Gema Tanpa Suara: Pembangunan Modul Geometri Berasaskan Metaverse bagi Murid Ketidakupayaan Pendengaran di Malaysia
DOI:
https://doi.org/10.37134/bitara.vol18.2.2.2025Keywords:
metaverse, pendidikan khas, murid ketidakupayaan pendengaran, geometri, pembelajaran imersifAbstract
Dalam era pascapandemik, metaverse muncul sebagai inovasi berimpak tinggi dalam pendidikan, namun aplikasinya dalam pendidikan khas di Malaysia masih kurang diterokai. Bagi murid ketidakupayaan pendengaran (MKP), metaverse berpotensi mewujudkan ruang pembelajaran maya interaktif yang merapatkan jurang akses dan memperkayakan pengalaman inklusif. Literatur menunjukkan MKP kerap bergelut memahami konsep geometri, terutamanya peralihan 2D–3D yang menuntut pendekatan berfokus visual-spasial dan kinestetik. Kertas konsep ini membentangkan pembangunan modul geometri berasaskan metaverse (GeoMETriA) untuk memenuhi keperluan tersebut. Objektifnya: (1) meneroka potensi metaverse sebagai medium pembelajaran interaktif bagi MKP, (2) mengenal pasti ciri pembelajaran imersif yang inklusif dan mesra MKP, dan (3) menentukan teori pembelajaran yang menyokong reka bentuk modul geometri dalam persekitaran metaverse. Pendekatan konseptual berasaskan tinjauan literatur sistematik digunakan. Kerangka konseptual disintesis daripada literatur pedagogi digital dan dipandu oleh Teori Kognitif Pembelajaran Multimedia (CTML), Model Kognitif-Afektif Pembelajaran Imersif (CAMIL), dan Konstruktivisme Sosial Vygotsky. Modul ini dijangka meningkatkan kefahaman geometri 2D–3D, memupuk efikasi kendiri dan motivasi, serta mengurangkan beban kognitif melalui interaktiviti, scaffolding, dan sokongan sosial-emosi. Implikasi merangkumi pengukuhan pedagogi inklusif berasaskan Reka Bentuk Pembelajaran Sejagat (UDL) dan penyepaduan pembelajaran visual-spasial bagi menyokong transformasi digital pendidikan khas di Malaysia.
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