standard deviations = 0.911409

Tests

Method DF1 DF2 Test Statistic P-Value

F 9 9 0.83 0.787

Assume that data were collected from normal populations.

b) At 5% level of significance, is it reasonable to assume that the two machines have equal

population variances?

c) From your conclusion in (b), test at 5% significance level whether the newmachine packs

faster on average. Show all necessary steps in conducting this hypothesis testing.

Jawapan pelajar kemudiannya disemak dengan teliti dan terperinci serta dianalisa

berdasarkan kaedah Newman. Jadual 1 berikut menunjukkan 5 tahap kesalahan menggunakan

kaedah Newman beserta penerangan bagi setiap tahap yang bersesuaian dengan soalan statistik

yang dikaji.

Jadual 1: Huraian Kaedah Newman

Bil Kesalahan Penerangan

1 Membaca (reading) • tidak dapat membaca setiap maksud soalan

• tidak menjawab soalan

2 Memahami masalah

(comprehension)

• tidak memahami kehendak soalan sehingga

menggunakan ujian statistik yang tidak tepat.

• salah memilih dan menggunakan data

• salah atau tidak menulis hipotesis yang dikaji

3 Transformasi

(transformation)

• menggunakan rumus yang tidak tepat

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4

Kemahiran proses

(process skill)

• rumus yang digunakan adalah tepat namun tidak

menyelesaikan proses ujian dengan betul

• kesalahan dalam pengiraan

• menggunakan jadual statistik yang salah atau

silap membaca nilai di dalam jadual statistik

• salah dalam menentukan kriteria penerimaan atau

penolakan hipotesis

• salah dalam membuat kesimpulan akhir

5 Penulisan jawapan

akhir (encoding) • tidak menulis kesimpulan

Analisa dan Perbincangan

Carta palang dalam Rajah 1 di bawah menunjukkan min markah bagi topik yang diuji

dalam ujian akhir pelajar. Didapati bahawa topik ANOVA mencatatkan markah purata

tertinggi iaitu sebanyak 18 markah, diikuti oleh topik Korelasi(14.8), Penganggaran(13.3) dan

Kebarangkalian(11.4). Manakala topik Ujian Hipotesis pula adalah yang paling rendah iaitu

hanya 6.2 markah.

Rajah 1: Carta Palang Min Markah terhadap Topik.

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Oleh yang demikian, dapat disimpulkan bahawa kesalahan yang paling banyak

dilakukan oleh pelajar adalah pada topik Ujian Hipotesis. Jadi kajian diteruskan dengan

menyemak jawapan pelajar bagi soalan yang berkaitan ujian hipotesis tersebut. Jumlah

kesalahan yang dilakukan adalah sebanyak 135 (85%). Manakala hanya 25% sahaja yang

menjawab dengan betul. Hasil daripada kesalahan pelajar menggunakan kaedah Newman dan

juga jumlah jawapan yang betul telah ditunjukkan di dalam Jadual 2 seperti di bawah:

Jadual 2: Jumlah Kesalahan dan Jawapan Betul Pelajar

Kesalahan/Soalan 3a(ii) 3b 3c Jumlah (%)

1. Membaca (reading) 5 2 4 11 (8%)

2. Memahami masalah (comprehension) 29 21 40 90(67%)

3. Transformasi (transformation) 9 3 8 20 (15%)

4. Kemahiran proses (process skill) 4 8 0 12 (9%)

5. Penulisan jawapan akhir (encoding) 0 2 0 2 (1%)

Jawapan betul 4 20 0 24(15%)

Berdasarkan jadual 2 di atas, dapat disimpulkan bahawa majoriti pelajar telah

melakukan kesalahan memahami masalah iaitu sebanyak 90(67%) kesalahan. Kesalahan

transformasi kemahiran proses dan membaca mempunyai peratus yang agak rendah dan dilihat

tidak begitu ketara. Hanya 2(1%) kesalahan sahaja yang dilakukan oleh pelajar apabila menulis

jawapan akhir. Jadi, bagi melihat dengan lebih jelas bentuk kesalahan yang dinyatakan dalam

jadual 2, berikut disertakan contoh dan huraiannya:

1. Kesalahan Membaca (reading)

Secara keseluruhannya, pelajar yang melakukan kesalahan membaca adalah tidak

ramai. Berkemungkinan besar pelajar-pelajar ini tidak menjawab soalan kerana tidak dapat

membaca dan mentafsir dengan betul maksud soalan tersebut. Ini mungkin berpunca dari

kekeliruan simbol yang digunakan ataupun terdapat sedikit kelainan pada format soalan

tersebut berbanding kebiasaan; di mana soalan diberikan secara dalam talian yang merupakan

soalan beraras tinggi.

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2. Kesalahan Memahami masalah (comprehension)

Soalan 3a(ii)

Pelajar ini tidak memahami masalah soalan yang diberi di mana pelajar tidak menjawab

soalan dengan menggunakan ujian hipotesis, namun sebaliknya pelajar ini menjawab soalan

dengan menggunakan anggaran selang keyakinan.

Soalan 3c)

Pelajar ini menggunakan ujian hipotesis yang salah. Sepatutnya pelajar menggunakan ujian

hipotesis perbandingan perbezaan di antara dua min dan bukannya menggunakan ujian

hipotesis dua varians.

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3. Transformasi (transformation)

Soalan 3aii)

Pelajar ini menggunakan rumus yang salah. Namun begitu, ujian hipotesis yang digunakan adalah

betul. Dapat diperhatikan, pelajar ini masih keliru dengan pemilihan rumus yang tepat.

Soalan 3c

Pelajar ini menggunakan rumus yang salah di mana rumus yang digunakan adalah tidak sesuai

dengan data yang diberi iaitu data berpasangan. Dapat diperhatikan di sini bahawa pelajar ini

masih belum memahami jenis data yang digunakan.

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4. Kemahiran proses (process skill)

Soalan 3b

Pelajar ini tidak memberi jawapan yang tepat walaupun jawapan pada jalan kerja bagi kawasan

penolakan Ho adalah betul.

Soalan 3aii)

Pelajar ini menggunakan rumus yang betul tetapi memasukkan nilai yang salah ke dalam rumus.

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5. Penulisan jawapan akhir (encoding)

Soalan 3b

Pelajar ini tidak menyatakan kesimpulan pada akhir jawapan. Berkemungkinan besar pelajar ini terlupa

ataupun tidak mempunyai masa yang cukup untuk menjawab soalan.

Walaupun terdapat hanya 24(15%) sahaja yang berjaya menjawab soalan dengan betul

tanpa ada sebarang kesalahan, tetapi pelajar telah banyak melakukan kesalahan pada tahap

yang penting iaitu memahami masalah. Apabila perkara ini berlaku, kaedah ujian hipotesis

yang seterusnya juga akan berlaku kesilapan terutama pada kemahiran proses. Oleh yang

demikian, para pendidik perlu lebih memberi penekanan kepada pelajar berkaitan kepentingan

dalam memahami masalah terutama pada topik ujian hipotesis supaya kesalahan yang sama

tidak akan berulang.

Kesimpulan

Secara keseluruhannya, hasil dari analisis kesalahan pelajar dalam menjawab soalan

statistik berkaitan topik hipotesis ini didapati bahawa pelajar-pelajar membuat kesalahan

seperti yang telah digariskan dalam kaedah Newman iaitu kesalahan dari segi membaca,

memahami masalah, transformasi, kemahiran proses dan juga penulisan jawapan akhir.

Kesemua kesalahan ini ada kaitannya dengan strategi metakognitif seseorang. Menurut

Sollehah (2012), proses metakognitif secara tidak langsung boleh membantu seseorang pelajar

dalam meningkatkan pembelajaran dengan cara membimbing pelajar itu berfikir. Ia juga boleh

membantu pelajar itu menentukan langkah kerja yang akan diambil apabila pelajar tersebut

berusaha memahami situasi, menyelesaikan masalah dan membuat keputusan.

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Dengan ini, para pendidik boleh menerapkan nilai metakognitif semasa pembelajaran

dijalankan. Sekiranya pelajar mempunyai kemahiran metakognitif, ini membolehkan pelajar

tersebut mempunyai kemampuan untuk memahami sesuatu masalah dengan lebih baik dan

seterusnya berupaya untuk menyelesaikan masalah dengan cara yang berkesan (Aryo & Ida,

2016).

Para pendidik juga perlu tingkatkan lagi strategi pengajaran dan pembelajaran supaya

lebih kemas dan teratur terutama ketika pandemik. Ini kerana terdapat banyak faktor dan

kekangan semasa proses pembelajaran atas talian dijalankan. Diharap kajian seterusnya dapat

dijalankan bagi mengkaji punca sebenar kesalahan yang dilakukan oleh pelajar bagi subjek

statistik terutama pada soalan beraras tinggi.

Rujukan:

Aryo, A. N., & Ida, D. (2016). Proses berpikir mahasiswa ditinjau dari kemampuan metakognitif awal

dalam pemecahan masalah matematis. Jurnal Penelitian dan Pembelajaran Matematika, 9(1),

25-32.

Chan, S. W., & Zaleha, I. (2012). The role of information technology in developing students’ statistical

reasoning. Procedia - Social and Behavioral Sciences, 46, 3660–3664.

Emy, H. (2011). Tajuk 3 Strategi Pengajaran Matematik: Newman’s Model. Dimuat turun daripada

http://perkongsianminda.blogspot.com/2011/11/tajuk-3-strategi-pengajaran-matematik.html

Fitni, Yenita, R., & Maimunah. (2020). Analisis kesalahan siswa berdasarkan Newman pada materi

statistika ditinjau dari gaya belajar. Jurnal Kajian Teori dan Praktik Kependidikan, 5(1), 1-9.

Hanapiah, S. J., & Luvy S. Z. (2020). Analisis kesalahan siswa mts kelas ix di bandung barat dalam

menyelesaikan soal materi statistika. Jurnal Cendekia: Jurnal Pendidikan Matematika, 4(1), 183-

191.

Kurnia, P. S. D., Melda, J. S., & Tanti, L. (2019). Analisis kesalahan mahasiswa PGSD dalam

menyelesaikan soal statistika penelitian pendidikan ditinjau dari prosedur Newman [An analysis

of primary teacher education students solving problems in statistics for educational research using

the Newman procedure]. Journal of Holistic Mathematics Education, 2(2), 83-96.

Kakish, Kamal M.; Pollacia, Lissa; and Heinz, Adrian (2012) "Analysis of the Effectiveness of

Traditional Versus Hybrid Student Performance for an Elementary Statistics Course,"

International Journal for the Scholarship of Teaching and Learning: Vol. 6: No. 2, Article 25.

Maisurah, S., Noor ‘Aina. A. R., Siti, B. M., & Fadzilawani, A. A. (2017). Pola kesalahan asas

matematik dalam kalangan pelajar pra diploma sains UiTM Cawangan Pulau Pinang.

International Academic Research Journal of Social Science, 3(1), 186-194.

Maisurah, S., Siti, B. M., Norazah, U., & Fadzilawani, A. A. (2015). Mathematical errors in advanced

calculus: A survey among engineering students. Esteem Academic Journal, 11(2), 37-44.

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Marwah, A., Ratna, S., & Wahyu, H. (2020). Analisis persepsi kesalahan siswa smp pada soal materi

statistika ditinjau dari perbedaan gender. Jurnal Pembelajaran Matematika Inovatif, 3(5), 475-

484.

Marilyn, A. (2015). Kaedah Newman: Newman Error Analysis. Dimuat turun daripada

https://www.slideshare.net/marylinana/nota-newman

Norabiatul, A. A. W., Suzieleez, S. A. R., & Sharifah, N. A. S. Z. (2019). Proses penaakulan graf

statistik bakal guru matematik sekolah rendah: Satu kajian kes. Dimuat turun daripada

https://www.researchgate.net/publication/337703755_Proses_Penaakulan_Graf_Statistik_Bakal

_Guru_Matematik_Sekolah_RendahSatu_Kajian_Kes

Raras, K. S. (2018). Analisis Newman dalam menyelesaikan soal statistika ditinjau dari metakognitif

tacit use. Jurnal Tadris Matematika 1(2), 157-166.

Roza Zaimil (2017). Analisa Kesalahan Mahasiswa Dalam Mengerjakan Soal Pada Perkuliahan

Statistika 1 Fkip Ummy Solok. Vol.2 No.1, e-ISSN 2502-2466

Shara, N. R., Noor, S. S., & Mohd, U. D. (2016). Analisis jenis kesilapan melalui kaedah newman error

dalam penyelesaian masalah berayat matematik dalam kalangan murid tahun 5. Jurnal

Pendidikan Sains & Matematik Malaysia, 6(2), 109-119.

Siti, B. M., Noor ‘Aina A. R., Maisurah, S., & Fadzilawani, A. A. (2017). Kesalahan pelajar dalam

asas matematik: Kajian kes pelajar pra-diploma perdagangan, UiTM Cawangan Pulau

Pinang. International Academic Research Journal of Social Science, 3(1), 179-185.

Siti, F. M. B. (2009). Diagnosis kesalahan lazim dalam tajuk ungkapan dan persamaan kuadratik

dalam kalangan pelajar tingkatan empat sains Sekolah Menengah Kebangsaan Bandar Mas.

Bachelor's thesis. Universiti Teknologi Malaysia: Fakulti Pendidikan. Dimuat turun daripada

http://www.fp.utm.my/epusatsumber/pdffail/ptkghdfwp2/p_2009_9140_bbd387535450457b99

7f8b4243d335d9.pdf

Sollehah, M. (2012). Metakognisi: Proses Metakognitif. Dimuat turun daripada

https://www.slideshare.net/SitiMelawie/metakognisi

Suryanti, Chandra, Y. S., & Kristiani. (2020). Kesalahan penyelesaian soal statistika tipe high order

thinking skills berdasarkan teori Newman. Jurnal Tadris Matematika 3(2), 207-218.

Tuan, S. H. T. H, & Mohamad, A. S. A. (2016). Analisis kesalahan Newman dalam penyelesaian

masalah matematik tahun 3. Jurnal Pendidikan Sains & Matematik Malaysia, 6(2), 69-84.

White, A. L. (2009). A revaluation of newman’s error analysis. MAV Annual Conference 2009, 249-

257.

Wilda, M. (2018). Analisis kesalahan siswa dalam menyelesaikan soal matematika bertipe hots berdasar

teori Newman. Jurnal UJMC, 4(1), 49 – 56.

https://www.researchgate.net/publication/337703755_Proses_Penaakulan_Graf_Statistik_Bakal_Guru_Matematik_Sekolah_RendahSatu_Kajian_Kes

https://www.researchgate.net/publication/337703755_Proses_Penaakulan_Graf_Statistik_Bakal_Guru_Matematik_Sekolah_RendahSatu_Kajian_Kes

http://www.fp.utm.my/epusatsumber/pdffail/ptkghdfwp2/p_2009_9140_bbd387535450457b997f8b4243d335d9.pdf

http://www.fp.utm.my/epusatsumber/pdffail/ptkghdfwp2/p_2009_9140_bbd387535450457b997f8b4243d335d9.pdf

https://www.slideshare.net/SitiMelawie/metakognisi

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PERBANDINGAN PENCAPAIAN PELAJAR DI ANTARA

PEMBELAJARAN BERSEMUKA DAN DALAM TALIAN

Siti Balqis Mahlan, Maisurah Shamsuddin [email protected], [email protected]



ABSTRAK

Pengajaran dan pembelajaran (PdP) dalam talian diteruskan lagi berikutan Perintah Kawalan Pergerakan

Kedua (PKP 2.0). Sememangnya Covid-19 memberi kesan kepada pelajar dari pelbagai aspek seperti pengurusan

masa, kewangan dan pencapaian akademik. Kajian ini dijalankan untuk mengetahui pencapaian semasa

pembelajaran dalam talian dan secara bersemuka. Dengan ini, markah penilaian bagi 120 orang pelajar yang

terdiri dari 4 semester terkini diambil bagi suatu kursus statistik. 4 semester ini merangkumi sesi pembelajaran

secara bersemuka dan sesi pembelajaran dalam talian semasa pandemik covid-19. Berdasarkan data deskriptif,

didapati bahawa pencapaian markah bagi sesi pembelajaran secara bersemuka pada sesi September – Januari

2020 adalah lebih tinggi berbanding semester pengajian yang lain dan pencapaian pelajar perempuan adalah

lebih tinggi berbanding pelajar lelaki. Dapatan kajian ANOVA pula mendapati terdapat perbezaan yang

signifikan bagi pencapaian mengikut semester pengajian, jantina dan juga terdapat interaksi di antara jantina

dan semester pengajian terhadap tahap pencapaian markah. Namun, berdasarkan ujian Post-Hoc didapati tiada

bukti menunjukkan terdapat tren yang sama dari segi markah bagi semester yang berbeza mengikut kaedah

pembelajaran yang digunakan. Secara keseluruhannya, kajian ini mendapati bahawa kaedah pembelajaran

secara bersemuka atau dalam talian tidak mempengaruhi pencapaian pelajar.

Katakunci: Pengajaran dan Pembelajaran (PdP), Perintah Kawalan Pergerakan (PKP), ANOVA, Post-Hoc

Pengenalan

Bahaya pandemik covid-19 yang membawa kepada PKP pada Mac 2020 tahun lalu,

sekali lagi mencipta sejarah pada PKP 2.0 menyebabkan sesi pengajaran dan pembelajaran

dalam talian bagi semester baharu 2021 di institusi pengajian tinggi diteruskan. Ternyata covid-

19 yang melanda sejak tahun lalu menjadi penyebab kepada perubahan penggunaan pengajaran

dan pembelajaran dalam talian. Situasi ini menyebabkan pelajar-pelajar perlu memanfaatkan

sepenuhnya peranti elektronik mereka sebagai medium untuk meneruskan sesi pembelajaran

secara dalam talian di rumah ataupun di kampus masing-masing.

Namun, cabaran pengajaran dan pembelajaran dalam talian tetap mempunyai isu

tersendiri misalnya; persekitaran hidup pelajar yang kurang kondusif, kemudahan internet dan


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peranti yang kurang sempurna, tahap keberkesanan penyampaian pengajaran dan

pembelajaran, penguasaan kemahiran pensyarah terhadap peranti digital dan juga mentaliti

para pelajar dan ibu bapa. Cabaran ini secara tidak langsung boleh mempengaruhi pencapaian

akademik pelajar tersebut. Aspek ‘kemenjadian pelajar’ tetap menjadi suatu elemen yang

penting dalam apa juga bentuk kaedah pengajaran dan pembelajaran sama ada secara

bersemuka ataupun secara talian.

Munirah, Faisal, Syaheeda dan Julia (2021) mendapati bahawa pembelajaran dalam

talian adalah kurang efektif dan tidak bermotivasi berbanding dengan pembelajaran secara

bersemuka dalam kalangan pelajar. Munirah et al. (2021) juga menyatakan kesediaan pelajar

terhadap pembelajaran dalam talian adalah baik namun perlulah seiring dengan capaian internet

yang baik dan peranti elektronik yang bersesuaian.

Menurut Kok (2021), keutamaan pilihan pelajar semasa pandemik covid-19 melanda

ialah dengan pelaksanaan pengajaran dan pembelajaran secara bersemuka berbanding dalam

talian. Kok (2021) juga menyatakan bahawa kesediaan pelajar dalam pembelajaran dalam

talian adalah sederhana. Namun begitu, kajian ini adalah terhad kepada pembelajaran subjek

Pengajian Pengantar Profesional. Hasil penyelidikan Agustin et al. (2020) juga menunjukkan

bahawa pelajar lebih gemar melakukan pembelajaran secara bersemuka berbanding

pembelajaran dalam talian; terutama apabila terdapatnya beberapa kekangan yang dialami oleh

pelajar semasa proses pembelajaran menggunakan aplikasi WhatsApp.

Berdasarkan kajian Fatih dan Hafize (2008) pula, tahap pencapaian pelajar yang

mengikuti kelas secara dalam talian adalah lebih baik jika dibandingkan dengan kaedah

bersemuka. Dapatan kajian ini diperolehi dengan menggunakan Ujian Man-Whitney U di mana

skor pencapaian bagi kedua-dua kaedah pembelajaran diambil kira. Kajian oleh Suzanne dan

Heather (2014) juga mendapati pembelajaran secara dalam talian adalah lebih memuaskan

berbanding pembelajaran secara bersemuka. Pelajar lebih berpuashati dengan kaedah

pembelajaran dalam talian. Kajian yang sama juga dijalankan oleh Chalerm et al. (2020), iaitu

mengkaji skor markah pelajar yang menjalankan ujian secara atas talian dan secara bersemuka.

Keputusan yang diperolehi menunjukkan ada perbezaan markah bagi kedua-kedua kaedah di

mana peperiksaan secara atas talian menunjukkan skor markah yang paling tinggi secara

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signifikan. Mereka juga mencadangkan agar lebih banyak kajian perlu dijalankan bagi mencari

kesan dan penilaian baru untuk mengekalkan tahap pengetahuan dalam jangka masa panjang.

Muntajeeb (2011) menyimpulkan bahawa pencapaian akademik di kalangan pelajar

yang mengikuti pembelajaran secara bersemuka didapati agak rendah kerana pembelajaran

hanya terhad di dalam kelas sahaja. Manakala pencapaian akademik secara dalam talian adalah

pada kadar yang agak tinggi kerana adanya perkongsian maklumat di dalam talian yang lebih

kreatif berbanding kaedah tradisional. Kajian Muntajeeb (2011) ini menggunakan laman web

‘Wiziq.com’ sebagai suatu alat untuk menguji keberkesanan pembelajaran dalam talian

terhadap pencapaian pelajar.

Cindy, Cristy dan Jeanine (2010) menyatakan bahawa tiada perbezaan yang

signifikan bagi pencapaian pelajar yang menjalankan pembelajaran secara bersemuka atau

dalam talian. Kedua-dua pencapaian pelajar adalah sama bagi kedua-dua kaedah tersebut.

Cindy et al. (2010) juga menyatakan bahawa apa yang lebih penting dalam pembelajaran adalah

kaedah pengajaran berbanding platform penyampaian ilmu yang digunakan. Hasil yang sama

juga diperolehi daripada kajian Hope, Davids, Bollington, dan Maxwell (2021) yang menyatakan

bahawa perubahan kepada pembelajaran atas talian tidak memberi kesan terhadap prestasi

pelajar walaupun terdapat perubahan pada format ujian. Oleh itu mereka mengharapkan

bahawa para pendidik perlu ada keyakinan terhadap pelaksanaan ujian dalam talian yang

bertaraf lebih tinggi berbanding dengan kelas secara bersemuka.

Kajian Jean, William dan Scot (2011) menunjukkan pencapaian akademik yang baik

dalam subjek matematik semasa pembelajaran dalam talian. Jean et al. (2011) juga mendapati

pencapaian akademik tidak memuaskan bagi pembelajaran secara bersemuka. Secara

keseluruhannya, kajian mereka mendapati terdapat perbezaan signifikan bagi prestasi kursus

matematik di mana kaedah pembelajaran boleh mempengaruhi pencapaian akademik pelajar.

Selain itu, terdapat juga kajian terhadap prestasi pelajar lelaki dan perempuan yang

dijalankan oleh Ahlam, Aryn, Andrew dan Jacob (2020) yang mendapati bahawa prestasi

akademik pelajar perempuan semasa pembelajaran dalam talian adalah lebih baik berbanding

pelajar lelaki. Pelajar lelaki menunjukkan keberkesanan yang lebih rendah dalam kemampuan

mereka untuk pembelajaran kendiri. Penemuan ini selaras dengan penyelidikan sebelumnya

oleh Chyung (2007) mengenai pembelajaran secara dalam talian bagi pelajar lelaki dan

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perempuan dari segi prestasi, motivasi, persepsi, dan tabiat belajar. Kajian mendapati bahawa

pelajar perempuan mempunyai keupayaan yang lebih tinggi berbanding pelajar lelaki dalam

meningkatkan prestasi dan keberkesanan diri.

Kajian ini pula akan mengkaji perbandingan prestasi bagi pencapaian akademik

khususnya bagi pelajar yang mengambil kursus statistik semasa pembelajaran bersemuka dan

dalam talian. Hubungan interaksi di antara pelajar lelaki dan perempuan dalam semester yang

berkaitan juga akan diambil kira dalam kajian ini.

Metodologi

Kajian ini melibatkan sebanyak 120 responden yang mengambil kursus statistik. Data

yang digunakan adalah markah keputusan penilaian bagi empat semester pengajian iaitu Mac

- Julai 2019 dan Oktober 2019 - Februari 2020 semasa pembelajaran secara bersemuka dan

pembelajaran secara dalam talian pula iaitu pada Mac - Julai 2020 dan Oktober 2020 - Februari

2021. Skor markah bagi 15 orang pelajar lelaki dan 15 orang pelajar perempuan dipilih secara

rawak bagi setiap semester yang terlibat.

Selain menggunakan deskriptif data statistik, kajian ini juga menggunakan ujian

ANOVA dua-hala bagi menguji beberapa hipotesis. Ujian Levene juga dilaksanakan sebelum

ANOVA diteruskan bagi menyemak samada andaian kehomogenan/kesamaan varians

dipenuhi. Ujian hipotesis yang digunakan dalam Ujian Levene ialah Ho: Varians adalah sama

dan H1: Varians adalah tidak sama. Keputusan yang diperolehi seharusnya tidak menolak H0

(p > 0.05) supaya andaian kesamaan varians dipenuhi dan dengan ini ujian ANOVA dapat

diteruskan.

Di dalam analisa ini, pelajar dibahagi mengikut 4 kumpulan iaitu berdasarkan semester

pengajian. Jadual 1 berikut menunjukkan pembahagian kumpulan tersebut:

Jadual 1: Pembahagian Kumpulan Mengikut Semester

Kumpulan Semester

1 Semester Mac - Julai 2019 secara bersemuka

2 Semester September 2019 - Januari 2020 secara bersemuka

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3 Semester Mac - Julai 2020 dalam talian

4 Semester Oktober 2020 - Februari 2021 dalam talian

Berikut merupakan ujian hipotesis bagi ANOVA dua-hala yang akan dijalankan di

mana Ho akan ditolak sekiranya nilai p < 0.05.

Jadual 2: Hipotesis yang diuji

Ho H1

Hipotesis

pertama

Tidak terdapat kesan interaksi antara

semester pengajian dan jantina pelajar

terhadap tahap pencapaian markah.

Terdapat kesan interaksi antara

semester pengajian dan jantina pelajar


Hipotesis

kedua

Tidak terdapat perbezaan bagi tahap

pencapaian markah berdasarkan 4

semester pengajian berbeza.

Terdapat perbezaan bagi tahap

pencapaian markah berdasarkan 4

semester pengajian berbeza.

Hipotesis

ketiga

Tidak terdapat perbezaan bagi tahap

pencapaian markah berdasarkan

jantina.

Terdapat perbezaan bagi tahap

pencapaian markah berdasarkan

jantina.

Seterusnya, ujian perbandingan Post-Hoc dijalankan untuk mengenalpasti kumpulan

(semester pengajian) manakah yang berbeza. Ujian ini dilakukan sekiranya hasil keputusan

dari ANOVA menunjukkan terdapat perbezaan yang signifikan bagi kumpulan yang diuji.

Pembolehubah untuk jantina tidak diuji kerana Ujian Post-Hoc hanya diaplikasikan terhadap 3

kumpulan dan ke atas sahaja. Sekiranya keputusan ANOVA mendapati tidak terdapat

perbezaan yang signifikan misalnya (p > 0.05), ini bermakna kita tidak menolak Ho, maka

pengkaji tidak perlu untuk menguji Post-Hoc. Ujian Post-Hoc (Tukey) dipilih untuk kajian ini

kerana bilangan sampel adalah sama bagi setiap kumpulan yang diuji.

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Hasil kajian deskriptif data statistik yang dijalankan menunjukkan bahawa markah

pelajar secara puratanya adalah hampir sama bagi 3 kumpulan semester pengajian iaitu Mac -

Julai 2019 (76.5%) dan September 2019 - Januari 2020 (77.57%) secara bersemuka serta Mac

- Julai 2020 (77.43%) secara dalam talian. Manakala kumpulan semester pengajian Oktober -

Februari 2021 (dalam talian) adalah agak rendah. Rajah 1 berikut menunjukkan graf bagi min

markah berdasarkan semester pengajian.

Rajah 1: Min Markah Pelajar Mengikut Kumpulan (Semester Pengajian)

Seterusnya, Rajah 2 berikut menunjukkan bahawa secara keseluruhannya, purata

markah bagi pelajar perempuan adalah lebih tinggi berbanding pelajar lelaki iaitu masing-

masing sebanyak 78.2% dan 71.58%.

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Rajah 2 : Min Markah Pelajar mengikut Jantina

Rajah 3: Min Markah Pelajar mengikut Semester dan Jantina

Secara keseluruhannya, dapat dilihat berdasarkan Rajah 3 didapati bahawa min

markah bagi pelajar perempuan pada semester Sept - Jan 2020 adalah yang tertinggi iaitu

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84.93% berbanding dengan semester yang lain. Manakala min pelajar lelaki sebanyak 78.6%

merupakan min markah tertinggi pada semester Mac - Julai 2020. Ini menunjukkan bahawa

pelajar perempuan lebih cemerlang ketika semester secara bersemuka berbanding pelajar lelaki

yang lebih cemerlang pada semester pengajian secara atas talian. Walau bagaimanapun prestasi

pelajar perempuan dilihat lebih cemerlang untuk setiap semester kecuali semester Mac - Julai

2020.

Seterusnya, ujian Levene dijalankan dan hasil dapatan kajian menunjukkan nilai

diperolehi; p = 0.146 adalah signifikan (p > 0.05). Dengan ini, dapat disimpulkan bahawa

populasi varians bagi setiap kumpulan adalah sama (andaian kehomogenan varians dipenuhi).

Ini menunjukkan bahawa ujian ANOVA boleh dijalankan.

Jadual 3 yang berikut merupakan hasil dapatan kajian bagi ujian ANOVA dua-hala

yang melibatkan pembolehubah tak bersandar iaitu kumpulan (semester pengajian), jantina dan

juga interaksi antara kumpulan (semester pengajian) dan jantina.

Jadual 3: Ujian ANOVA Dua-Hala

Source Type III Sum of

Squares

df Mean Square F Sig.

Kumpulan 1883.492 3 627.831 4.832 .003

Jantina 1313.408 1 1313.408 10.107 .002

Kumpulan*Jantina 1260.825 3 420.275 3.234 .025

Error 14553.867 112 129.945

Total 692063.000 120

Corrected Total 19011.592 119

Pertama sekali, kajian dilakukan bagi melihat kesan interaksi di antara kumpulan

(semester pengajian) dan jantina. Didapati bahawa nilai p = 0.025 < 0.05. Dengan ini, Ho

ditolak dan ini menunjukkan bahawa terdapat interaksi yang signifikan di antara kumpulan

(semester pengajian) dan jantina terhadap markah pelajar.

Kajian diteruskan untuk mengetahui sekiranya terdapat perbezaan markah yang

signifikan bagi setiap kumpulan (semester pengajian) dan juga jantina. Didapati bahawa

markah pelajar adalah berbeza secara signifikan mengikut jantina apabila nilai p = 0.02 < 0.05;

di mana prestasi pelajar perempuan lebih baik jika dibandingkan dengan pelajar lelaki.

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Manakala bagi kumpulan (semester pengajian), nilai p = 0.03 < 0.05. Ia juga menunjukkan

bahawa terdapatnya perbezaan markah yang signifikan di antara 4 semester pengajian yang

berbeza.

Seterusnya, ujian perbandingan Post-Hoc (Tukey) digunakan untuk mengetahui

semester pengajian yang mana satu menunjukkan pencapaian yang lebih baik ataupun tidak.

Keputusan ujian adalah seperti yang dipaparkan pada Jadual 4 seperti di bawah:

Jadual 4: Ujian Post-Hoc (Tukey)

Kumpulan N Subset

1 2

Oktober – Februari 2021

Mac – Julai 2019

Mac – Julai 2020

September – Januari 2020

Sig.

30

30

30

30

68.07

1.000

76.50

77.43

77.57

.984

Berdasarkan keputusan di atas, pencapaian markah bagi 3 semester pengajian iaitu

September – Januari 2020 (bersemuka), Mac – Julai 2020 (dalam talian) dan Mac – Julai 2019

(bersemuka) adalah sama kerana berada dalam kumpulan yang sama tetapi hanya pencapaian

pelajar bagi semester Oktober – Februari 2021 (dalam talian) sahaja berbeza dari 3 semester

yang lain di mana pencapaiannya adalah agak rendah. Walaupun semester Mac – Julai 2020

juga menjalankan pembelajaran dalam talian, namun pencapaiannya berada dalam kumpulan

yang sama dengan pembelajaran secara bersemuka di mana prestasi markahnya adalah agak

memuaskan. Ini bermaksud, tidak ada bukti yang kukuh untuk menyimpulkan bahawa kaedah

pembelajaran secara bersemuka atau dalam talian boleh mempengaruhi tahap pencapaian

pelajar itu sendiri. Ianya mungkin berpunca daripada faktor-faktor lain yang perlu dikenalpasti

dengan lebih mendalam dan memerlukan kajian yang seterusnya oleh pengkaji.

Kesimpulan

Pembelajaran dalam talian diteruskan lagi semasa PKP 2.0. Pencapaian akademik bagi

pelajar perlu dititikberatkan memandangkan pelbagai faktor boleh mempengaruhi prestasi

seseorang pelajar mengikut latar belakang pelajar masing-masing. Pencapaian markah di antara

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pelajar yang mengikuti pembelajaran dalam talian dan secara bersemuka sudah pasti menjadi

tumpuan yang penting untuk mencapai objektif sasaran yang telah ditetapkan oleh pusat

pendidikan masing-masing.

Berdasarkan kajian ini, dapat disimpulkan bahawa secara signifikannya tahap

pencapaian pelajar tidak dipengaruhi oleh kaedah pembelajaran sama ada ianya dijalankan

secara bersemuka ataupun dalam talian. Walau bagaimanapun, tahap prestasi seseorang pelajar

dipengaruhi oleh faktor jantina. Didapati dalam kajian ini, secara keseluruhannya pelajar

perempuan mempunyai pencapaian yang lebih baik berbanding pelajar lelaki. Dapat juga

disimpulkan bahawa wujudnya kesan interaksi di antara semester pengajian dan jantina pelajar


Hasil kajian ini secara khusunya mempunyai persamaan dengan beberapa dapatan

kajian daripada pengkaji lain yang menyatakan bahawa pencapaian pelajar tidak mempunyai

kaitan dengan kaedah pembelajaran secara maya ataupun tidak. Kemungkinan besar ianya

dipengaruhi oleh faktor lain yang perlu diteliti untuk kajian seterusnya. Kajian ini juga

menemui dapatan bahawa faktor jantina boleh mempengaruhi prestasi seseorang pelajar di

mana kebanyakan pengkaji mendapati prestasi pelajar perempuan lebih cemerlang jika

dibandingkan dengan pelajar lelaki. Walau bagaimanapun, kesemua ini secara logiknya berkait

rapat dengan kaedah pembelajaran kendiri bagi seseorang pelajar dan kajian seterusnya boleh

dibuat dengan mengambil kira faktor-faktor lain yang lebih relevan. Kajian ini hanyalah terhad

kepada kelompok pelajar yang hanya mengambil kursus statistik. Dengan ini, antara cadangan

kajian lanjut; pengkaji lain disarankan untuk mengambil sampel yang lebih meluas misalnya

dengan mengambil sampel pelajar yang terdiri dari pelbagai kursus supaya pengkaji dapat

membuat perbandingan dengan lebih terperinci.

Rujukan

Agustin, M., Novia, R, N., Aniq, N. H., Muladi, Eka, P.A. W., & Rahmania, S. U. (2020). Effectiveness

of whatsapp in improving student learning interests during the covid-19 pandemic. Dimuat turun

daripada https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=9230031.

Ahlam, A., Aryn, C. K., Andrew, L., & Jacob, B. (2020) Online and face-to-face classroom multitasking

and academic performance: moderated mediation with self-efficacy for self-regulated learning and

gender. Computers in Human Behavior, 102(1), 214–222.

https://ieeexplore.ieee.org/author/37088537768



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Azizi, Y., Zainab, P. G. H., Baharudin, A., & Ismail, I. (2016). Menguasai SPSS dengan mudah. Brunei:

UNISSA Press.

Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: David

McKay.

Chalerm, E., Jakrapan, W., Potchavit, A., Emil, P., Denise, W. G., & Roy, P. (2020). Adaptation to

open-book online examination during the covid-19 pandemic. Article in press, Journal of Surgical

Education, 2020 September 2. Dimuat turun daripada https://doi.org/10.1016/j.jsurg.2020.08.046

Chyung, S. Y. (2007). Age and gender differences in online behavior,self-efficacy and academic

performance. Quarterly Review of Distance Education, 8(3), 213–222.

Cindy, A. D., Christy, L., & Jeanine, F. W. (2010). Comparing student achievement in online and face-

to-face class formats. MERLOT Journal of Online Learning and Teaching, 6(1), 30-42.

Fatih, G., & Hafize, K. (2009). The effects of online and face to face problem base learning

environments in mathematics education on student’s academic. Procedia Social and Behavioral

Sciences, 1(1), 2817-2824.

Hope, D., Davids, V., Bollington, L., Maxwell, S. (2021). Candidates undertaking (invigilated)

assessment online show no differences in performance compared to those undertaking

assessment offline. Dimuat turun daripada https://doi.org/10.1080/0142159X.2021.1887467

Jean, A., William, A. S., & Scot, W. M. (2011). Comparing student success between developmental

math courses offered online, blended, and face-to-face. Journal of Interactive Online Learning,

10(3), 128-140.

Kok, K. H. (2020). Interaksi tidak bersemuka dan perintah kawalan pergerakan wabak covid-19. Jurnal

Dunia Pendidikan, 2(3), 202-211.

Lay, Y. F., & Khoo, C. H. (2009). Introduction to computer data analysis with SPSS 16.0 for windows.

Selangor, Malaysia: Venton Publishing (M) Sdn. Bhd.

Lay, Y. F., & Khoo, C. H. (2009). Introduction to statistical analysis in social sciences research.

Selangor, Malaysia: Venton Publishing (M) Sdn. Bhd.

Mark, A. G. S. (2018). Statistical analysis in JASP: A guide for students. New York: SAGE Publications.

Munirah, S., Mohd, F. J., Noor, S. M. S., & Julia, M. Y. (2021). Tinjauan keberkesanan pembelajaran

secara dalam talian ketika pandemik covid-19: perspektif pelajar sains kejuruteraan politeknik

ibrahim sultan. Jurnal Dunia Pendidikan, 3(1), 374-384.

Muntajeeb, A. B. (2011). A critical study of effectiveness of online learning on students' achievement.

Journal of Educational Technology, 7(4), 28-34.

Thompson, E., Luxton-Reilly, A., Whalley, J. L., Hu, M., & Robbins, P. (2008). Bloom's taxonomy for

CS assessment. In Proceedings of the tenth conference on Australasian computing education,

78(1), 155-161.

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https://doi.org/10.1080/0142159X.2021.1887467

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APPLICATION OF GEOGEBRA SOFWARE IN GRAPH SKETCHING

Norshuhada Samsudin, Fuziatul Norsyiha Ahmad Shukri and Siti Nurleena Abu Mansor [email protected], [email protected], [email protected]



ABSTRACT

Many studies have shown that information and communication technology (ICT) may help to assist and transform

teaching and learning. In mathematics, ICT can assist students and teachers in performing calculations, analyzing

data, sketching a graph, and exploring mathematical topics. As a result, it can increase the understanding in

mathematics. The purpose of this paper was to show the example of using a free-software called GeoGebra in

sketching a graph of two dimensional (2D) and three dimensional (3D) function. Besides sketching the graph,

GeoGebra can also be used on finding intersection point, gradient of function, first and second derivatives and

others. GeoGebra is an interactive geometry, algebra, statistics, and calculus program designed for learning and

teaching mathematics and science at all levels, from elementary to university level.

Keywords: GeoGebra, ICT, mathematics, Two Dimensional (2D), Three Dimensional (3D)

Introduction

In this globalization era, many of our students' learning needs and interests are

addressed by using technology especially in learning process in mathematics. As a response

for these needs, many of software application were produced to build geometric models and

solve analytical and algebraic problems. As a result, GeoGebra is one of the greatest

applications for building and illustrating mathematical problems.

GeoGebra was created by Markus Hohenwarter in 2001/2002 as part of his master's

thesis in mathematics education and computer science at the University of Salzburg in Austria.

Supported by a DOC scholarship from the Austrian Academy of Sciences he was able to

continue the development of the software as part of his PhD project in mathematics education.

During that time, GeoGebra won several international awards, including the European and

German educational software awards, and was translated by math instructors and teachers all

over the world to more than 25 languages. Since 2006 GeoGebra is supported by the Austrian

Ministry of Education to maintain the free availability of the software for mathematics

education at schools and universities. In July 2006, GeoGebra found its way to the US, where

its development continues at Florida Atlantic University in the NSF project Standard Mapped

Graduate Education and Mentoring (Hohenwarter & Preiner,2007).

There are many applications in mathematics used GeoGebra software. Based on

previous research, GeoGebra was a tool for enhancing student progress and instructor

effectiveness (Wassie & Zergaw, 2018). In Calculus course, GeoGebra can be used in a

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differential to learn derivative topics through dynamic graphics (Sari et al., 2018). The findings

illustrate that when a secant line evolves into a tangent line, GeoGebra's dynamic feature allows

students to zoom in on a graph, which corresponds to taking infinitesimal.

Besides that, the impact of combining GeoGebra with the teaching of linear functions

on Grade 9 students' achievement was explored (Mushipe & Ogbonnaya, 2019). It was found

that GeoGebra was more effective in improving student achievement, especially in linear

function. In addition, GeoGebra was also used to explain and analyse the impact of learning

integral calculus students. This software was useful to help students understanding the material

of integral calculus such as area between two curves,surface area, and volume of rotary object

(Machromah et al., 2019).

Geogebra : A Brief Overview

GeoGebra is an interactive mathematics software that can be used to teach algebra,

geometry, calculus, statistics, and other related subjects. This software package is available

online without no cost and may be used both at school and at home, giving students tremendous

opportunity to complete their assignments. This Graphing Calculator is also available in the

Google Play Store for android user and the App Store for iOS devices. It can be download at

www.geogebra.com. The most significant benefit of utilizing GeoGebra is that it is user-

friendly, allowing students to navigate and evaluate their own work. Figure 1 below shows the

interface of GeoGebra website that can be access online.

Figure 1: GeoGebra website

GeoGebra is an open-source mathematics teaching and learning software that

combines geometry, algebra, and calculus in a fully linked and user-friendly environment. An

algebra view and a geometry view or a graphic view comprise GeoGebra's interface as shown

in Figure 2 below.

http://www.geogebra.com/

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Figure 2 : GeoGebra interface

Table 1 below shows some of the icon displayed on GeoGebra interface.

Table 1 : Description for the icon display on GeoGebra interface

No. Icon Description

1

Opened next to graphics view

2

Displays the graphical representation of objects created in

GeoGebra

3

For creating a table of value

4

Main menu of GeoGebra

5

Share button

6

Displays the setting for graphic view

7

Used to type and insert important function.

Menu

bar Input bar Graphics View

Setting

Virtual

Keyboard

Tool

bar

Algebraic

View

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Graph Sketching

This section will be discussed on the technique that can be used for sketching a graph

of 2D functions and 3D function using GeoGebra software.

Example 1: 2D Function

Given that f(x) x 5= + and 21g(x) x 7

2= − + .

i) Sketch the graph of both functions.

ii) Find the intersection(s) point (if any).

iii) Find the derivatives of f(x) and g(x).

By using GeoGebra software, students can easily sketch graph by typing on the Input Bar

using virtual keyboard. Figure 3 below shows the graph of f(x) and g(x).

Figure 3 : Graph of f(x) and g(x)

To find the intersection point between two graph, click on the Tools icon

and select Intersect. The intersection points between f(x)and g(x) will appear on the graph as

shown in Figure 4 and Figure 5.

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Figure 4 : Intersection point between two graphs

Figure 5 : Intersection point display on the Algebraic View

GeoGebra can also be used to find the derivatives of function by typing the derivative

command on the Input Bar as shown in Figure 6 (orange line and purple line).

Figure 6: The derivative of f(x) and g(x)

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Example 2: 3D Function

a) Given a plane 6z = and cone 22 y4x4z += .

i) Sketch the graph of both functions.

ii) Find the intersection of two surfaces.

Besides sketching 2D graph, we also can sketch 3D graph by using GeoGebra software.

The interface of 3D calculator as shown in Figure 7 below.

Figure 7: Interface of 3D Calculator in GeoGebra Software

Then, we may type the function in input bar and Figure 8 will show the solid bounded

by both functions.

Figure 8: Graph of solid 6z = and cone 22 y4x4z +=

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Next, to find the intersection of two surfaces, click on the Tools icon and select Intersect

Two Surfaces and the result as Figure 9 below.

Figure 9 : Intersection between two surfaces

b) Find the volume of sphere 36zyx 222 =++ .

By typing the equation in the input bar, the sphere will appear as shown in Figure 10 below.

Figure 10: Sphere with radius 6

Beside putting the equation manually, we also can click the tools icon and select the solid that

we want as shown in Figure 11 below. Next, we just select the center point and insert the radius

of the sphere. The result will show same as in Figure 10 above.

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Figure 11: Insert sphere using tools icon

Next, to find the volume of sphere, click on the tools icon again and click volume at

measure part. Then, the volume of sphere is shown as Figure 12 below.

Figure 12: Volume of sphere with radius 6

Conclusion

In this work, we showed the step by step methods on using GeoGebra as a great tool to

help visualised any graphs, either two or three dimensional graphs. It has proven to be a useful

tool to enhance students’ understanding in solving mathematical problems through assisting

them in sketching graphs. This would improve their skills in completing the solution on

mathematical problems, particularly in some topics in calculus. Instructors on the other hand,

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could benefit from this tool as a teaching aid to make mathematical teaching more visualise

and interactive. As it is a free software, it is convenient to use at anytime and anywhere during

teaching period. Instructors can also encourage the students to independently use and explore

the software on their own as it will help them to engage during the teaching and learning.

Therefore, hopefully Instructors could make used of most mathematical apps available in order

to improve their teaching and learning.

References:

Hohenwarter M., Preiner J.: Dynamic mathematics with GeoGebra. The Journal of Online

Mathematics and Its Applications, No. 7, 2007.

Machromah, I. U., Purnomo, M. E. R., & Sari, C. K. (2019). Learning calculus with geogebra

at college. Journal of Physics: Conference Series, 1180(1).

https://doi.org/10.1088/1742-6596/1180/1/012008

Mushipe, M., & Ogbonnaya, U. I. (2019). Geogebra and Grade 9 learners’ achievement in

linear functions. International Journal of Emerging Technologies in Learning, 14(8),

206–219. https://doi.org/10.3991/ijet.v14i08.9581

Sari, P., Hadiyan, A., & Antari, D. (2018). Exploring Derivatives by Means of GeoGebra.

International Journal on Emerging Mathematics Education, 2(1), 65.

https://doi.org/10.12928/ijeme.v2i1.8670

Wassie, Y. A., & Zergaw, G. A. (2018). Capabilities and Contributions of the Dynamic Math

Software, GeoGebra—A Review. North American GeoGebra Journal, 7(1), 68–86.

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PnP ATAS TALIAN : PLATFORM PILIHAN PELAJAR BELAJAR KALKULUS

DARI RUMAH DAN CABARAN YANG DIHADAPI

Fadzilawani Astifar Alias , Siti Asmah Mohamed [email protected], [email protected]



ABSTRAK

Pelaksanaan Kawalan Pergerakan (PKP) membawa kepada tranformasi terutama dalam dunia

pendidikan di Malaysia dimana kaedah pengajaran dan pembelajaran di institusi pengajian tinggi negara

turut berubah wajah daripada pengajaran berbentuk kuliah secara bersemuka kepada pembelajaran jarak

jauh secara atas talian. Pelbagai kaedah yang digunakan oleh pensyarah dalam menyampaikan ilmu

kepada pelajar. Walaupun terdapat cabaran pembelajaran atas talian ini, pensyarah perlu berfikir lebih

kreatif dalam setiap sesi pembelajaran yang dijalankan. Oleh itu, tujuan kajian ini adalah untuk

mengkaji platform pembelajaran yang menjadi pilihan pelajar dan cabaran-cabaran yang pelajar lalui

sepanjang pembelajaran atas talian dijalankan. Seramai 96 pelajar yang mengambil subjek Kalkulus

semester Mac-Ogos 2021 terlibat dalam kajian ini. Data yang diperoleh adalah dari soal selidik dan

tinjauan yang telah dijalankan. Kajian ini membantu pensyarah dalam mengurangkan tekanan dan

beban kerja yang diberikan kepada pelajar. Ia juga penting bagi membantu pelajar merancang masa

pembelajaran dengan sebaiknya disebabkan adanya cabaran-cabaran semasa pembelajaran dari rumah

seperti tekanan, persekitaran di rumah dan juga faktor kendiri pelajar. Statistik dari peratus bilangan

pelajar yang memilih platform yang disukai dan cabaran-cabaran yang di dihadapi oleh pelajar

diperoleh dari soal selidik tersebut. Hasil kajian ini mendapati peratus pelajar yang suka kepada

syarahan dari platform rakaman video adalah lebih tinggi. Pilihan platform ini mungkin disebabkan dari

cabaran-cabaran yang telah dikenalpasti terutamanya tekanan disebabkan kelemahan dari capaian

internet dan letih menghadapi pembelajaran secara atas talian. Oleh yang demikian, pensyarah perlu

lebih peka dalam mengenalpasti kaedah yang terbaik kepada pelajar masing-masing agar sesi

pembelajaran lebih berkesan dan pelajar lebih santai dalam menghadapi sesi pembelajaran dari rumah

ini. Seterusnya pelajar dapat menerima ilmu yang disampaikan pensyarah dengan baik.

Keywords: Kalkulus, platform pembelajaran, soal selidik, pembelajaran atas talian, cabaran


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Pengenalan

Subjek Kalkulus adalah antara subjek yang penting dimana ia menjadi subjek teras

dalam kebanyakan program pengajian di institusi pengajian tinggi di Malaysia. Ini

menunjukkan matematik ini adalah sebahagian daripada kehidupan manusia. Di peringkat

universiti, subjek Kalkulus ini bukan sahaja subjek utama kepada pelajar-pelajar dalam bidang

Kejuruteraan, bahkan juga ia menjadi antara subjek wajib yang perlu diambil oleh pelajar-

pelajar dari bidang Sains, Farmasi dan banyak lagi. Walaupun dikatakan subjek yang agak

susah namun jika pelajar betul-betul memahami konsep asas matematik, ia akan menjadi

mudah. Ditambah pula dengan pandemik Covid 19 yang melanda kini, pengajaran dan

pembelajar (PnP) secara atas talian perlu dijalankan. Pensyarah dan pelajar semestinya akan

menghadapi isu dan cabaran ketika menjalankan PnP ini (Quah, 2020). Pelbagai strategi

pengajaran yang menjadi platform dalam pembelajaran matematik dalam tempoh pandemik

virus Covid-19. Ini bagi memastikan pengajaran dan pembelajaran dapat dilaksanakan secara

berterusan walau pelbagai cabaran dan rintangan.

Penggunaan media di dalam proses pengajaran dan pembelajaran akan meningkatkan

tahap kefahaman pelajar dengan lebih mendalam dan menjadikan sesi pembelajaran yang lebih

pelbagai dan menarik (Norah, Nurul Izzati & Radhiah, 2012). Platform dari video telah

digunakan dengan pelbagai cara bagi membantu pensyarah dan menyokong pengajaran dan

pembelajaran masa kini. Menurut Norah et al., (2012), pada masa lalu, medium video

memerlukan kos yang tinggi, tetapi pensyarah pada hari ini mampu menghasilkan sendiri video

berdasarkan kreativiti masing-masing.

Menurut Obagah dan Brisibe, 2017, pengajaran dan pembelajaran secara atas talian

menerusi penggunaan video telah mengalami peningkatan berikutan perkembangan teknologi

telekomunikasi masa kini. Kecanggihan peralatan telefon pintar masa kini dan peralatan digital

yang lain seperti iPad, kamera digital, di tambah pula dengan kehadiran ciri-ciri alat perakam

video yang boleh dimuat naik secara terus dan mudah diaplikasikan (Woolfitt, 2015),

membuatkan penggunaan video sebagai alat pengajaran dan pembelajaran menjadi pilihan

pendidik pada masa ini. Namun begitu, menurut Woolfit lagi disebalik kebaikan dan manfaat

yang dapat diperolehi menerusi penggunaan video dalam pengajaran dan pembelajaran, masih

terdapat beberapa kelemahan yang dikenalpasti iaitu pembelajaran di dalam kelas adanya

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interaksi dan komunikasi secara terus di antara pensyarah dan pelajar, jadi pensyarah akan

merasa janggal kerana sesi pengajaran hanya dirakam menerusi video.

Pembelajaran yang tidak berlaku dengan serentak dan segera diatas talian secara

langsung dikatakan sebagai pembelajaran secara asynchronous. Pembelajaran ini adalah

fleksibel, di mana pensyarah memberikan bahan pembelajaran seperti rakaman video

pengajaran, dan pelajar menerima bahan pembelajaran serta menjalankan tugasan yang diberi

tepat pada waktunya (Wiwin Hartanto, 2016). Pembelajaran menerusi video boleh

diaplikasikan pada masa nyata dimana sesi pengajaran dan pembelajaran berlaku pada masa

tersebut dan ia juga boleh dijalankan secara tidak nyata dimana pelajar boleh menonton video

pada bila-bila masa mengikut keperluan pembelajaran mereka (Geri, 2016). Menurut Mayer

(2011) pula, walaupun menonton rakaman video kelihatan seperti aktiviti yang pasif, namun

sekiranya rekabentuk video tersebut kreatif dan baik ia mampu menarik minat pelajar.

Menurut Mazidah dan Aidawati (2021), hasil kajian mereka menunjukkan bahawa

Google Meet mudah dicapai dan dikendalikan di samping mempunyai rekabentuk paparan

yang mudah dan menarik. Google Meet mempunyai tahap mesra pengguna yang baik dan

menyenangkan. Oleh itu Google Meet merupakan satu platform pengajaran dan pembelajaran

yang baik untuk digunakan. Namun disamping semua kelebihan yang ditawarkan oleh aplilasi

Google Meeet/ Zoom, ternyata terdapat beberapa kelemahan yang perlu dilihat, antaranya

ialah ia memerlukan capaian internet yang baik. Sekiranya capaian internet kurang baik, proses

pengajaran dan pembelajaran akan menjadi tidak lancar (Dara, 2020).

Kajian Faizatul dan Nor (2017) mendapati cabaran utama dalam pembelajaran atas

talian ialah pelajar tidak mempunyai komputer dan capaian internet. Ini akan menjadi alasan

pelajar dalam menghantar tugasan dan sebagainya. Justeru itu, ia akan menyukarkan pensyarah

dalam memberi penilaian kepada pelajar tersebut. Oleh yang demikian, pensyarah perlu

memikirkan kaedah lain sekiranya pelajar menjadikan isu tiada komputer dan capaian internet

sebagai alasan.

Oleh yang demikian, kajian ini akan mengenalpasti platform yang menjadi pilihan

pelajar sepanjang pengajaran dan pembelajaran atas talian dan juga mengenalpasti cabaran-

cabaran yang dihadapi pelajar sepanjang pembelajaran dari rumah agar proses penyampaian

imu dapat dijalankan dengan berkesan.

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Metodologi

Kajian ini telah dijalankan terhadap pelajar Diploma dan pelajar Ijazah Sarjana Muda

dari bidang Kejuruteraan yang mengambil subjek Kalkulus ketika pelaksanaan pembelajaran

secara atas talian di musim pandemik Covid-19. Data diperolehi daripada soal selidik yang

telah dijalankan melalui borang soal selidik kepada 96 pelajar untuk mengetahui platform yang

menjadi pilihan mereka untuk pembelajaran atas talian dan cabaran yang mereka lalui

sepanjang pembelajaran dari rumah ini disamping mengetahui tahap kefahaman pelajar dari

platform yang telah dipilih oleh mereka. Dari jumlah keseluruhan pelajar, didapati 45 pelajar

lelaki dan 51 pelajar perempuan telah menjawab soal selidik berkenaan. Jawapan pelajar dari

soal selidik tersebut telah dianalisa dan peratus bilangan pelajar dengan pilihan jawapan dari

platform yang dipilih sepanjang pembelajaran atas talian dan cabaran yang mereka hadapi

dikaji. Secara amnya, kajian ini adalah sangat berguna kepada pensyarah dalam menambah

baik kaedah pengajaran dan pembelajaran agar sesi penyampaian ilmu dapat dijalankan dengan

berkesan dan seronok.


Carta pie dalam Rajah 1 di bawah menunjukkan peratus bilangan pelajar yang telah

memilih platform pembelajaran yang disukai mereka sepanjang belajar secara atas talian.

Didapati bahawa 35% pelajar telah memilih pembelajaran dari rakaman video, 30% pelajar

memilih pembelajaran menerusi Google Meet, 24% pelajar memilih platform Google

Classsroom dan 9% pelajar pula memilih platform WhatApps.

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Rajah 1: Carta Pie Platform Pembelajaran Pilihan Pelajar.

Oleh yang demikian, dari kajian ini didapati 35% pelajar lebih suka kepada platform

rakaman video. Mereka mengatakan dari platform ini, mereka dapat menonton dan

mengulangkaji semula topik syarahan yang diberikan pensyarah sekiranya mereka tidak faham.

Platform ini juga dapat mengurangkan masa pembelajaran dan sesi pengajaran dan

pembelajaran akan menjadi lebih lancar. Ini kerana ia sangat membantu bagi pelajar yang

mempunyai masalah dari segi capaian internet. Dalam kajian Azniwati (2020) juga mendapati

keberkesanan video pembelajaran dalam bentuk video pra rakaman yang digunakan dalam sesi

pembelajaran dalam talian memberi maklumbalas sangat positif dalam pembelajaran berkesan.

Platform yang kedua yang menjadi pilihan pelajar adalah Google Meet iaitu sebanyak

30% pelajar telah memilih platform berkenaan. Walaupun platform yang dipilih pelajar

menunjukkan perbezaan yang tidak begitu ketara antara rakaman video dan platform dari

Google Meet, pelajar-pelajar masih memerlukan perjumpan secara meet seperti sesi

perbincangan latihan yang diberi oleh pensyarah supaya lebih faham dari segi teknik dan jalan

kerja. Tetapi, jika capaian internet di kawasan pelajar dan pensyarah lemah, ini yang

menjadikan sesi pembelajaran tidak lancar dan sesi penyampaian akan menjadi kurang

berkesan.

Sebanyak 24% pelajar pula memilih platform Google Classroom. Google Classroom

sering digunakan oleh pensyarah sebagai satu platform dan juga pusat sehentian (One Stop

35%

30%

24%

9%

Platform Pembelajaran Pilihan Pelajar

Rakaman Video Google Meet Google Classroom WhatApps

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Centre) untuk memberi maklumat berkaitan kelas. Pensyarah akan memuat naik nota, rakaman

video, tugasan dan latihan, memberi kuiz, ujian dan juga peperiksaan akhir disitu. Pelajar juga

selalunya akan menghantar tugasan di platform tersebut. Google Classroom sering digunakan

kerana tidak melibatkan sebarang kos dan mudah untuk dikendalikan (Ventayen, Estira, De

Guzman, Cabaluna, & Espinosa, 2018).

Seterusnya, 9% pelajar pula memilih platform WhatApps sebagai platform yang disukai

sepanjang sesi pembelajaran atas talian. Platform WhatApps juga antara platform yang sangat

penting kerana ini antara platform yang digunakan kebanyakan pensyarah untuk

menyampaikan maklumat dan juga untuk perbincangan soalan latihan atau tutorial. Jika dilihat

dari soal selidik yang diberikan hampir 40% pelajar menggunakan telefon pintar sebagai alat

komunikasi utama sepanjang pembelajaran atas talian. Inilah antara faktor yang menjadikan

WhatApps antara platform pilihan pelajar.

Kajian ini turut disokong kenyataan yang dipetik dari Sinar Harian (2020). Menurut

Anuar Ahmad, bagi mereka yang mempunyai masalah capaian internet terutamanya bagi

pelajar atau pensyarah yang berada di kawasan luar bandar atau pedalaman, pembelajaran

dalam talian langsung seperti aplikasi yang berbentuk ‘meet’ seperti aplikasi Google

Meet/Zoom boleh diletakkan sebagai pilihan kedua. Pilihan terbaik adalah pembelajaran dalam

talian yang tidak dilakukan dalam masa nyata, seperti menggunakan Google Classroom,

WhatApps dan Telegram. Pembelajaran dalam talian masih boleh dilakukan dengan cara lain

dan pilihan terbaik adalah melalui rakaman video yang boleh dihantar kepada pelajar melalui

Google Clasroom, WhatApps atau Telegram.

Kajian ini juga turut disokong kajian Syamsulaini Sidek dan Mashitoh Hashim (2016)

yang menemukan lima kepentingan video iaitu pemebelajaran dari video dapat meningkatkan

pembacaan dan bahan pengajaran, dapat membantu meningkatkan pengetahuan asas pelajar,

mengukuhkan kefahaman pelajar, meningkatkan motivasi dan semangat pelajar dan juga dapat

menggalakkan pendidik dalam menghasilkan bahan pengajaran. Video pembelajaran turut

menjadi bahan bantu belajar yang efektif dan mudah dicapai oleh pelajar. Pembangunan dan

reka bentuk yang mudah difahami dan kandungan pembelajaran yang jelas menjadikan

medium pembelajaran dari video sebagai panduan pelajar untuk mempelajari sesuatu topik

yang dipelajari.

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Oleh yang demikian, setiap platform yang dipilih ini masing-masing mempunyai

kelebihan tersendiri. Selain itu, setiap platform yang dipilih oleh pelajar juga mungkin

disebabkan dari faktor cabaran-cabaran yang telah dikenalpasti. Antara cabaran pembelajaran

secara atas talian ialah tekanan yang dihadapi pelajar, persekitaran di rumah, dan faktor kendiri

pelajar.

Carta palang dalam Rajah 2 di bawah menunjukkan cabaran-cabaran yang dihadapi

pelajar sepanjang pembelajaran Kalkulus secara atas talian.

Rajah 2: Carta Palang Cabaran Pembelajaran Atas Talian

Dari cabaran-cabaran tersebut, didapati cabaran tekanan adalah paling tinggi (40%)

dimana tekanan pelajar adalah disebabkan oleh capaian internet yang lemah dan pelajar letih

menghadapi kelas secara atas talian setiap hari. Walaupun 41% dari pelajar-pelajar berada di

kawasan bandar namun sebahagian besar nya lagi berada di kawasan pinggir bandar dan luar

bandar. Seperti yang dinyatakan oleh Abdul Karim (2020) dan Bernama (2020), capaian

0%

5%

10%

15%

20%

25%

30%

35%

40%

Tekanan Persekitaran di Rumah Faktor Kendiri

Internet Lemah25%

Gangguan persekitaran

16%

Kurang keyakinan18%

Letih15%

Ruang kurang selesa

9%

Tiada Motivasi17%

PER

ATU

S

CABARAN PEMBELAJARAN ATAS TALIAN

Cabaran Pembelajaran Atas talian

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internet yang terhad antara cabaran pelajar semasa pembelajaran dalam talian terutamanya

untuk pelajar yang berada di kawasan pendalaman. Oleh kerana hampir kesemua subjek belajar

secara atas talian maka data yang sedia ada mungkin tidak cukup untuk menampung keperluan

kesemua subjek. Selain kelemahan dari capaian internet ini, keletihan pelajar dalam

menghadapi kelas secara atas talian setiap waktu pembelajaran menyumbang kepada tekanan

kepada pelajar justeru menyebabkan pelajar memilih platform syarahan dari rakaman video.

Selain itu, beban kerja yang diberikan pensyarah kepada pelajar juga perlu diambil kira supaya

pelajar tidak terlalu letih dalam menyelesaikan sesuatu tugasan. Ini bagi mengelakkan tekanan

yang berterusan kepada pelajar.

Cabaran yang kedua pula ialah persekitaran di rumah. Sebanyak 16% pelajar

mengatakan gangguan dari persekitaran di rumah. Ini adalah antara cabaran yang biasa

dihadapi bukan sahaja kepada pelajar tetapi juga kepada pensyarah yang mengajar. Ini kerana

setiap pelajar datang dari latar belakang yang berbeza. Corak kehidupan, adik beradik yang

ramai dan masalah keluarga adalah antara gangguan yang sering menjadi cabaran kepada

pelajar semasa pembelajaran secara atas talian. Manakala 9% pula mengatakan ruang

pembelajaran yang kurang selesa adalah antara cabaran yang mereka hadapi.

Cabaran yang ketiga pula ialah dari faktor kendiri pelajar. Sebanyak 35% pelajar

mengatakan yang mereka kurang keyakinan untuk belajar sendiri dan tidak mempunyai

motivasi belajar secara atas talian. Mereka perlu untuk mendisiplinkan diri dalam

membahagikan masa untuk sesuatu syarahan, tambahan pula pembelajaran tersebut adalah dari

rumah. Mereka bukan sahaja perlu menyiapkan tugasan dari pensyarah, tetapi perlu membantu

ibu bapa menguruskan adik beradik, membuat kerja rumah, mempunyai masalah kesihatan

malah ada juga yang terpaksa bekerja untuk kos sara hidup.

Oleh yang demikian, pensyarah perlu lebih faham akan situasi yang dihadapi pelajar

dan sentiasa berkomunikasi dengan pelajar supaya dapat meringankan masalah yang dihadapi

oleh pelajar.

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Kesimpulan

Platform pengajaran dan pembelajaran dalam talian sebenarnya membantu pelajar

untuk bertukar idea, berkomunikasi, berinteraksi dan menyelesaikan segala tugasan yang

diberikan pensyarah sepanjang semester. Penggunaan platform pembelajaran secara atas talian

juga memerlukan pengetahuan dan kemahiran terutamanya pensyarah. Tambahan pula

berkaitan subjek yang memerlukan konsep dan pengiraan yang banyak seperti subjek Kalkulus

ini. Kebiasaannya, pelajar bersedia dengan apa sahaja platform yang digunakan pensyarah

kepada mereka. Namun begitu, pensyarah boleh mengenalpasti platform yang terbaik yang

dapat diberikan kepada pelajar supaya pelajar tidak bosan dan penat dengan setiap sesi

pembelajaran yang mereka lalui. Dengan itu, pensyarah dapat mengurangkan cabaran yang

pelajar hadapi dalam menempuh sesi pengajaran dan pembelajaran sepanjang semester.

Keadaan ini juga membantu mengurangkan tekanan dari kedua-dua pihak sama ada pensyarah

atau pelajar dan melalui sesi pengajaran dan pembelajaran atas talian ini dengan lancar dan

terurus.

Rujukan:

Quah, W. B. (2020). Pandemik Covid-19: Mempercepatkan Pelaksanaan Pengajaran dan Pembelajaran

dalam talian (PDPDT) di Kolej Komuniti : Isu & Cabaran yang dihadapi oleh pensyarah dan

pelajar. https://www.researchgate.net/publication/347726927.

Azniwati, A. A. (2020). Keberkesanan Video Pembelajaran Dari Perspektif Pelajar. 3 rd International

Seminar On Islam and Science 2020 (SAIS 2020) COVID-19: Implication, Impact and solution.

eISBN : 9789674408367. https://oarep.usim.edu.my/jspui/handle/123456789/6820

Ventayen, R. J. M., Estira, K. L., De Guzman, M. J., Cabaluna, C. M., & Espinosa, N. (2018). Usability

evaluation of Google Classroom: Basis for the adaptation of GSuite e-learning platform. Asia

Pacific Journal of Education, Arts and Sciences, 5, 47–51. doi:10.1111/j.1365-

2729.2011.00447.x

Norah, M. N., Nurul Izzati H. & Radhiah A. R. (2013, December). The framework for learning using

video based on cognitive load theory among visual learners. Published in Proceedings of the 5 th

Conference on Engineering Education. pp. 15-20.

Obagah, R. R. & Brisibe, W. G. (2017). The Effectiveness of Instructional Videos in Enhancing

Learning Experience of Architecture Students in Design and Drawing Courses: A Case Study of

Rivers State University, Port-Harcourt. International Journal of Education and Research, 5(11),

33-46

https://www.researchgate.net/publication/347726927

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Geri, N. (2012). The Resonance Factor: Probing the Impact of Video on Student Retention in Distance

Learning. Interdisciplinary Journal of E-Learning and Learning Objects, 8. 1-13.

Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), Cambridge

handbooks in psychology. The Cambridge handbook of multimedia learning (p. 43–71).

Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.005.

Dara, S. (2020).Penggunaan Google Meet Untuk Work From Home Di Era Pandemi Coronavirus

Disease 2019 (Covid-19). Jurnal Prioritas: Jurnal Pengabdian Masyarakat, Volume. 02, Nomor.

01, April 2020, hal. 15-17.

Mazidah, M. & Aidawati, A. (2021). Penggunaan Google Meet dalam Proses Pengajaran dan

Pembelajaran di Politeknik Sultan Mizan Zainal Abidin. International Journal of Modern

Education (IJMOE). Volume 3 Issue 8 (March 2021) PP. 104-113.

Faizatul, H. A. H. & Nor Syahilia, A. (2017). Persepsi Pelajar Terhadap Pembelajaran Teradun

(Blended Learning). Journal of Technical and Vocational Education. Volume 1, No. 2, Page

53-63.

Syamsulaini, S, & Mashitoh, H. (2016). Pengajaran Berasaskan Video dalam Pembelajaran

Berpusatkan Pelajar: Analisis dan Kajian Kritikal Journal of ICT in Education (JICTIE) ISSN

2289-7844 / Vol. 3 / 2016 / 24-33 24 Video-Based Teaching in Student-Centered Learning:

Analysis and Critical Review.

Wiwin, H. (2016). Penggunaan E-Learning sebagai Media Pembelajaran. Jurnal Pendidikan Ekonomi,

10(1), 1–18. https://doi.org/ISSN 2548-7175

https://www.sinarharian.com.my/article/76874/BERITA/Nasional/Cabaran mengajardalam-talian.

Bernama. (2020, April 17).https://www.gpsbestari.com/berita/kuala lumpur/akses-internet-terhad-

antara-cabaran-belajar-mengajar-dalam-talian-1.934103

Abdul Karim, L. A. (2020, April 16). Berita Harian Online.

https://www.bharian.com.my/berita/nasional/2020/04/677952/pkp-epembelajaran-tidak-

segerak-sesuai-di-luar-bandar-pedalaman

Woolfitt, Z. (2015). The effective use of video in higher education. Lectoraat Teaching, Learning and

Technology Inholland University of Applied Sciences.

https://doi.org/10.1017/CBO9781139547369.005

https://www.bharian.com.my/berita/nasional/2020/04/677952/pkp-epembelajaran-tidak-segerak-sesuai-di-luar-bandar-pedalaman

https://www.bharian.com.my/berita/nasional/2020/04/677952/pkp-epembelajaran-tidak-segerak-sesuai-di-luar-bandar-pedalaman

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SEPINTAS LALU: TEKNOLOGI PERSUASIF DALAM DOMAIN

PENDIDIKAN

1Elly Johana Johan, 2Zalilah Abd Aziz [email protected], [email protected]

1Jabatan Sains Komputer & Matematik (JSKM),


2Fakulti Sains Komputer & Matematik (FSKM),

Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia

ABSTRAK

Teknologi boleh digunakan untuk membantu mengubah tingkah laku seseorang ke arah yang lebih positif dengan

menyediakan kaedah atau teknik untuk mempengaruhi tingkah laku. Penyelidikan bidang kajian yang

menggunakan teknologi atau lebih dikenali dengan teknologi persuasif (PT) untuk mempengaruhi tingkah laku

dengan cara tertentu berkembang luas masa kini. Dalam bidang pendidikan, PT boleh digunakan dalam

pengajaran dan pembelajaran kerana ia melibatkan proses mengasimilasikan pengetahuan baru dengan niat

untuk menukar idea seseorang serta mengubah sikap atau kedua-duanya tanpa menggunakan paksaan atau

penipuan. PT menyediakan satu platfom yang luas di dalam penggunaan alat bantu perkakasan dan teknik

pengajaran untuk mewujudkan persekitaran pembelajaran yang lebih kondusif di dalam meningkat motivasi

dan menarik minat para pelajar di dalam disiplin ilmu yang dipelajari.

Kata kunci : teknologi persuasif, pendidikan

Pengenalan

Penyelidik secara jelas membahagikan persuasif kepada dua bidang, persuasif dalam bidang

pengajaran dan captology (Harjumaa et al. 2009). Kajian mengenai teknologi persuasif (PT)

bermula pada akhir tahun 1990-an dengan nama captology, komputer sebagai teknologi

persuasif (Fogg 1998). Captology adalah kajian komputer sebagai teknologi persuasif yang

terfokus pada reka bentuk, penyelidikan dan analisis produk pengkomputeran interaktif yang

bertujuan untuk mengubah sikap atau tingkah laku seseorang (Fogg 1998). Manakala persuasif

dalam bidang pengajaran khusus kepada penggunaan pendekatan pedagogi dan proses reka

bentuk perisian pendidikan yang mendorong pelajar untuk memperoleh pengetahuan dan

kemahiran baru Harjumaa et al. 2009). Fokus utama pada teknik persuasif adalah mengenai

perubahan sikap dan tingkah laku di mana mesej disampaikan dari pengirim kepada golongan

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sasar sebagai penerima (Fogg 2003). Menurut Fogg et al. (2009) PT dapat meyakinkan

pengguna dengan memberi panduan untuk meningkatkan potensi diri, memberikan informasi

yang relevan, memicu membuat keputusan dan membimbing pengguna melalui suatu proses

secara berperingkat. Definisi PT boleh disimpulkan sebagai sistem interaktif yang dirancang

untuk perubahan sikap dan atau tingkah laku sebagai usaha untuk membentuk, memperkuat,

atau mengubah tingkah laku, perasaan, atau pemikiran tentang suatu masalah, objek, atau

tindakan tanpa unsur paksaan atau penipuan (Fogg 1998, 2003; Oinas-Kukkonen & Harjumaa

2008). Untuk menghubungkan prinsip teknologi persuasif ke kerangka yang lebih luas,

beberapa kajian mengintegrasikan definisi teknologi persuasif dengan konsep kemampuan

motivasi dan hubungannya dengan hasil psikologi dan tingkah laku dalam domain teknologi

maklumat dilakukan oleh beberapa orang ahli akademik (Hamari 2013; Huotari & Hamari

2012; Zhang 2008). Hamari et al. (2014) mendapati kebanyakan teknologi persuasif

diterapkan terutamanya dalam konteks di mana seseorang bersedia melakukan suatu aktiviti

tetapi merasa sukar untuk memulakannya. Almaliki dan Ali (2016), menyatakan teknologi

persuasif terdiri dari pelbagai disiplin dan domain kajian dengan menumpukan perhatian pada

reka bentuk, pembangunan dan penilaian teknologi interaktif yang disasarkan untuk mengubah

tingkah laku melalui pujukan dan bukan melalui penipuan atau paksaan.

Domain Teknologi Persuasif

Penulisan ilmiah mengenai PT mulai berkembang pada tahun 2005 dan menjelang tahun 2013

penyelidikan PT berkembang pesat, dengan kebanyakan kajian yang dilakukan dalam bidang

interaksi manusia-komputer (Hamari et al. 2014). Kajian literatur menunjukkan bahawa

teknologi persuasif boleh mengubah sikap dan tingkah laku pengguna kepada tahap yang lebih

baik (Filippou 2016; Matthews et al. 2016; Kaptein & Van Halteren 2013; Baranowski et al.

2013). Data dari 95 kajian PT yang dijalankan oleh Hamari et al. (2014), 50% melibatkan

domain kesihatan dan latihan fizikal, 20% melibatkan disiplin ekologi, 10% melibatkan bidang

pendidikan 6% melibatkan bidang keselamatan dan 6% juga melibatkan domain pemasaran

dan perdagangan. PT telah memberi kesan yang signifikan dalam mengurangkan pelbagai

masalah sosial seperti kegemukan, pengambilan alkohol, kesejahteraan kehidupan kelestarian

dan kesedaran menjaga alam sekitar (Mubin et al. 2016). PT secara berperingkat digunakan

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secara meluas sebagai alat untuk mempromosikan kesihatan, kesejahteraan, gaya hidup dan

kecergasan pengguna untuk semua peringkat umur (Austria et al. 2020; Sittig et al. 2020;

Klasnja et al. 2011, Purpura et al. 2011). Persuasif sebagai medium intervensi pula merangkumi

alatan permainan (Muhamad & Kim 2020; Orji et al. 2013; Lucero et al. 2006) aplikasi mudah

alih atau laman sesawang (Ashaikh et al. 2016; Toscos et al. 2006), robot (Bertel & Hannibal

2015) dan alatan boleh pakai (wearables) disertai dengan teknik maklum balas motivasi khas

seperti persaingan sosial dan ketersediaan pengetahuan yang komprehensif.

Teknologi Pesuasif Dalam Domain Pendidikan

PT diyakini mempunyai peranan yang penting untuk dimainkan dalam bidang

pendidikan (IJsselsteijn et al. 2006). Menurut Fogg (2003) PT boleh digunakan di sekolah atau

persekitaran luar dalam memotivasi seseorang untuk memperoleh pengetahuan baru atau

kemahiran. Dalam bidang pendidikan, PT boleh digunakan di dalam pengajaran dan

pembelajaran kerana ia melibatkan proses menjana pengetahuan baru dengan objektif untuk

menukar idea seseorang serta mengubah sikap atau kedua-duanya tanpa menggunakan unsur

paksaan atau penipuan (Fogg 2003). Gullatt dan Lemoine (1997) mengusulkan penggunaan

teknologi komputer sebagai intervensi pendidikan awal selain program sedia ada di sekolah

yang dipaktiskan melalui medium undang-undang dan peraturan. Telah diakui secara meluas

bahawa Maklumat dan Teknologi Komunikasi (ICT) boleh digunakan untuk memberi impak

positif dalam pengajaran dan pembelajaran secara umum (Ghavifekr et al. 2015) dan dalam

bidang pengkomputeran kejuruteraan secara khusus. PT adalah komponen ICT khas yang

dirancang untuk mengubah tingkah laku yang disasarkan (Fogg 2003). Secara umum,

penyelidikan PT khusus dalam bidang pendidikan tidak banyak (Nor Aziah et al. 2013) dan di

Malaysia sendiri bilangannya juga masih sedikit (Siti Fasyehah, & Zakirah 2011), namun

penyelidikan yang dilakukan (Orji & Moffatt 2018; Abdessettar et al. 2016; Ashaikh et al.

2016; Filippou et al. 2016 ; Toor 2016; Bertel & Hannibal 2015; Christy & Fox 2014; Stibe &

Oinas-Kukkonen 2014; Behringer et al. 2013; Fogg 2003) membuktikan keberkesanan PT

dalam memotivasi seseorang untuk mencapai kejayaan melalui perubahan tingkah laku dalam

pembelajaran. Menurut Wesley (2013) mengintegrasikan komputer dalam pembelajaran

berupaya mewujudkan persekitaran pembelajaran yang selamat secara psikologi, membina

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harga diri dan berupaya mengubah tingkah laku pelajar yang tidak bermotivasi ke arah yang

lebih positif. PT dapat memotivasi individu untuk memulakan proses pembelajaran, tugasan,

dan menyemak bahan tertentu untuk meneruskan aktiviti tertentu (Devincenzi et al. 2017).

Pendidikan melalui PT secara memudahkan penglibatan pelajar dalam aktiviti kelas, interaksi

rakan sebaya, pembelajaran aktif yang membawa kepada perubahan sikap atau tingkah laku

kearah yang diinginkan (Ashaikh et al. 2016; Bertel & Hannibal 2015).

Semua sistem maklumat boleh dianggap mempengaruhi pengguna dalam beberapa cara

(Oinas-Kukkonen 2013). Namun, agar teknologi benar-benar disebut "persuasif," pujukan

harus disengajakan (Fogg 1998), teknologi tersebut mesti dirancang untuk tujuan membimbing

pengguna ke arah perubahan sikap atau tingkah laku. Pereka mesti memahami bahawa objek

pembelajaran tidak mudah menjadi persuasif dengan hanya menerapkan prinsip reka bentuk

persuasif ke dalam suatu objek pembelajaran (Fogg 2003). Aspek teras reka bentuk

pembelajaran persuasif adalah membina minat dan keyakinan pelajar. Adaptasi teknologi

persuasif dalam skop pendidikan membolehkan seseorang dapat melihat perubahan

persekitaran dan kumpulan pengguna dan hujah ini disokong oleh Fogg (2003) yang

mempercayai bahawa PT dapat diterapkan dalam kepelbagaian konteks dan khalayak sasaran.

Secara khususnya, dalam bidang pendidikan terdapat kajian yang menerap PT dalam

memenuhi keperluan kanak-kanak dan remaja dengan keperluan khas (Ng et al. 2016; Bertel

& Rasmussen 2013; Mintz & Aagaard 2012; Mintz & Peter 2012), penerapan penggunaan PT

peringkat pendidikan universiti (Filippou et al. 2016) dan pembelajaran orang dewasa

mengenai pembangunan lestari (Arendt et al. 2014). Ini menunjukkan sasaran perubahan atau

tingkah laku memandu proses reka bentuk dan boleh diimplementasikan kepada khalayak

pengguna yang mempunyai latar belakang yang berbeza. Menurut Fogg (2003) PT dalam

bidang pendidikan berupaya meningkatkan motivasi seseorang untuk memulakan proses

pembelajaran dan perlaksanaannya boleh diadaptasi dalam kepelbagaian kaedah pengajaran

untuk memudahkan seseorang mencapai tingkah laku yang disasarkan dengan lebih mudah. PT

tidak tidak hanya menumpukan kepada teori semata-mata tetapi berupaya menjadi agen

motivasi dalam proses pengajaran dan pembelajaran terutama dalam situasi suatu visi telah

dikenal pasti dan penyelidikan yang dilakukan secara khusus tersebut boleh dijadikan panduan

untuk suatu perkembangan baru mengenai penglibatan PT dalam bidang pendidikan secara

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umum dan lebih meluas (Devincenzi et al. 2017). Dapat disimpulkan PT berupaya mengubah

sikap dan tingkah laku serta memotivasi pelajar untuk melakukan tugasan dan mencapai

objektif yang disasarkan (Dolhalit & Salam 2014).

Kesimpulan

Cabaran terbesar adalah untuk mengadaptasi teknologi persuasif dalam senario

kompleks dan mengikut fleksibiliti individu untuk memaksimumkan keberkesanan secara

menyeluruh. Adaptasi teknologi persuasif dalam bidang pendidikan melibatkan peratusan kecil

dengan nilai 10% jika dibandingkan dengan domain lain walaupun secara empirik telah

terbukti teknologi persuasif berupaya memotivasikan pelajar secara positif. Justeru itu terdapat

keperluan untuk meneroka lebih lanjut adaptasi teknologi persuasif dalam domain pendidikan

secara meluas demi memenuhi ruang kosong kajian teknologi persuasif dalam domain

pendidikan yang dipercayai mampu mengubah landskap dunia pendidikan kearah yang lebih

baik.

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PERCEPTIONS OF STUDENTS IN LEARNING MATHEMATICS THROUGH

OPEN AND DISTANCE LEARNING (ODL)

Muniroh Hamat, Mawardi Omar, Nurhafizah Ahmad, Mohd Fahmi Zahari [email protected], [email protected], [email protected],

[email protected]



ABSTRACT

During times of crisis, such as the global spread of the Covid-19 epidemic, online education

has seen exponential development when educators and students are forced to stay at home

and resume their studies completely online. Students have no choice but to keep up with the

Open and Distance Learning standards and difficulties (ODL). As online learning continues

to grow, it is important to investigate students’ overall experiences in online learning

environments especially in learning Mathematics. Understanding students' experiences based

on their perspectives on their online classes or programs goes beyond the simple question of

student satisfaction to more nuanced questions about how factors inside and outside of the

classroom impact the online classroom. The purpose of this study was to investigate the

experience of students in learning mathematics through Open and Distance Learning (ODL)

during the COVID-19 pandemic. This study uses a methodological approach in which a

questionnaire was distributed to 202 respondents on their overall views on ODL. This survey

shows ODL in learning Mathematics more favor among respondents based on their learning

experienced, they still hope this subject is more suitable for the classroom learning

environment.

Keywords: Open and distance learning, perception, experience, Covid-19, pandemic

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Introduction

The terms open and distance learning (ODL), as well as their definitions, are

relatively new in education, having only gained popularity in the last 15 to 20 years. The

vocabulary and terminology used to define distance learning activities can still be confusing,

and geographical differences in usage. Correspondence education, home study, independent

study, external studies, continuing education, distance teaching, self-instruction, adult

education, technology-based or mediated education, learner-centred education, open learning,

open accreditation are some of the more commonly used terms in open and distance learning.

ODL is a broad term used to deliver or enhance learning through telecommunications. The

university discovers and explores the internet, teleconferences, and similar techniques around

the world to achieve an extensive classroom or learning experience. ODL is a learning

distance that is open or available to anyone, regardless of age, qualification, or ethnic group.

The distance is to study away from the institution or college, and the time of teaching and

learning is separated. Online learning environments can provide learners with distinct

opportunities for flexibility, interaction, and collaboration. It is different from face-to-face

learning environments. The online mode of education thereby creates a platform where with

the help of the latest technology and its tools, various subjects' theories are expressed by

brainstorming, ideation, and discussion which makes the virtual classroom engaging.

However, the integration of educational technologies raises questions and concerns about

students' learning.

As the growth of online learning rises, it is necessary to investigate students' overall

experiences in such situations. Understanding students' perceptions on their online classes or

programmes requires answering more complex questions about how factors inside and

outside the classroom influence the online classroom (Stephanie & Claire 2012). According

to Stephanie and Claire, students' experiences with online learning were investigated in this

qualitative study synthesis. For example, some students were satisfied with their online

courses but still struggled with balancing online courses and work responsibilities. Other

students found that enrolling in an online program related to their jobs was very beneficial.

Despite their network issues, students were able to participate in most of their online

classes. However, students were discouraged from actively participating in online classrooms

due to an unreliable Internet connection and personal concerns. Furthermore, even though the

students thought they had enough time and feedback for their activities, they rated ODL as

challenging since their workload was higher than conventional face-to-face learning, and

they had a lot of distractions at home that interfered with their grasp of the material

(Norazrina,2020). According to a 2015 study conducted by Vanderbilt University in the

United States, nearly 92% of respondents from various fields and faculties agreed that online

learning is more effective and efficient than traditional teaching and learning.

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Jolene, Hassan, Neha, and Jane (2015) found out that the main positive attribute of

online learning was the flexibility of the approach, both in terms of time and geographic

location. As online learning generally does not require a one to be in class at a certain time,

one can work from home at convenient times. This flexibility was also linked with a positive

perception of self-reliance. Collins, 2010 found out that most students are satisfied with

teaching and learning by distance and satisfied with support services provided by the host

institute. However, respondents had concerns regarding the provision of prompt feedback on

assignments by facilitators, lack of enough study facilities to help students with their

program, the heavy workload in distance learning and had trouble with learning materials that

were not self-explanatory. With distance learning opportunities growing at a high rate in

many tertiary institutions, there is need to ensure that prompt feedback on assignments is

integrated in the instructional design process of distance learning courses. The provision of

study facilities (computers, internet and supplementary reading materials and reading rooms)

and well written instructional materials (self-explanatory, full of local examples) in the

distance mode will go a long way to enhance students learning by distance.

Therefore, this study investigates the perception of students in learning mathematics

through Open and Distance Learning (ODL) during the COVID-19 pandemic. This study was

guided by the following research questions:

1) What are the perceptions of undergraduate students in learning mathematics through

ODL during the COVID-19 pandemic?

2) Are there any significant differences in undergraduate students’ perceptions toward

learning mathematics through ODL during the COVID-19 pandemic with regard to

their age and education level?

Methodology

Engineering students were selected as a sample since they take a Mathematic Course

every semester, from semester 1 until semester 5. Sample was formed using cluster sampling

where a few classes from the corresponding faculties were selected as a sample. Data was

collected among the students using an online questionnaire, which was made based on

instruments used in similar studies. They spent about 10 minutes to complete the survey. The

self-administered questionnaire was adopted and adapted by the researchers. The

demographic profile and students' perceptions of ODL in mathematics learning were

separated into two sections of the questionnaire. Students' age, gender, faculty, and education

level are among the demographic profile questions. The questionnaire rated on a five-point

Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).

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IBM SPSS Statistics version 20 was used to analyze the data. Cronbach's alpha was

used as a measure of reliability in this study, which is a regularly applied measure in Likert

scale survey questions. Cronbach's Alpha has a range of values from 0 to 1, with 0 indicating

complete unreliability and 1 indicating perfect dependability (Field, 2009). Hinton (2004)

give a good guide for reliability with Alpha score 0.90 and above indicate a scale of excellent

reliability, 0.70 to 0.90 indicate high reliability, 0.50 to 0.70 indicate a moderately reliable

scale and below 0.5 is generally indicates a scale of low reliability. The researcher applied

descriptive statistics (frequency, percentage, means, and standard deviations) and an

independent t test for the interactions among the variables.

The characteristics of the respondent and students’ perceptions toward ODL in

learning Mathematics are analyzed using descriptive statistics. This analysis summarizes in

Table 1 and Table 2. Table 1 shows the demographics profile of respondents in terms of

gender, age, education level, and field of study. Meanwhile, Table 2 shows students'

perceptions toward ODL in learning Mathematics.

Results and Discussion

The 202 respondents were UiTM Cawangan Pulau Pinang undergraduate engineering

students. A majority of respondents were male (57.9%), and the rest were female. Most of the

respondents were under 23 years old. Also, most of the respondents were from the faculty of

Mechanical Engineering (42.1%), 32.2% were from the faculty of Civil Engineering, 20.3%

were from the faculty of Electrical Engineering, and 5.4% reported were from the faculty of

Chemical Engineering. Based on the level of education, the majority of the respondents were

first-year students (72.3%), 23.8% were second-year students, and less than 5% were third-

year students.

Table 1: Demographic Profile of Respondents

Sample Frequency Percentage (%)

Gender Male

Female

117

85

57.9

42.1

Age 18-20

21-23

>23

152

49

1

75.2

24.3

0.5

Educational

Level

1st year

2nd year

3rd year

146

48

8

72.3

23.8

4

Programme Faculty of Civil Engineering

Faculty of Mechanical Engineering

Faculty of Electrical Engineering

Faculty of Chemical Engineering

65

85

41

11

32.2

42.1

20.3

5.4

Total (N) 202

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Table 2: Students' perceptions toward ODL in learning mathematics

Item Mean Standard

Deviation

Mathematics subjects are suitable to be conducted online

rather than face to face.

2.7 1.013

Online learning is easy to implement and easily achieved

regardless of distance and learning takes place

continuously.

3.26 0.883

My Mathematics exam results improved with the ODL

method.

3.09 0.882

I think ODL is effective in helping me to understand

Mathematics course content/materials.

3.10 0.841

TOTAL (Mean of mean) 3.037

This survey study is to analyze the students’ perceptions toward ODL in learning

Mathematics. It shows that most of the respondents are preferred ODL in learning

Mathematics (mean 3.04) after a year of learning experience in ODL since March 2020. The

results show that online learning is easy to implement and achieved (mean 3.26), and the

Mathematics exam results improved with the ODL approached (mean 3.09). Besides that,

ODL in learning Mathematics is more effective in understanding subject material (mean

3.10). However, although this survey shows ODL in learning Mathematics more favour

among respondents based on their learning experienced, they still hope this subject is more

suitable for the classroom learning environment (mean 2.7).

Table 3: Cronbach’s Alpha for Perception of students toward

ODL in learning mathematics

Cronbach’s Alpha No of Items Result

0.854 4 high reliability

Testing the reliability is an important step since it verifies the internal consistency of

the measuring scale and examines its properties (Hair et al, 2006). Cronbach’s coefficient

alpha was computed to test the survey’s reliability, and values above 0.70 were considered

high reliability. Cronbach’s alpha value is 0.854 and hence holds good internal consistency

allowing for further analysis.

Table 4: Independent t- test

Variable N Mean SD t Significant

Age 18 – 20 152 2.966 0.767 -2.311 0.022

21 – 23 49 3.250 0.692

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Education Level 1st Year 146 2.932 0.758 -2.757 0.006

2nd Year 48 3.271 0.680

The following findings cover the second research question: Are there any significant

differences in undergraduate students’ perceptions toward learning mathematics through

ODL during the COVID-19 pandemic with regard to their age and education level?

An independent t test was employed to answer these questions. According to the

results of the independent-samples t test, there are significant differences in undergraduate

students' perceptions of learning mathematics through ODL during the COVID-19 pandemic

at t= -2.311 with p = 0.022 < 0.05 with respect to age, as shown in Table 4. The students

under the age of 20 have slightly lower average than students above the age of 21. Table 4

also revealed that there are significant differences in undergraduate students’ perception

means toward ODL in learning mathematics between first year students and second year

students with t= -2.757, p < 0.05.

This result was in agreement with the previous findings by Djanette Blizak et al

(2020) which found that older students were more optimistic than younger students. Students

in the master's program were more interested about online learning than first-year students

and bachelor's students. As they come closer to their graduate academic master's degree,

master students aspire to end their academic year. With the COVID-19 pandemic's

containment measures and social isolation, online learning becomes their only option for

achieving their aim.

In relation to Olayemi et al (2021), respondents' age is one of the most crucial criteria

in understanding their ideas and perceptions regarding a given subject; age, on the whole,

represents an individual's level of maturity; therefore age becomes more important when

examining a response.

Conclusion

The present study contributes to understanding the perception of students in learning

Mathematic thru ODL, especially after the government decided to do away with physical

learning due to Covid-19 pandemic. Students must be given personal space and time to focus

solely on online learning while also being tolerated by lecturers if they require additional

time, materials, or guidance to complete their tasks. Students enjoy online learning because it

is easy to implement and achieved and also Mathematics exam results improved with the

ODL approached. Despite the fact that this survey shows that ODL in learning Mathematics

is more popular among respondents based on their learning experiences, they still hope that

this subject is more appropriate for the classroom learning environment.

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the Abrupt Transition to Online Learning During the COVID-19 Pandemic : case of

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turun daripada https://ejournal.upsi.edu.my/journal/JPAK.

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Ringkas. Dimuat turun daripada https://news.ump.edu.my/experts/kesan-covid-19-

kepada-pelajar-ump-satu-kajian-ringkas

Krishnan, S. (2016). Student's Perceptions of Learning Mode In Mathematics. The Malaysian

Online Journal of Educational Sciences, Volune 4 - Issue 2.

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Arah Menuju Malaysia Maju. Di muat turun daripada

https://www.astroawani.com/berita-malaysia/covid19-pembelajaran-atas-talian-suatu-

keperluan-ke-arah-menuju-malaysia-maju-237496.

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and Future Horizons. MERLOT Journal of Online Learning and Teaching, Vol.11,

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Towards Online Learning in Nigeria During Covid-19 Pandemic . Library Philosophy

and Practice (e-journal) 5051. Di muat turun daripada

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APLIKASI ATTENDANCE STUDENT LIST (ATTsLIST)

Sharifah Sarimah Syed Abdullah, Noor Azizah Mazeni [email protected], [email protected]



ABSTRAK

Pengajar di setiap institusi pendidikan mengambil peranan dalam merekod kehadiran pelajar ke kelas. Hal ini bagi

memastikan tiada pelajar yang tercicir bagi setiap kelas yang dijalankan. Berikutan pandemik COVID-19 yang telah

melanda negara di mana sesi pembelajaran dijalankan secara atas talian memerlukan pengajar untuk lebih kreatif

dalam menyediakan sistem atau aplikasi yang sistematik bagi memudahkan urusan merekod kehadiran pelajar.

Aplikasi Attendance Student List (ATTsLIST) dibangunkan untuk memudahkan merekod kehadiran dan menyimpan

rekod-rekod kehadiran secara atas talian. ATTsLIST dibangunkan dengan menggunakan perisian aplikasi data studio di

dalam Google. Aplikasi ini juga dapat memudahkan pengajar bagi memantau ketidakhadiran pelajar dan membolehkan

pelajar memuatnaik sijil ketidakhadiran pelajar setiap kali ketidakhadiran mereka ke kelas. Pelajar juga boleh

mengakses aplikasi ini untuk melihat sejarah rekod kehadiran mereka di dalam kelas.

Kata Kunci: ATTsLIST,

Pengenalan

Pandemik COVID-19 yang telah melanda seluruh negara telah memberi kesan yang sangat

besar dimana ianya melibatkan ramai pihak daripada seluruh peringkat umur dan pekerjaan serta

telah menjejaskan pelbagai sektor dan sistem di seluruh negara. Kesan yang paling ketara dapat

dilihat pada sistem pendidikan negara iaitu apabila sekolah-sekolah dan institusi-institusi pengajian

tinggi terpaksa ditutup bagi mengelakkan penularan virus COVID-19 dalam kawasan tersebut.

Ekoran dari kesan pandemik tersebut, sesi Pengajaran dan Pembelajaran (PdP) bersemuka

telah digantikan dengan sesi PdP secara atas talian bertujuan bagi memastikan sesi PdP dapat

diteruskan. Seiring dengan itu, sesi PdP yang dijalankan secara atas talian memerlukan kehadiran

pelajar juga diambil secara atas talian. Ini mencetuskan idea bagi setiap pengajar dalam

menghasilkan pelbagai aplikasi dan sistem bertujuan memudahkan urusan rekod kehadiran pelajar



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dapat diambil dengan lebih sistematik. Hal ini penting bagi memastikan pengajar dapat memantau

status kehadiran pelajar ke kelas dan tindakan yang perlu diambil.

Rosli, M.Y. dan Sani, N.S. (2018) dalam kajian mereka telah menghasilkan Sistem

Maklumat Kehadiran Pelajar (SMKP) yang telah memudahkan pengumpulan data kehadiran,

menyimpan rekod-rekod kehadiran serta membolehkan penghasilan statistik dan penyediaan

laporan kehadiran.

Sistem atau aplikasi kehadiran atas talian juga bukan sahaja dapat digunakan bagi sesi PdP

secara atas talian tetapi ianya juga boleh digunakan bagi sesi PdP bersemuka bagi menggantikan

proses merekod kehadiran secara manual iaitu dengan merekod di atas kertas. Hal ini kerana bagi

mengelak berlakunya kehilangan rekod kehadiran tersebut untuk rujukan pada masa akan datang.

Mengetahui kepentingan merekod kehadiran yang lebih sistematik dapat melancarkan lagi

sesi PdP, dengan itu, sebuah aplikasi atas talian yang efisien telah dibangunkan bertujuan untuk

membantu pengajar merekod kehadiran pelajar ke kelas disamping memudahkan pengajar dalam

memantau ketidakhadiran pelajar.

Perisian Aplikasi: ATTsLIST

Attendance Student List (ATTsLIST) adalah aplikasi untuk merekod kehadiran pelajar secara atas

talian tanpa mempengaruhi masa yang diperuntukkan untuk sesi PdP. ATTsLIST dibangunkan

dengan menggunakan perisian aplikasi data studio di dalam Google. ATTsLIST sesuai untuk

merekodkan kehadiran pelajar setiap kali kelas dijalankan malah pelajar juga boleh mengakses

aplikasi ini untuk melihat sejarah rekod kehadiran mereka di dalam kelas. Untuk mengakses

ATTsLIST, pengajar dan pelajar boleh ke pautan https://tinyurl.com/ATTsLIST.

https://tinyurl.com/ATTsLIST

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Ciri-ciri dan Keterangannya

Terdapat banyak ciri yang boleh digunakan di dalam ATTsLIST ini. Paparan muka hadapan

ATTsLIST boleh dilihat dalam Rajah 1.

Rajah1: Paparan muka hadapan aplikasi ATTsLIST

Rajah 1 di atas menunjukkan muka hadapan aplikasi ATTsLIST. Fungsi bagi setiap ikon pada

muka hadapan ATTsLIST dijelaskan di dalam Jadual 1.

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Jadual 1: Penerangan setiap ikon dalam paparan muka hadapan

ATTsLIST ini dapat menghasilkan rekod kehadiran dengan menggunakan pautan google form

melalui borang kehadiran pelajar. Jadual 2 menunjukkan langkah-langkah bagi merekod kehadiran

pelajar menggunakan aplikasi ATTsLIST.

No Ikon

1

Ikon untuk paparan ke setiap muka

2

Bilangan pelajar yang menghadiri kelas dipaparkan dan bilangan kehadiran pelajar

boleh di paparkan mengikut kelas dalam bentuk graf.

3

Ikon ini untuk memilih kod kursus

4

Ikon untuk paparan kelas minggu kuliah

5

Ikon untuk carian nama pelajar

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Jadual 2: Penerangan langkah-langkah bagi merekod kehadiran pelajar

Carta Penerangan

Klik ikon untuk borang

kehadiran pelajar

Paparan borang kehadiran

pelajar melalui pautan google

form

Paparan rekod kehadiran

setelah mengisi borang

kehadiran pelajar

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Selain itu, ATTsLIST juga dapat menghasilkan rekod ketidakhadiran pelajar dengan menggunakan

pautan google form melalui borang ketidakhadiran pelajar seperti di dalam Jadual 3.

Jadual 3: Penerangan langkah-langkah dalam merekod ketidakhadiran pelajar

Carta Penerangan

Klik ikon untuk

mengisi borang

ketidakhadiran pelajar

Paparan borang


melalui pautan google

form. Pelajar yang

tidak hadir perlu

mengisi borang ini

dan memuatnaik bukti

ketidakhadiran.

Paparan rekod


berserta bukti

ketidakhadiran.

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Seterusnya,ATTsLIST turut memaparkan rekod kehadiran pelajar mengikut minggu kuliah

sepanjang semester. Rajah 2 menunjukkan contoh rekod kehadiran pelajar pada minggu kuliah

keempat dan kelima. Pelajar juga boleh memilih kumpulan bagi melihat rekod kehadiran terkini

atau sebelumnya.

Rajah 2: Paparan muka minggu kuliah

Rajah 3 dibawah menunjukkan graf kehadiran pelajar bagi setiap minggu kuliah. Ini memudahkan

pengajar untuk melihat pelajar yang tidak mencapai peratusan kehadiran yang sepatutnya bagi

setiap kursus.

Rajah 3: Paparan muka graf kehadiran

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Kesimpulan

Kesimpulannya, aplikasi ATTsLIST mempunyai pelbagai ciri berguna yang membolehkan

setiap pengajar menjadi lebih kreatif dan inovatif dalam merekod kehadiran pelajar. Ianya mudah

diakses dengan capaian secara atas talian di mana-mana jua. ATTsLIST turut dapat merangkumi

keseluruhan rekod kehadiran pelajar dengan paparan grafik yang menarik.

Pada masa kini, penggunaan Information Communications Technology (ICT) dalam

medium pengajaran dan pembelajaran inovatif dilakukan dalam skala yang besar (Papadakis,

Kalogiannakis, Sifaki, dan Vidakis, 2018). Pelaksanaan persekitaran pintar sebagai era baru ICT

membantu guru, pelajar dan kakitangan mendominasi bidang pendidikan (Burd, Guerra, Elahi,

Russell, Barker, Pérez, dan Tudor, 2017).

Dalam kajian ini, aplikasi ATTsLIST digunakan bertujuan memantau kehadiran pelajar

bagi setiap sesi perkuliahan. Memandangkan pelaksanaan PdP secara atas talian bukanlah sesuatu

yang asing pada era ini, maka aplikasi ini sangat berguna untuk diimplementasikan dalam merekod

kehadiran berbanding daripada sistem tradisional. Dalam kaedah tradisional sistem kehadiran,

merekod kehadiran di dalam kelas selalu dilakukan dengan mengorbankan masa pembelajaran.

ATTsLIST membantu pengajar memperuntukkan lebih banyak masa untuk pelajar belajar daripada

menghabiskan masa mereka mencatat kehadiran.

Oleh itu, ATTsLIST berpotensi memberi kesan dalam meningkatkan prestasi pelajar dan

mengeratkan kerjasama antara pengajar dan institusi pendidikan. Dengan mengetahui kehadiran

pelajar dapat membantu pengajar membimbing pelajar dengan lebih sempurna dan baik. Pelajar

juga akan lebih bersemangat dan bersedia setiap kali kelas akan dijalankan.

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Rujukan:

Burd, B., Guerra, J. G., Elahi, A., Russell, I., Barker, L., Pérez, A. F., Tudor, L. (2017). The

Internet of Things in CS Education. Proceedings of the 2017 ACM Conference on In-

novation and Technology in Computer Science Education - ITiCSE ’17.

https://doi.org/10.1145/3059009.30813

Rosli, M.Y. Sani, N.S. (2018) Sistem Maklumat Kehadiran Pelajar. Bachelor Degree. Universiti

Kebangsaan Malaysia.

Papadakis S., Kalogiannakis M., Sifaki E., Vidakis N. (2018) Access Moodle Using Smart Mobile

Phones. A Case Study in a Greek University. In: Brooks A., Brooks E., Vidakis N. (eds)

Interactivity, Game Creation, Design, Learning, and Innovation. ArtsIT 2017, DLI 2017.

Lecture Notes of the Institute for Computer Sciences, Social Informatics and Tele-

communications Engineering, vol 229. Springer, Cham. https://doi.org/10.1007/978-3-319-

76908-0_36

Unit Penerbitan JSKM

Universiti Teknologi MARA

Cawangan Pulau Pinang

13500 Permatang Pauh

Pulau Pinang

SIG CS@e-LEARNING

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