Penggunaan Aplikasi Mudah Alih Multimedia Interaktif untuk Meningkatkan Pemikiran Algebra Pecahan Dalam Kalangan Murid-Murid Masalah Pembelajaran

Interactive Mobile Multimedia Application Usage to Improve Fractional Algebra Thinking among Students with Learning Disabilities

  • Murugesu A/L Supermaniam School of Educational Studies, Universiti Sains Malaysia.
  • Rozniza Zaharudin USM
Keywords: aplikasi mobile, masalah pembelajaran, teknologi multimedia

Abstract

ABSTRAK

Penggunaan aplikasi mobile multimedia dalam pendidikan kini mendapat perhatian semua pihak dan menghasilkan interaksi hubungan murid dan guru. Penggunaan aplikasi mudah alih dalam pengajaran dan pembelajaran dipercayai dapat menyelesaikan banyak masalah yang melibatkan matematik dan mengubah persepsi murid terhadap pemahaman algebra pecahan yang dianggap rumit dan membosankan. Kesukaran ini lebih terkesan kepada murid yang mempunyai masalah pembelajaran berbanding dengan murid biasa. Rasional kajian untuk meneroka penggunaan aplikasi mobile multimedia interaktif berasaskan permainan (P-PKSSMPK) sebagai alat bantu pengajaran untuk meningkatkan kemahiran pemikiran algebra pecahan dan pencapaian murid masalah pembelajaran dalam topik pecahan. Aplikasi mobile P-KSSMPK digunakan sebagai bahan bantu pengajaran bagi memudahkan murid memahami kemahiran pembelajaran pecahan. Penyelidikan ini melibatkan penguasaan kemahiran pemikiran algebra pecahan dan pemahaman dalam pengajaran dan pembelajaran topik pecahan bagi murid masalah pembelajaran. Objektif kajian yang pertama ialah merekabentuk dan membangunkan aplikasi mobile multimedia interaktif dengan menggunakan model Prototaip Pantas (menilai, menentukan objektif, mereka bentuk dan membangunkan prototaip, pelaksanaan prototaip, penilaian dan pemurnian). Objektif kajian kedua pula, mengkaji kesan aplikasi mobile P-KSSMPK melalui sembilan adengan pengajaran dalam membantu meningkatkan pemahaman dan penguasaan kemahiran pemikiran algebra pecahan bagi murid masalah pembelajaran. Reka bentuk kuasi-eksperimen digunakan ke atas kumpulan kawalan dan kumpulan rawatan di mana setiap responden diberi ujian pra, rawatan, dan ujian pasca. Kajian ini melibatkan 152 orang murid masalah pembelajaran dari sepuluh sekolah berbeza di daerah kinta utara di Perak. Dapatan kajian akhir mendapati bahawa pembelajaran menerusi aplikasi mobile P-KSSMPK berjaya mempertingkatkan tahap penguasaan kemahiran dan pemahaman pecahan. Min keputusan pencapaian ujian pra adalah 44.59 (sisihan piawai: 4.233) bagi kumpulan rawatan manakala min purata bagi ujian pasca meningkat sebanyak 65.88 (sisihan piawai: 21.520) bagi kumpulan rawatan. Justeru, kajian terhadap pembelajaran topik pecahan perlu diteruskan dengan melibatkan sampel kajian yang lebih besar supaya penglibatan murid dalam aktiviti pembelajaran pecahan dapat dipertingkatkan.

ABSTRACT

The use of mobile multimedia applications in education is now gaining the attention of all parties and resulting in student-teacher relationships. Mobile applications in teaching and learning are believed to solve many problems involving mathematics and change students' perceptions of fractions; algebra is considered complex and boring. This difficulty is more affected by students with learning difficulties compared to normal students. The study's rationale was to explore using an interactive multimedia mobile application (P-PKSSMPK) as a teaching aid to improve fractions algebra thinking skills and achievement of students with learning difficulties in fractions topics. P-KSSMPK mobile application is used as a teaching aid to facilitate students to understand fractional learning skills. This research involves mastering fractional algebra thinking skills and understanding in the teaching and learning of fractional topics for students with learning difficulties. The study's first objective was to design and develop an interactive multimedia mobile application using the Quick Prototype model (Evaluate, determine objectives, design, and develop prototypes, prototype implementation, evaluation, and refinement). The second research aims to examine the impact of P-KSSMPK mobile application delivered via Gagne's nine events of instruction on students with learning disabilities' understanding and mastery of fractional algebra thinking skills. A quasi-experimental design was applied to the control group and the treatment group in which each respondent was given pre-test, treatment, and post-test. The study involved 152 students with learning difficulties from ten different schools in the northern Kinta district in Perak. The findings of the final study found that learning through the P-KSSMPK mobile application has successfully improved the level of mastery of skills and understanding of fractions. The mean result for the pre-test achievement was 44.59 (SD:4.233) for the treatment group, while the mean for the post-test increased by 65.88 (SD: 21.520) for the treatment group. Thus, research on fractional topic learning should be continued by involving a larger sample of studies to enhance students' involvement in fractional learning activities.

Downloads

Download data is not yet available.

References

Ah-Nam, L., & Osman, K. (2017). Developing 21st century skills through a constructivist-constructionist learning environment. K-12 STEM Education, 3(2), 205-216.

Allen, M. W. (2011). Designing successful e-learning: Forget what you know about nstructionaldesign and do something interesting (Vol. 2). John Wiley & Sons.

Amir, M. F., Hasanah, F. N., & Musthofa, H. (2018). Interactive multimedia based mathematics problem solving to develop student s’ reasoning. Int. J. Eng. Technol, 7(2.14), 272-276.

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.

Boulet, G. (2019). Rapid prototyping: An efficient way to collaboratively design and develop e-learning content. Navy e-learning center of Excellence.

Cook, T. D. (2015). Quasi‐experimental design. Wiley Encyclopedia of Management, 1-2.

Gagne, R.M. (1992). The Condition of Learning and Theory of Instruction (4th. ed.). Holt, New York: Rinehart and Winston.

Grace, K., Musu-Gillette, L., Robinson, J., Wang, X., Rathbun, A., Zhang, J., Wilkinson-Flicker, S., Barmer, A., & Velez, E. D. (2015). The condition of education 2015. NCES 2015-144. National Center for Education Statistics.

Gresalfi, M. S., Rittle-Johnson, B., Loehr, A., & Nichols, I. (2018). Design matters: explorations of content and design in fraction games. Educational Technology Research and Development, 66(3), 579-596.

Hegedus, S., & Moreno-Armella, L. (2020). Information and communication technology (ICT) affordances in mathematics education. Encyclopedia of Mathematics Education, 380-384.

Ikhwanudin, T., & Suryadi, D. (2018). How students with mathematics learning disabilities understands fraction: A case from the Indonesian inclusive school. International Journal of Instruction, 11(3), 309-326.

Kaur, B. (2019). Overview of Singapore’s education system and milestones in the development of the system and school mathematics curriculum. In Mathematics education in Singapore (pp. 13-33). Springer, Singapore.

Kaur, B., & Leong, Y. H. (2021). Overview of the School System and School Mathematics Curriculum in Singapore. In Mathematics Instructional Practices in Singapore Secondary Schools (pp. 1-13). Springer, Singapore.

Kementerian Pelajaran Malaysia (2019). Kurikulum Standard Sekolah Menengah (KSSM) Kefungsian Rendah.

Kementerian Pendidikan Malaysia (2015, Oktober). Pelan Pembangunan Pendidikan Malaysia 2013-2025. https://www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-M.pdf

Maudy, S. Y., Suryadi, D., & Mulyana, E. (2019, February). Level of student algebraic thinking. In Journal of Physics: Conference Series, 1157(4), 042057. IOP Publishing.

Mohamad, M., & Woollard, J. (2010). Bringing change in secondary schools: Can mobile learning via mobile phones be implemented in Malaysia?

Mustaffa, N. B., Ismail, Z. B., Said, M. N. H. B. M., & Tasir, Z. B. (2017). A review on the development of algebraic thinking through technology. Advanced Science Letters, 23(4), 2951-2953.

Mustaffa, N., Said, M. N. H. M., Ismail, Z., & Tasir, Z. (2018). The effect of integrating algebraic thinking in problem-based learning via virtual environment among secondary school students.

National Council of Teachers of Mathematics. (2000) Principles and Standards for School Mathematics. Reston, Va: NCTM.

Ogbonna, C. (2016). Effects of constructivist instructional approach on senior secondary school students’ achievement and interest in mathematics (Doctoral dissertation).

Pearn, C., & Stephens, M. (2015). Strategies for solving fraction tasks and their link to algebraic thinking. Mathematics Education Research Group of Australasia.

Pearn, C., & Stephens, M. (2016). Competence with fractions in fifth or sixth grade as a unique predictor of algebraic thinking? Mathematics Education Research Group of Australasia.

Pearn, C., & Stephens, M. (2017). Generalising fraction structures as a means for engaging in algebraic thinking. Mathematics Education Research Group of Australasia.

Pearn, C., & Stephens, M. (2018). Generalizing fractional structures: A critical precursor to algebraic thinking. In Teaching and Learning Algebraic Thinking with 5-to 12-Year-Olds (pp. 237-260). Springer, Cham.

Pratiwi, V., Herman, T., & Lidinillah, D. A. M. (2017). Upper elementary grades students’algebraic thinking ability in Indonesia. IJAEDU-International E-Journal of Advances in Education, 3(9), 705-715.

Rodrigues, J., Dyson, N. I., Hansen, N., & Jordan, N. C. (2016). Preparing for algebra by building fraction sense. Teaching Exceptional Children, 49(2), 134-141.

Sumpter, L., & Eriksson, H. (2021). Algebraic and fractional thinking in collective mathematical reasoning. Educational Studies in Mathematics.

Sutaji, S. S. (2015). Kesan penggunaan koswer multimedia animasi visual terhadap pencapaian murid dalam mata pelajaran matematik. Doctoral dissertation, Universiti Tun Hussein Onn Malaysia.

Tangkui, R. B., & Keong, T. C. (2020). Peningkatan pencapaian dalam pecahan: Kerangka konseptual untuk pembelajaran berasaskan permainan digital menggunakan Minecraft. Journal of ICT in Education, 7(2), 39-53.

Wiberg, M. (2019). The relationship between TIMSS mathematics achievements, grades, and national test scores. Education Inquiry, 10(4), 328-343.

Yang, D. C., & Sianturi, I. A. J. (2020). Analysis of algebraic problems intended for elementary graders in Finland, Indonesia, Malaysia, Singapore, and Taiwan. Educational Studies, 1-23.

Published
2021-07-28
How to Cite
Supermaniam, M., & Zaharudin, R. (2021). Penggunaan Aplikasi Mudah Alih Multimedia Interaktif untuk Meningkatkan Pemikiran Algebra Pecahan Dalam Kalangan Murid-Murid Masalah Pembelajaran. Journal of ICT in Education, 8(2), 43-51. https://doi.org/10.37134/jictie.vol8.2.5.2021