SIG CS@e-LEARNING
Unit Penerbitan JSKM
UiTM Cawangan Pulau Pinang
Volume 2, August 2021
2021
"IMPLICATION OF STUDENTS’
PERFORMANCE AND
OBSTACLES THROUGH OPEN
DISTANCE LEARNING (ODL)
TEACHING METHODS DURING
MOVEMENT CONTROL ORDERS
(MCO), COVID-19"
IMPLICATION OF STUDENTS’
PERFORMANCE AND OBSTACLES THROUGH
OPEN DISTANCE LEARNING (ODL)
TEACHING METHODS DURING MOVEMENT
CONTROL ORDERS (MCO), COVID-19
i
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
ii
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
iii
TABLE OF CONTENTS
Page
Preface iii
PRE-COMMERCE STUDENTS PERCEPTION TOWARDS ONLINE 1
MATHEMATIC COURSES
Azlina Mohd Mydin, Wan Anisha Wan Mohammad, Naemah Abdul Wahab,
Siti Nurleena Abu Mansor
A COMPARATIVE STUDY ON THE HYBRID TEACHING APPROACH OF BASIC 9
BUSINESS MATHEMATICS TO PRE-COMMERCE STUDENTS DURING MCO
Norazah Umar, Jamal Othman, Rozita Kadar, Nurhafizah Ahmad
STUDENTS READINESS IN LEARNING MAT037 USING ONLINE DISTANCE 18
LEARNING (ODL)
Azlina Mohd Mydin, Wan Anisha Wan Mohammad, Elly Johana Johan, Rozita Kadar
SIRT: PEMBELAJARAN SECARA INTERAKTIF SEMASA PDPR 24
Wan Anisha Wan Mohammad dan Azlina Mohd Mydin 29
IDENTIFYING STUDENTS’ PREFERENCE IN DELIVERING HANDS-ON 35
MATERIALS DURING ONLINE DISTANCE LEARNING (ODL) FOR
MULTIMEDIA COURSE
Wan Anisha Wan Mohammad, Naemah Abdul Wahab, Elly Johana Johan,
Azlina Mohd Mydin
PELAJAR ‘MATI KUTU’ DENGAN TUGASAN PENGATURCARAAN:
BAGAIMANA MENGATASINYA?
Elly Johana Johan, Wan Anisha Wan Mohammad, Azlina Mohd Mydin,
Syarifah Adilah Mohamed Yusoff
InCeS : PEMBELAJARAN BERASASKAN PERMAINAN 45
Azlina Mohd Mydin, Siti Nurleena Abu Mansor, Wan Anisha Wan Mohammad,
Mahanim Omar, Rafizah Kechil, Siti Mariam Saad
A STUDY ON PERCEIVED STRESS AMONG NEW TERTIARY EDUCATION 54
INSTITUTION STUDENTS IN MALAYSIA
Mohd Syafiq Abdul Rahman, Norazah Umar, Zuraira Libasin, Ahmad Rashidi Azudin,
Nur Azimah Idris
FAVOURED INSTRUCTIONAL METHODS AND TEACHIING MATERIALS FOR 63
ONLINE DISTANCE LEARNING (ODL) LECTURES ON INTERACTIVE
MULTIMEDIA COURSE
Naemah Abdul Wahab, Wan Anisha Wan Mohammad, Azlina Mohd Mydin,
Syarifah Adilah Mohamed Yusoff
iv
THE IMPACT OF OPEN DISTANCE LEARNING DURING COVID-19 PANDEMIC 71
ON SOCIAL INTERACTION AMONG UNIVERSITY STUDENTS 77
Noor’Aina Abdul Razak, Nor Hanim Abd Rahman, Rafizah Kechil 86
100
PSYCHOLOGICAL IMPACT OF COVID-19 ON UNIVERSITY STUDENTS USING 111
OPEN DISTANCE LEARNING 120
Rafizah Kechil, Nor Hanim Abd Rahman, Noor ’Aina Abdul Razak 130
138
ANALISA KESALAHAN PELAJAR DALAM SUBJEK STATISTIK: KAJIAN KES 145
BAGI SEMESTER PENGAJIAN SECARA ATAS TALIAN
Maisurah Shamsuddin, Siti Balqis Mahlan,
PERBANDINGAN PENCAPAIAN PELAJAR DI ANTARA PEMBELAJARAN
BERSEMUKA DAN DALAM TALIAN
Siti Balqis Mahlan, Maisurah Shamsuddin
APPLICATION OF GEOGEBRA SOFWARE IN GRAPH SKETCHING
Norshuhada Samsudin, Fuziatul Norsyiha Ahmad Shukri, Siti Nurleena Abu Mansor
PnP ATAS TALIAN : PLATFORM PILIHAN PELAJAR BELAJAR KALKULUS
DARI RUMAH DAN CABARAN YANG DIHADAPI
Fadzilawani Astifar Alias , Siti Asmah Mohamed
SEPINTAS LALU: TEKNOLOGI PERSUASIF DALAM DOMAIN PENDIDIKAN
Elly Johana Johan, Zalilah Abd Aziz
PERCEPTIONS OF STUDENTS IN LEARNING MATHEMATICS THROUGH
OPEN AND DISTANCE LEARNING (ODL)
Muniroh Hamat, Mawardi Omar, Nurhafizah Ahmad, Mohd Fahmi Zahari
APLIKASI ATTENDANCE STUDENT LIST (ATTsLIST)
Sharifah Sarimah Syed Abdullah, Noor Azizah Mazeni
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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
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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.
Respondant SPM retults based on Gender
80 14 31
60
40 3 68 29 48
20 1 16 0
A 31
0 3 2 48
MALE
FEMALE 1 BCDE MALE
FEMALE
6 8 14 0
2 16 29 0
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.
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Are you interested in learning subject
Mathematics?
38
40
30 24
20 13
10 4
0 Interest Less Interest Not
Very Interest
Interestest
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.
How often do your lecturers conduct live classes?
40 36 Once a week
35 25 Twice a week
30 Every Time
25 2 Not at all
20 16 Twice a Every Time Not at all
15 week
10
5
0
Once a
week
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
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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.
What is the learning delivery method do you
prefer?
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
60 51
50 i & ii
40 i,ii,& iii
30 22 ii shj
20 iv shj
10 4 2
0 i,ii,& iii ii shj iv shj
i & ii
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.
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Do you find it difficult to take online
assessments/exam?
35 14 31
30 Difficult 25
25
20 9 Less Difficult Not Difficult at
15 all
10
5
0
Very Difficult
Figure 5: Respondents perception on taking online assessment or exam
Do you like and comfortable with online learning
especially for mathematic course?
35
35 30 8
Comfortable
30 Less Not Comfortable
25 Comfortable at all
20
15
10 6
5
0
Really
Comfortable
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.
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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
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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]
Jabatan Sains Komputer & Matematik (JSKM),
Universiti Teknologi MARA Cawangan Pulau Pinang, Malaysia
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.
Teaching Polish the
Platform Understanding
Eg : GMeet, Eg : Youtube
Zoom
Mathematic Teaching
Model with ODL
Approach
Realtime step by Life chatting
step explanation Eg : WhatsApp,
Eg : KAMI Telegram
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
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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
Assessment 1 Method Mean Std Deviation
Assessment 2 Not practice 21.99 5.38
Assessment 3 Experiencing 23.42 4.32
Final Assessment Not practice 36.67 9.49
Experiencing 40.66 6.99
Not practice 25.27 8.08
Experiencing 31.82 6.18
Not practice 44.45 12.46
Experiencing 49.63 6.82
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.
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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]
Jabatan Sains Komputer & Matematik (JSKM),
Universiti Teknologi MARA Cawangan Pulau Pinang, Malaysia
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 60.76%
Part B 29.11%
2. Places stay during ODL 79.89%
a) House
b) UiTM College
3. Choose the Internet access facilities below 0%
(may choose more than 1 option) 32.91%
a) Broadband 63.29%
b) Mobile hotspot 3.80%
c) Public Hotspot
d) Home Internet
4. Device used for ODL learning 100%
(may choose more than 1 option) 0%
0%
. a) Laptop 100%
b) Desktop
c) Tablet
d) Smartphone
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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Preference Platforms for ODL classes
32
U Future
Teams
45
Google Classrom
2
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.
Preference platform for live classe
9
Google meet
Teams
70
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.
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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
51
60 22
50 42
40
30 i & ii i,ii,& iii ii only i only
20
10 22 51 4 2
0
Series1
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.
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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]
Jabatan Sains Komputer & Matematik (JSKM),
Universiti Teknologi MARA Cawangan Pulau Pinang, Malaysia
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 40.24%
a) Lelaki 69.76%
b) Perempuan
29.11%
2. Sekolah 79.89%
a) Rendah
b) Menengah
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.
Anda suka belajar gunakan SIRT?
70 66 29 Sangat Suka
60 Suka Suka
50 KurangSuka
40 Tidak Suka
30
20 5
10 0
0 KurangSuka Tidak Suka
Sangat Suka
Rajah 1: Tahap kesukaan menggunakan SIRT
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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.
Adakah anda mendapati SIRT membuatkan
proses pembelajaran anda lebih interaktif
menarik?
4
Ya
Tidak
96
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.
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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]
Jabatan Sains Komputer & Matematik (JSKM),
Universiti Teknologi MARA Cawangan Pulau Pinang, Malaysia
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
software/applications.
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 27.4
a) Male 82.6
b) Female
95.4
2. Places stay during ODL 1.8
a) House
b) UiTM College
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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.
Students preference on the methods of delivering hands-
on materials during lab session
Live class by the lecturer 77
Watching interactive videos through any platform 52
Distributing lab modules on any platform 71
0 10 20 30 40 50 60 70 80
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.
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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
Statements Disagree Agree Totally Strongly
Agree Agree
I prefer referring to modules when learning 3 23 28
the software/applications 55
I prefer watching videos on how to use the 3 18 55 33
software applications. 7 7 40 55
3 23 48 35
I prefer the lecturer to show the usage of
software/applications during live class.
I prefer the lecturer to provide exercises on
the software/application so that I can have
an experience using it.
The lab exercises given to me helps me to 4 8 40 57
understand better when using the
software/applications.
The lab exercises given to me build more 5 7 35 62
confidents when I am using the
software/applications.
The lab exercises given to me help me to be 10 3 33 63
more creative.
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.
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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
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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]
Jabatan Sains Komputer & Matematik (JSKM),
Universiti Teknologi MARA Cawangan Pulau Pinang, Malaysia
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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