Development of a WAO Learning Module for the Absorption Topic of Year One Science

Pembangunan Modul Pembelajaran WAO Bagi Topik Penyerapan Sains Tahun Satu

Authors

  • Nur Raihana Mohd Razak Jabatan Pengajian Pendidikan, Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, MALAYSIA
  • Anis Nazihah Mat Daud Jabatan Fizik, Fakulti Sains dan Matematik, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, MALAYSIA
  • Nurul Hazwani Ariffin Jabatan Pengajian Pendidikan, Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, MALAYSIA
  • Norazilawati Abdullah Jabatan Pengajian Pendidikan, Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, MALAYSIA
  • Nurhafizah Hasim Jabatan Fizik, Fakulti Sains, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, MALAYSIA

DOI:

https://doi.org/10.37134/jsml.vol10.sp.6.2022

Keywords:

Development, WAO Learning Module, Absorption Topic, Science Year One

Abstract

Teaching and Learning at Home (TLH) provides a challenge to Science subject since it needs to be learned without relying entirely on the teacher. Learning using modules is one of the methods of TLH that can be implemented to help teachers in teaching Science subject. Therefore, this study was performed to develop a WAO learning module for the Absorption topic of Year One Science subject. The development of the module according to ADDIE instructional design but this study only focused on the development and validity evaluation of the module which were included in the development phase. The module was developed to apply the structured inquiry learning strategy. The development of the WAO learning module comprised the development phase and validity evaluation phase of the module. The developed WAO self-learning module consisted of three units namely Unit 1 (water-absorbing objects), Unit 2 (types of material and water-absorbing capacity) and Unit 3 (water-absorbing objects and daily life). The findings of the study showed that the module had a high percentage of expert agreement values of 98% and 97% in terms of face validity and content validity. In conclusion, this study has successfully developed the WAO learning module which had high face validity and content validity. The implication of this study is the developed WAO learning module can be used as a learning module for TLH sessions. The module is expected to attract students to study Science subject, encourage them to be active during TLH sessions and increase their understanding towards Absorption topic.

Downloads

Download data is not yet available.

Author Biography

Nurhafizah Hasim, Jabatan Fizik, Fakulti Sains, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, MALAYSIA

Advanced Optical Materials Research Group, Fakulti Sains, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, MALAYSIA

References

Cardak, O., Onder, K., & Dikmenli, M. (2007). Effect of the usage of laboratory method in primary school education for the achievement of the students' learning. Asia-Pacific Forum on Science Learning and Teaching, 8(2), 1–11.

Dhanapal, S., & Zi Shan, E. W. (2014). A study on the effectiveness of hands-on experiments in learning Science among Year 4 students. International Online Journal of Primary Education, 3(1), 29–40.

Drost, E. (2011). Validity and Reliability in Social Science Research. Education Research and Perspectives, 38(1), 105–123.

Etiubon, R. U. & Udoh, N. M. (2017). Effects of practical activities and manual on science students’ academic performance on solubility in Uruan local education authority of Akwa Ibom State. Journal of Education and Practice, 8(3), 202–209.

Hamid, Z., Mat Yusoff, S. N., Syed Mahmud, S. N. & Wan Mat Zaid, W. I. F. (2020). Keberkesanan perlaksanaan ujian eksperimen Fizik dalam meningkatkan tahap kemahiran manipulatif pelajar pra universiti. Proceedings for the 5th International Conference on Education, Islamic Studies and Social Sciences Research, 1, 385–394.

Hazmawati, O. (2021, 29 Jun). Panduan mengajar, menguasai subjek Sains ketika PdPR. Berita Harian Online. Diperolehi pada 13 Julai 2021 daripada https://www.bharian.com.my/berita/pendidikan/2021/06/833398/panduan-mengajar-menguasai-subjek-sains-ketika-pdpr

Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447–454.

Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019). HOTS-AEP: Higher Order Thinking Skills from elementary to master students in environmental learning. European Journal of Educational Research, 8(4), 935–942.

Jamar, J., Paiman, M., Abdul Mutalib, K., Ahmad, N., & Abdul Aziz, R. (2020). Set bento: kajian kes amalan inkuiri berstruktur dalam pengajaran pembelajaran Sains Tahun Tiga. Proceedings for the 5th International Conference on Education, Islamic Studies and Social Sciences Research, 1, 849–856.

Kementerian Pendidikan Malaysia (2019, 21 November). Pelaporan Pentaksiran Sekolah Rendah (PPSR 2019). Diperolehi pada 13 Julai 2021 daripada https://www.moe.gov.my/en/muat-turun/laporan-dan-statistik/lp/3056-pelaporan-pentaksiran-sekolah-rendah-2019/file.

Kementerian Pendidikan Malaysia (2020, 30 Oktober). Manual Pengajaran dan Pembelajaran di Rumah. Diperolehi pada 13 Julai 2021 daripada https://www.moe.gov.my/en/muat-turun/lain-lain/manual-pdp-di-rumah/3727-manual-pdpdr/file.

Lati, W., Supasorn, S., & Promarak, V. (2012). Enhancement of learning achievement and integrated science process skills using science inquiry learning activities of chemical reaction rates. Procedia-Social and Behavioral Sciences, 46, 4471–4475.

Marican, S. (2006). Penyelidikan Sains Sosial Pendekatan Pragmatik. Batu Caves: Penerbit Edusystem Sdn. Bhd.

Mohmad Fuzi, M. M. (2020). Keberkesanan pelaksanaan UAK dalam meningkatkan tahap kemahiran manipulatif pelajar. Proceedings for the 5th International Conference on Education, Islamic Studies and Social Sciences Research, 1, 362–370.

Mubarok, H., Suprapto, N. & Adam, A. S., (2018). Using inquiry-based laboratory to improve students' Higher Order Thinking Skills (HOTs). Journal of Physics: Conference Series, 1171, 012040.

Musasia, A. M., Abacha, O. A., & Biyoyo, M. E., (2012). Effect of practical work in Physics on girls’ performance, attitude change and skills acquisition in the Form Two-Form Three secondary schools’ transition in Kenya. International Journal of Humanities and Social Science, 2(23), 151–166.

Peng, C. F., & Nadaraja, S. (2016). Pelaksanaan kemahiran berfikir kreatif dan kritis dalam pengajaran dan pembelajaran komsas di sekolah menengah. Jurnal Pendidikan Bahasa Melayu, 4(2), 10-24.

Ramly, R., Jaafar, R., Daud, A. N. M., Ali, S., Mokhtar, W. Z. A. W., Haron, R., & Safian, N. A. M. (2016). Effectiveness of multi-frames video recorded experiments on pre-university students’ achievement for Capacitor topic. EDUCATUM Journal of Science, Mathematics and Technology, 3(2), 38–43.

Shulman, L. S., (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

Sidek, M. N., & Jamaludin, A. (2005). Pembinaan Modul: Bagaimana Membina Modul Latihan dan Modul Akademik. Serdang, Selangor: Penerbit Universiti Putra Malaysia.

Su’ut, F. S. (2014). Penguasaan kemahiran proses Sains dan pencapaian matapelajaran Sains dalam kalangan murid Tahun Lima sekolah kebangsaan di Kudat. Jurnal Penyelidikan Kent, 13, 1–19.

Sun, L. K., & Fah, L. Y. (2013). Perbandingan Pola pembelajaran kontekstual dan tahap pemahaman konsep Sains pelajar sekolah menengah rendah di Malaysia dan Singapura. Jurnal Teknologi, 63(2), 91–96.

Tan, J. M. & Khor, K. H. (2012). Kajian tindakan: Penggunaan kaedah inkuiri-penemuan KAKAK untuk meningkatkan prestasi murid-murid Tahun Empat dalam topik Fantastic Materials. Persidangan Kebangsaan Pembangunan dan Pendidikan Lestari 2012, 57–65.

Tuckman, B. W. & Waheed, M. A. (1981). Evaluating an individualized science program for community college students. Journal of Research in Science Teaching, 18(6), 489–495.

Yahaya, M., Hanafiah, R., Zakaria, N. S., Osman, R., & Bahrin, K. A. (2020). Amalan pembelajaran abad ke-21 (PAK21) dalam pengajaran dan pemudahcaraan (PdPc) guru-guru sekolah rendah. Jurnal IPDA, 26(1), 13–24.

Yahya, R. A. S., Mat Daud, A. N. & Jaafar, R. (2019). Development and evaluation of multi-frames video recorded experiments as self-learning materials for Electricity topic. Malaysian Online Journal of Educational Technology, 7(1), 34–46.

Downloads

Published

2022-04-20

How to Cite

Mohd Razak, N. R., Mat Daud, A. N., Ariffin, N. H., Abdullah, N., & Hasim, N. (2022). Development of a WAO Learning Module for the Absorption Topic of Year One Science: Pembangunan Modul Pembelajaran WAO Bagi Topik Penyerapan Sains Tahun Satu. Journal of Science and Mathematics Letters, 10, 51–62. https://doi.org/10.37134/jsml.vol10.sp.6.2022

Most read articles by the same author(s)