Development of Integration Self Learning (InSeL) Module for Matriculation Students
Pembangunan Modul Pembelajaran Kendiri Pengamiran (InSeL) Bagi Pelajar Matrikulasi
DOI:
https://doi.org/10.37134/jsml.vol9.sp.10.2021Keywords:
Self learning module, Calculus, Integration, Sidek Model, matriculation, mathematical conceptsAbstract
This study aims to develop an Integration Self Learning Module (InSeL) for matriculation students. The development of this module is based on Cognitive Learning Theory, the development of Integration concepts, thinking skills and self-learning. The module is developed using Sidek Model which involves two stages, namely building a draft module and testing a module. This quantitative study used three sets of questionnaires to evaluate the validity, reliability and suitability of the module. Content validity for the InSeL Module was made by seven experts and its validity was determined through content validity index (CVI). The overall content validity index of the InSeL Module was high with the value of 0.99 or 99 percent for both CVI values for items (I-CVI) and CVI for scale (S-CVI). A total of 73 matriculation students were involved in this study to test the reliability and suitability of the developed module. The results showed that the Alpha Cronbach's coefficient for InSeL Module reliability is 0.775. The results of the level of suitability showed that the InSeL Module reached a high level of universal agreement which is more than 90% with the mean of all three constructs namely content (3.43), format (3.49) and references source (3.38). Overall, this showed that the InSeL Module has met the standards of a module in terms of the content and the quality of a module. In conclusion, the study has successfully produced a mathematical self-learning module for the Integration topic for matriculation students that meet and suitable to the standard of a module. The implication is that the InSeL Module can be used by the students to learn the topic of Integration on their own.
Downloads
References
Anderson, L.W. & Krathwohl (Eds.) (2001). A Taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives.
Bakar, M.A.A., & Ismail, N. (2020). Mathematical instructional: A conceptual of redesign of active learning with metacognitive regulation strategy. International Journal of Instruction, 13(3), 633-648.
Che Ahmad, C.N., Yahaya, A., & Sani, S.S. (2020). Development of Practical Video Module (V-Lab) to enhance teaching and facilitation of form four biology. Jurnal Pendidikan Sains Dan Matematik Malaysia, 10(2), 1-7.
Chew, E.S., Abd Hamid, M.A., & Madar, A.R. (2017). Conceptual framework for designing and developing a creativity enhancement module in education incorporating indigenous perspectives. Pertanika Journal of Social Science and Humanities, 25(S), 67-82.
Gagne, R. M. (1974). Educational technology and the learning process. Educational Researcher, 3(1), 3-8.
Ghazali, D., & Sufean, H. (2016). Research methodology in education. Kuala Lumpur: University of Malaya Publisher.
Go Silk, C.J., Go Silk, B.B. & Somblingo, R.A. (2017). Modular approach in teaching problem solving: A metacognitive process. International Journal of Science and Research (IJSR), 6(8), 670-677.
Hoban, R.A. (2019). A resource for introducing students to the integral concept. International Journal of Mathematical Education in Science and Technology, 50(4), 603-616.
Jamaludin, A., & Sidek, M.N. (2001). Pendekatan alternatif menentukan kesahan dan kebolehpercayaan modul program maju diri. Jurnal PERKAMA, 9, 97-118.
Kouvela, E., Hernandez-Martinez, P., & Croft, T. (2017). Secondary-tertiary transition: How messages transmitted by lecturers can influence students’ identities as mathematics learners. Dlm Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (pp. 81-88).
Lim, E.J.A. (2016). Effectiveness of modular instruction in word problem solving of BEED students. IOSR Journal of Mathematics (IOSR-JM), 12(5), 59-65.
Lynn, M.R. (1986). Determination and quantification of content validity. Nursing Research, 35, 382– 385.
Mohd Afifi, B.S., Nor’ain, M.T., Mohd Faiz. M.Y., & Muhamad Ikhwan, M.S. (2019). Adventure learning in basics statistics: Impact on students critical thinking. International Journal of Instruction, 12(3), 151-166.
Murni, D., Helma & Mirna. (2019). Validity and practicality of calculus teaching materials based on integrated ict contextual problems to improve students problem solving skills. Journal of Physics: Conference Series, 1317, 012131.
Nardo, M.T.B. (2017). Modular instruction enhances learner autonomy. American Journal of Educational Research, 5(10), 1024-1034.
Polit, D.F., Beck, C.T., & Owen, S.V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 30(4), 459-467.
Richey, R.C., & Klein, J.D. (2014). Design and developmental research. New York, NY : Routledge.
Saadati, F., Ahmad Tarmizi, R., & Mohd Ayub, A.F. (2019). Managing Internet-Based Tutorial Module to support statistics learning among postgraduate students: Learners’ needs analysis. Jurnal Pendidikan Sains Dan Matematik Malaysia, 5(1), 1-17.
Sari, D.P., & Surya, E. (2017). Development the module of Mathematics Statistics 1 by using the model of Dick and Carey design. International Journal Of Sciences: Basic And Applied Research (IJSBAR), 34(1), 237-246.
Sazilah, S., & Faizal, N.L.A. (2017). Development and evaluation of form three mathematics i-Think module (Mi-T3) on algebraic formulae topic. In AIP Conference Proceedings, 1847, 030017. AIP Publishing LLC.
Sevimli, E. (2016). Do calculus students demand technology integration into learning environment? case of instructional differences. International Journal of Educational Technology in Higher Education, 13(1), 37.
Shahbazi, Z & Irani, A. (2016). Online Calculus and Pre-Calculus Modules. EdMedia 2016 - Vancouver, BC, Canada, 28-30.
Shephard, K. (2003). Questioning, promoting and evaluating the use of streaming video to support student learning. British Journal of Educational Technology, 34(3), 295-308.
Sidek, M.N., & Jamaludin, A. (2008). Pembangunan modul bagaimana membina modul latihan dan modul akademik (Vol. 2). Selangor: Penerbit Universiti Putra Malaysia.
Skemp, R.R. (2006). Relational understanding and instrumental understanding. Mathematics Teaching in the Middle School, 12(2), 88-95.
Suryani, A.I., Anwar, Hajidin, & Rofiki, I. (2020). The practicality of mathematics learning module on triangles using GeoGebra. Journal of Physics: Conference Series, 1470, 012079.
Syamsulaini, S., & Mashitoh, H. (2016). Pengajaran berasaskan video dalam pembelajaran berpusatkan pelajar: analisis dan kajian kritikal. Journal of ICT in Education, 3, 24-33.
Tasman, F., Ahmad, D., & Suherman, S. (2018). Kesulitan mahasiswa dalam mengkoneksikan sigma, area, dan definisi integral tentu secara geometri. Jurnal Eksakta Pendidikan (JEP), 2(2), 186-193.
Ulhusna, M., Diana Putri, S., & Zakirman. (2019). Validity of integrated calculus module two stay two stray learning model for use in communities independent learning groups. IOP Conference Series: Earth and Environmental Science, 314, 012061.
Vasanti, G., & Vinod Kumar, V. (2016). Harnessing the power of active learning based Engineering Mathematics Module. Indian Journal of Science and Technology, 9(40), 40.
Voon, L.L., Julaihi, N.H., & Tang, H.E. (2017). Misconceptions and errors in learning integral calculus. Asian Journal of University Education AJUE), 13(1), 17-39.
Wade, C., Sonnert, G., Sadler, P., Hazari, Z., & Watson, C. (2016). A comparison of mathematics teachers' and professors' views on secondary preparation for tertiary calculus. Journal of Mathematics Education at Teachers College, 7(1).
