JURNAL PENYELIDIKAN PINANG_PELAJAR_1_2023

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JURNAL PENYELIDIKAN IPGKPP (PELAJAR) Volume 1: 2023 (1) ISSN: 2756-8806 e-ISSN: 2756-8814 Terbitan JABATAN PERANCANGAN, PENYELIDIKAN DAN INOVASI INSTITUT PENDIDIKAN GURU KAMPUS PULAU PINANG Persiaran Tunku Kudin, Bukit Coombe, 11700 Gelugor, Pulau Pinang

ii JURNAL PENYELIDIKAN IPGKPP (PELAJAR) Volume 1: 2023 (1) Jabatan Perancangan, Penyelidikan dan Inovasi Institut Pendidikan Guru Kampus Pulau Pinang ISSN: 2756-8806 e-ISSN: 2756-8814 Hak cipta © 2023 Institut Pendidikan Guru Kampus Pulau Pinang Hak cipta terpelihara. Sebarang petikan daripada penerbitan ini tidak boleh diterbit semula atau disimpan dalam bentuk yang boleh diperoleh semula atau disiarkan dalam sebarang bentuk dengan apa cara sekali pun termasuk elektronik, rakaman, fotokopi dan sebagainya tanpa keizinan atau kebenaran bertulis daripada penerbit. Ogos 2023 Penerbit: Jabatan Perancangan, Penyelidikan dan Inovasi Institut Pendidikan Guru Kampus Pulau Pinang Persiaran Tunku Kudin, Bukit Coombe, 11700 Gelugor Pulau Pinang No. Telefon: 04-6603100 Pencetak: Vanda Dynamic Sdn Bhd

iii SIDANG EDITORIAL JURNAL PENYELIDIKAN IPGKPP (PELAJAR) Volum 1: 2023 (1) Penaung Dr. Azman Bin Jusoh Pengarah IPG Kampus Pulau Pinang Penyelaras Dr. Aneesha binti Hamid Ketua Editor Dr. Lok Wai Foong Penasihat Sidang Pengarang Prof. Madya Dr. Thien Lei Mee Dr. Lim Chia Yean Ts. Dr. Irwan Mahazir bin Ismail Universiti Sains Malaysia Dr. Nanthini a/p Jayaram Dr. Kamalambal a/p Durairaj Dr. Jeyaletchumi Muthiah SEAMEO RECSAM Editor Dr. Loh Siew Lee Dr. Anpalakan Vadiappan Dr. Khoo Bee Lee Dr. Hafiah binti Ismail Noraini binti Lapawi Susun Atur & Grafik Dr. Lok Wai Foong Nurul Batrisyia binti Mat Sobri

iv KATA ALU-ALUAN PENGARAH IPG KAMPUS PULAU PINANG Assalamualaikum Warahmatullahi Wabarakatuh. Salam Sejahtera dan Salam Madani. Setinggi-tinggi rasa kesyukuran saya panjatkan ke hadrat Ilahi kerana dengan limpah kurnia dan inayah-Nya, IPG Kampus Pulau Pinang sekali lagi berjaya menggembleng tenaga para pensyarah dan para pelajar serta warganya bagi menerbitkan jurnal penyelidikan sempena Seminar Penyelidikan dan Inovasi, IPG Kampus Pulau Pinang (PINANG 2023). Ucapan tahniah dan syabas kepada Jabatan Perancangan, Penyelidikan dan Inovasi (JPPPI) IPG Kampus Pulau Pinang kerana telah berjaya menerbitkan jurnal penyelidikan ini pada tahun 2023. Usaha gigih seperti ini amat dialu-alukan dan amat dihargai agar segala kerja penyelidikan dalam bidang pendidikan dapat diteruskan dan dimantapkan, seterusnya menjadi satu budaya yang berkelangsungan dalam kalangan warga pendidik seluruhnya. Penerapan budaya penyelidikan dalam kalangan warga IPG Kampus Pulau Pinang amat penting bagi melahirkan warga yang kreatif dan inovatif yang seterusnya dapat memberi impak yang positif kepada IPGM khususnya. Saya amat berharap penerbitan jurnal ini tidak terhenti di sini sahaja malah akan terus melonjakkan budaya kerja yang kreatif dalam kalangan warga IPG, seterusnya melahirkan pelajar guru sebagai modal insan minda kelas pertama yang mampu berdaya saing dalam bidang penyelidikan. Justeru itu, para pensyarah dan pelajar IPG Kampus Pulau Pinang perlu berusaha bersama-sama untuk menjana idea melakukan perubahan dengan penglibatan secara aktif dalam bidang penyelidikan. Sekian. Wabillahitaufik Walhidayah Wassalamualaikum Warahmatullahi Wabarakatuh. “Transformasi Pendidikan Pemangkin Matlamat Pembangunan Mampan” DR. AZMAN BIN JUSOH Pengarah

v KATA ALU-ALUAN TIMBALAN PENGARAH IPG KAMPUS PULAU PINANG Assalamualaikum Warahmatullahi Wabarakatuh Salam Sejahtera dan Salam Madani. Institut Pendidikan Guru bertanggungjawab dan berperanan penting bagi memastikan warga pendidik memantapkan profesionalisme dengan meluaskan aspek pembacaan, penyelidikan dan inovasi untuk menjamin Transformasi Profesion Keguruan dapat terlaksana dengan jayanya. Selaras dengan itu para pensyarah, guru dan siswa guru perlu dilibatkan secara aktif terutamanya dalam menguasai aspek penyelidikan supaya pembudayaan aspek ini dapat disebatikan dalam kalangan warga pendidik. Sebagaimana yang kita sedia maklum bahawa dunia pendidikan adalah bersifat dinamik, sentiasa berubah dan akan terus berubah sejajar dengan perkembangan dan kemajuan sains dan teknologi pada masa kini. Oleh itu, sebagai warga pendidik sudah sewajarnya berasa terpanggil untuk mengikuti perubahan ini dan sentiasa mengamalkan kaedah- kaedah yang bersesuaian untuk melahirkan modal insan bertaraf dunia. Penerbitan jurnal penyelidikan sempena Seminar Penyelidikan dan Inovasi, IPG Kampus Pulau Pinang (PINANG 2023) ini boleh dijadikan sebagai langkah membudayakan penyelidikan dan inovasi dalam meneruskan kerjaya sebagai seorang pendidik. Akhir kata, tahniah dan syabas diucapkan kepada semua pihak yang terlibat dalam usaha menerbitkan jurnal ini. Sekian. Wabillahitaufik Walhidayah Wassalamualaikum Warahmatullahi Wabarakatuh. “Transformasi Pendidikan Pemangkin Matlamat Pembangunan Mampan” DR. MOHD AZHAR BIN BAHARI Timbalan Pengarah

vi SEKAPUR SIREH KETUA JABATAN PERANCANGAN, PENYELIDIKAN DAN INOVASI IPG KAMPUS PULAU PINANG Assalamualaikum Warahmatullahi Wabarakatuh. Salam Sejahtera dan Salam Madani. Selain daripada menghasilkan guru-guru permulaan, penghasilan kajian, inovasi dan penerbitan juga merupakan sebahagian tugas pensyarah. Hal ini sangat penting kerana kita bukan lagi pengguna pelbagai teori dan dapatan orang lain tetapi menjadi perintis dan pencipta pelbagai teori dan dapatan baharu. Oleh yang demikian, saya ingin mengucapkan tahniah dan syabas kepada para penyelidik kerana telah berjaya berkongsi kajian dan dapatan kajian dalam Seminar Penyelidikan dan Inovasi, IPG Kampus Pulau Pinang (PINANG 2023). Semua artikel penyelidikan yang berkualiti dan terpilih dalam Seminar PINANG 2023 diterbitkan dalam Jurnal Penyelidikan IPG Kampus Pulau Pinang. Saya juga percaya bahawa jurnal ini dapat dimanfaatkan dalam amalan perkongsian ilmu terutamanya dapatan dalam mempertingkatkan pengajaran dan pembelajaran yang diintegrasikan dengan STEM digital. Semoga jurnal penyelidikan ini dapat menyumbang kepada peningkatan kualiti warga pendidik dan sistem pendidikan negara. Akhir kata, setinggi-tinggi penghargaan diucapkan kepada Pengarah dan Timbalan Pengarah IPG Kampus Pulau Pinang, dan semua penyelidik yang telah memberi sumbangan dalam menjayakan penerbitan Jurnal Penyelidikan IPG Kampus Pulau Pinang. Sekian. Wabillahitaufik Walhidayah Wassalamualaikum Warahmatullahi Wabarakatuh. “Transformasi Pendidikan Pemangkin Matlamat Pembangunan Mampan” DR. ANEESHA BINTI HAMID Ketua Jabatan Perancangan, Penyelidikan dan Inovasi

vii KANDUNGAN 1 CHALLENGES FACED BY MATHEMATICS TEACHERS IN ONLINE TEACHING DURING MOVEMENT CONTROL ORDER: A CASE STUDY Chuah Jia Yee & Noor Adillah Osman 1 2 EFFECTIVENESS OF TEAMS-GAMES-TOURNAMENT TOWARDS YEAR 2 PUPILS ACADEMIC PERFORMANCE IN MULTIPLICATION OF 7 AND 8 Catherine Ho Sn Yh & Teong Mee Mee 19 3 USING GAME-BASED LEARNING IN TEACHING: A CASE STUDY ABOUT PRIMARY SCHOOL MATHEMATICS TRAINEE TEACHER’S VIEWS Lim Tian Chai & Saraswathy Sinnasamy 29 4 EFFECTIVENESS OF DIGITAL TEACHING AIDS IN ENHANCING YEAR 4 PUPILS’ ACHIEVEMENT IN COORDINATES Lee Jia Rou & Jong Cherng Meei 41 5 EFFECTIVENESS OF DIGITAL ADVENTURE-BASED LEARNING IN ENHANCING YEAR 3 PUPILS UNDERSTANDING ON DIVISION Chew Chee Loong & Lavaneesvari Manogaran 62 6 INOVASI DALAM PENGAJARAN MATEMATIK MENGENAI PENAMBAHAN DIGIT JUMLAHNYA KURANG DARIPADA 10 Chai Ko Ni, Chung Si Rong, Khiew Yue Yu, & Ooi Xiao Han 72 7 EFFECTIVENESS OF COOPERATIVE LEARNING IN ENHANCING YEAR FOUR PUPIL PERFORMANCE IN TOPIC BASIC OPERATION Teh Yun Tian & Norliza Binti Mohamed 79

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 1 CHALLENGES FACED BY MATHEMATICS TEACHERS IN ONLINE TEACHING DURING MOVEMENT CONTROL ORDER: A CASE STUDY Chuah Jia Yee1 & Noor Adillah Osman2 Institut Pendidikan Guru Kampus Pulau Pinang1,2 Email: 1 [email protected] Abstract This study aims to examine the challenges faced by mathematics teachers in online teaching during Movement Control Order (MCO) due to Coronavirus disease (COVID-19) pandemic. The effect of the current situation faced by the whole world as a result of the spread of this epidemic is that most countries have declared a curfew to break the chain of COVID-19 disease. Rashid & Dorashid (2020) stated that Malaysia is one of the countries that also took the initiative to overcome the spread of this epidemic, where the Malaysian administration has declared the Malaysian Movement Control Order nationwide on 18 March 2020. The purpose of the study was to identify the challenges experienced by mathematics teachers during the implementation of MCO throughout Malaysia. It is important because teachers will solve the problems effectively if they success to identify the challenges they are facing when online teaching. The data of this qualitative case study design were collected from interview and document analysis. The qualitative research method was adopted, with semi-structured interviews with three mathematics teachers in primary school and document analysis. Many teachers conducted online classes for the first time in their career of teaching is due to this COVID-19 pandemic. Even teachers facing numerous challenges when online teaching, they were satisfied with online teaching and ready to face various challenges to make learning feasible for the students. The findings of the study help teachers to identify the challenges they are facing when online teaching. Keywords: Challenges, online teaching, Movement Control Order (MCO) INTRODUCTION The federal government of Malaysia had enforced the Movement Control Order (MCO) on March 18th, 2020 due to the COVID-19 pandemic (Majlis Keselamatan Negara, 2020). Since March 2020, virtually all nations have closed their schools and institutions in an effort to stop the spread of the virus, dramatically altering their traditional face-to-face teaching methods in favour of online platforms. To foster social distance and safeguard the safety of all pupils

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 2 and teachers in Malaysia, all curricula and extracurricular educational activities involving large gatherings have to be temporarily suspended. The COVID-19 pandemic has made a massive effect to the world today in various sectors and industries especially to education system of a country. Teaching during MCO is a rather challenging first experience for those who have never taught online because the method of face-to-face teaching had to change to online teaching due to MCO being implemented throughout Malaysia. Online teaching has been practiced by teachers to replace face-to-face teaching in the classroom. The aims of this study were to assess the applicability of online teaching and to document the challenges need to be resolved by teachers in an online environment. Due to the pandemic scenario, online teaching is on the upsurge, but educators still feel left behind and lack adequate support for online education. Research has consistently shown the difficulties that pupils face when learning online. Several people do not realise, meanwhile, that teachers also encounter many significant obstacles. To be successful while teaching online, teachers must learn new ways to set up the online classes as well as how to use new resources and platforms. There hasn't been much research done on the problems and difficulties that teachers encounter. According to Santiago et al. (2021), prior studies on educational assessment have placed more of an emphasis on pupils and less on teachers' potential as innovators. We must recognise that while traditional classroom education may not give the same level of support that online education does, educators may face significant difficulties when implementing online teaching. Understanding teachers is crucial since they are the persons responsible for instructing, preparing, motivating, and inspiring pupils to learn. Online teaching and learning continue to grow and play an important role in education in Malaysia (Gunawan et al., 2020). Nevertheless, the majority of these empirical investigations have consistently found that virtually all instructors are now having difficulties with virtual teaching. The world of education in this pandemic era has begun to move towards online teaching and learning using a variety of existing applications. According to Muhammad et al. (2016), online home-based teaching and learning (PdPR) is the use of various web-based technological tools for education. In addition, educational institutions implement online PdPR technology to enhance communication between pupils and teachers to share knowledge as well as strengthen learning communities to achieve objectives (Basak et al., 2016). As a result, teachers must gain technological savvy in order to successfully transition to online teaching (Uerz et al., 2018). Identifying the challenges faced by teachers in online teaching is important because it will help teachers solve problems effectively if they can identify the challenges they are facing. Therefore, the purpose of this paper is to draw attention to the problems and difficulties that mathematics teachers encountered during MCO.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 3 The purpose of this study is to examine the various challenges faced by three mathematics teachers in online teaching during MCO and their teaching methods used for conducting classes. It is critical because teachers will be able to solve problems more effectively if they can identify the difficulties they face when teaching online. The objectives of the research paper are to study various challenges faced by teachers in online teaching during MCO and the teaching methods used for conducting online classes. The research questions of the research paper are as below: 1. What are the challenges faced by mathematics teachers in online teaching during MCO? 2. What are the teaching methods used for conducting online classes? By examining the challenges faced by teachers in online teaching, this study contributes to the literature knowledge needed to advance the practical knowledge gap by understanding teachers’ experiences with and attitudes towards online teaching. The adopted framework can be used to examine challenges faced by mathematics teachers who teach online during MCO. Adopting the synchronous and asynchronous forms of online teaching and learning is one of several efforts the Ministry of Education Malaysia (MOE) has developed for the advancement of education. However, if there are any obstacles in the way of implementation, they won't work. This study examines the difficulties that emerged prior to the sessions because teachers are the primary players in setting up online classes. This study provides suggestions to online teachers on how to sort out their challenges so that they can solve the problems effectively. LITERATURE REVIEW There are challenges faced by mathematics teachers when online teaching is applied throughout this pandemic. For teachers and pupils used to in-person instruction, the abrupt switch to an online class has an impact on learning, say Sepulveda-Escobar and Morrison (2020). Furthermore, Glass (2017) asserted that teachers should have internet literacy training for online courses and discovered that many of them are not adequately prepared. Additionally, teachers were not properly prepared to teach online at times of abrupt change (Sokal et al., 2020). One of the main challenges that teachers face when using online teaching for student learning is a lack of internet access for students to follow the online learning that teachers conducted. This is supported by the statement of Bahrom (2020), who stated that during the period of MCO, many pupils are more comfortable using the WhatsApp application only to follow the Teaching and Learning Process from Home (PdPR) conducted by teachers. This is because there are a number of them who are not able to access the internet stably. This situation occurs when internet access is difficult to access in certain areas, such as rural areas, villages, or hamlets, as well as in areas with low internet access

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 4 rates. Therefore, the aim of this case study is to find out the problems and difficulties that mathematics teachers encountered during MCO. According to Anderson (2011), online teaching is considered similar to teaching in any other mainstream educational setting. Because there is no face-to-face interaction, online teaching differs from traditional teaching. Therefore, teachers are challenged to deliver their lessons accurately to facilitate pupils' achieving desired learning outcomes. Teachers and learners from developing countries are much more likely to overcome technology challenges or barriers (Eltahir, 2019). Previous literature knowledge recognised various hurdles in the adoption of technology in teaching in developing countries. Poor communication between the learner and the teacher, inefficient help, insufficient infrastructure, and insufficient ICT skills, for example, have all been identified as major barriers to the adoption of technological applications. Kanwal and Rehman (2017) asserted that insufficient digital self-efficacy and poor internet connectivity were recognised as the major challenges in online teaching. Another study discovered the challenges that obstruct the successful progress of online teaching is due to the lack of technological experience and skills and classified them into three major groups: learners, teachers, and content development (Kebritchi et al., 2017). According to Hamutoglu and Basarmak (2020), internal hurdles like technology, pedagogical self-efficacy, guidance, family resistance, and beliefs about learning-teaching activities are positively impacted by external barriers such as a lack of funding, infrastructure, training, time, vision, and content. According to Zulkifli (2020), issues of adaptation to technology are one of the main issues faced by educators, as poor accessibility, especially for internet connections, leads to difficulties in conducting their classes. Therefore, poor communication between the learner and the teacher, insufficient infrastructure, insufficient ICT skills, insufficient digital self-efficacy, and poor internet connectivity were major challenges in online teaching that were found in past studies. The aim of this study is to examine the various challenges faced by teachers in online teaching during MCO. Therefore, the Ministry of Education Malaysia (MOE) has called on educators and pupils to continue to communicate through online platforms as an alternative to teaching and learning to guide pupils in learning (Rafiee & Roslah, 2020). Of course, the effectiveness of online learning is not like physical interaction. However, online learning is the only option available during MCO. According to a study by Sun et al. (2017), there is an influence of readiness on the integration of technology in the classroom. Therefore, in the aspect of PdPR planning, lecturers need to take into account the appropriate application selection factors in order to meet the needs of student access before the PdPR session takes place.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 5 There are studies that have been conducted to find out the challenges faced by educators while practising online learning during the COVID-19 pandemic (Nor & Mohd, 2016). Ultimately, the difference in teaching and learning from face-toface learning to online learning occurs immediately. The motivation of an educator should be taken seriously in facing the challenges of PdPR online with pupils. METHODOLOGY A case study was used as the research method in this study. A case study allows researchers to collect a great deal of information and allow for an in-depth understanding of the single phenomenon. This study has used a qualitative approach. Qualitative analysis will give an in-depth understanding of reality. This case study was conducted via interview and document analysis to determine the challenges in online teaching for teachers during the MCO period. The researcher conducted interviews and document analysis, followed by data collection and analysis. For this case study, three primary school mathematics teachers participated in a semi-structured interview. The researcher used purposive sampling to select three mathematics teachers. This sampling technique is a non-probability sampling method, and members of the population to participate in the study are chosen by the researcher's judgement. Purposeful sampling may be an appropriate strategy if there are few primary data sources that might contribute to the study. Different teachers will have different experiences with online teaching, as they can provide different opinions about the challenges faced by mathematics teachers in online teaching during MCO. The researcher conducted a semi-structured interview with three mathematics teachers face-to-face in a primary school. Document analysis has been done by collecting data from teachers about the homework, attendance, and performance of pupils. To meet the objectives of this study, interview and document analysis are adopted to collect data. Three respondents were chosen to collect data through interview questions. A semi-structured interview with open-ended questions will be carried out for this research. Semi-structured interviews are a mix of structured and unstructured interviews. While a few questions are predetermined, the others aren’t. Therefore, the interview will be based on the questions prepared, and can ask additional questions if needed. Two semi-structured questions were prepared to interview three mathematics teachers in primary school as follows: 1. What are the challenges faced by mathematics teachers in online teaching during MCO? 2. What are the teaching methods used for conducting online classes?

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 6 The document needed for document analysis is taken from the teacher in the form of a soft copy. All instruments have gone very carefully through the tests of validity and reliability. In terms of data collection, case study research uses many methods of interaction, including face-to-face meetings with the study subject and an inductive approach to generate answers to research questions. First of all, the researcher prepared the questions for the interviews with three primary school mathematics teachers. A data collection application for the purpose of educational research has been given to the school. After getting permission from the school, the school assigned three teachers to be interviewed. An interview will be conducted to provide the researcher with an answer to the question of the challenges faced by mathematics teachers in online teaching during MCO. Data collected and organised by the researcher systematically. Interviews were recorded through audio tape to interpret qualitative data of the context to get better results from interviewees as a form of spoken data (Green & Thorogood, 2009). Transcribe data, which is the process of converting field notes into text data. Next, analyse the data by computer using ATLAS.ti to facilitate the process of storing, analysing, sorting, and representing or visualising the data. The computer-assisted qualitative data analysis software ATLAS.ti facilitates the analysis of qualitative data for mixed-methods, qualitative, and quantitative studies. Whereas qualitative data was analysed through thematic content analysis with the help of ATLAS.ti 22 software. Additionally, in order to improve the validity and reliability of the instruments used to enhance data triangulation and methodological triangulation, all qualitative data were collected and completed through interviews (Winter, 2000). Thus, in order to increase the reliability of the constructed data, interview data and document analysis need to be crossed. Reliability refers to how consistently a method measures something. Document analysis has been done by collecting data from teachers about the homework, attendance, and performance of pupils. This document analysis data is used as supporting data that cannot stand on its own unless supported by interview data. The use of triangulation techniques, such as data collection obtained through document sources, can not only support and add evidence from various fabric sources, but also help confirm information obtained from interviews. It is a method used to increase the credibility and validity of research findings because the same data were collected from different sources, increasing the validity and triangulation of the study. Interviews and document analysis will be conducted to collect data for this case study to determine the challenges in online teaching for teachers during the MCO period. This study uses interviews to report on challenges in online teaching during the MCO and the teaching methods used for online teaching. Document analysis is carried out by evaluating pupils’ homework performance and achievement in examinations during MCO. The aim of the document analysis is

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 7 to discover the influence of MCO on the pupils’ homework performance and achievement in examinations. After collecting all the data, the researcher will organise it. Organising data is done by developing a table of sources and organising the materials by respondents. Next, the process of converting field notes into text data, called transcribe data, will be done. To make the process of storing, analysing, sorting, and representing or visualising the data easier, conduct the analysis using a computer with ATLAS.ti. Whereas using ATLAS.ti 22 software, thematic content analysis was used to analyse qualitative data. According to Cohen et al. (2007), by carefully identifying the many units of corresponding themes, content analysis assisted in providing results by explaining high-quality data. Lastly, the content analysis approach extracts qualitative information from interviews. FINDINGS Analysis of qualitative interview data began with a set of transcript of the interviews conducted taken exceptionally preferably recorded the interview and then transcribed it. In this case study, interviews were conducted with three mathematics teachers in primary school. Interview questions are about challenges faced by mathematics teachers in online teaching during MCO and methods used for conducting online classes. Table 1 shows summary of information on teacher demographics interviewed. Table 1 Information of Teachers Interviewed Aspect Teacher 1 (T1) Teacher 2 (T2) Teacher 3 (T3) Experience 7 years 11 years 8 years Gender Female Male Female Interviews were conducted with three participants namely Teacher 1 (T1), Teacher 2 (T2) and Teacher 3 (T3). The challenges faced by these three mathematics teachers in online teaching during MCO will be find out through the interview transcript. The interview transcripts were read by the researcher in order to get a comprehensive picture of what each participant said.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 8 Question 1: What are the challenges faced by mathematics teachers in online teaching during MCO? Table 2 Answer of three Mathematics Teachers interviewed for Question 1 Participant Answer T1 “Big challenge in online teaching, student attendance.” “Ah, one more thing, not all students understand, even if they follow the online class.” “Unstable internet connection will affect the progressive of PdPR.” “Some of the students belonged to remote areas where they did not have proper electricity connections so connective problem occurred.” “After that, he didn't even do homework. I saw the writing his mother did or his father did the homework.” “Some sent the homework; some didn't send it.” “I didn't even know ICT before; at that time, I took a lot of time to learn.” “I have to prepare the Jamboard for the online teaching. Then if I want to give him the Quizizz link, I have to prepare the questions that will takes a lot of time. I have to do before a day or two.” “So, preparations for course content take a lot of time.” “At that time, we are also at home, we want to take care of our family too.” “The number of students who send work is not consistent.” “Student PBD results are bad.” “Quite difficult to teach numerical subjects through online mode.” “What content does the teacher share that students are too lazy to look at and read.” T2 “Students can’t access the internet.” “Students’ insufficient gadget, one family may share one gadget only.” “Teacher also has family. Teachers not only need to take care of their own children, help them to join online lessons, but also need to conduct online classes.” “Yes, of course preparing course content for online teaching require more time.” “Need more times to explore the software and websites used in online teaching.”

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 9 “Yes of course poor communication between learner and teacher because the interaction actually between teacher and parents.” “Some don't do homework at all; they seem to disappear during MCO.” “Difficult to motivate students, because there is no interaction, that’s a problem.” “Sometimes we even lose connection.” “Students during class they shouting. We need to switch off their microphone..” “Student performance in PBD is bad.” T3 “Many challenges in online teaching like student attendance.” “Students may share the phone with siblings or mom and dad go to work, so students can't use it, because no one is guiding to use this device.” “Not everyone completes the assignment and does not send back the work.” “Another problem is our transmission, right, it will be complicated like limits because many things that we can't give.” “We don't even know who did the task they sent, right?” “Attendance Google Meet is usually not because at that time my class is usually early in the morning, so not many students attend, because they might wake up late.” “Maybe students have a problem with this. Maybe share the phone with siblings or mom and dad go to work, he can't use it, no one is watching to use this device, right?” “We cannot focus on the class when online teaching because many teachers’ kids also still in primary school. They also need to use the internet and be monitored.” “Maybe for students there is a lot of sharing at home, so the internet is slow.” “Yes, it's a little hard to motivate students.” “Students also faced abundant distraction like games in smartphone.” “There is difficult to teach numerical subject through online mode because Google Meet is limited to show it to students, right?” Based on the answers given by the three participants above, the researcher found that low students’ attendance, challenges in students’ homework and assessment, poor internet connectivity, teaching and learning environments are not conducive, difficult to teach numerical subject, lack of technical and software knowledge, heavy teacher workload, difficult to monitoring discipline, difficult to motivate students, poor communication between learner and teacher are the challenges faced by mathematics teacher in online teaching. The analysis of interviews

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 10 finding is also done with ATLAS.ti 22 by emergent themes and the descriptive analysis in transcript, three mathematics teachers reflected their challenges in conducting online teaching. Question 2: What are the teaching methods used for conducting online classes? Table 3 Answer of three Mathematics Teacher interviewed for Question 2 Participant Answer T1 “Haa Google Meet, Google Classroom, Whatsapp, Telegram, PowerPoint are also used.” “Kahoot Quizizz Jamboard, all google’s applications, all have been used” T2 “Mainly is Google Meet, not say everyday lah. Like one week two class, maximum one or two lar. So other class all we giving like exercises.” “Google Classroom, Google form, Wordwall, Blooket and Quizizz. Quizizz is the more easier lah they do and on the spot they get the answer” “Then youtube also one of the method” T3 “Use Google Meet, Whastapp, Telegram then sends assignments with Google Sites. We give the link to the WhatsApp group, the students will get all the information from there. ” We have collected qualitative data from teachers through interviews. Analysing the collected data, researcher got the above results. The software applications and platforms used for online classes are mentioned as important by three mathematics teachers. Google Classroom and Google Meet were the dominant apps for conducting online classes during the period of COVID-19. They used the WhatsApp application for the ease of their students in the educational settings of their organisations. Findings revealed that teachers used Google Meet, Google Classroom, WhatsApp, Telegram, PowerPoint, Google form, Wordwall, Blooket, Kahoot and Quizizz as teaching methods in online classes. This research question helps the researcher to find out the document which can take from teacher for the purpose analysis document. The document provided by Teacher 2 contains students' attendance, student involvement in quizzes and student performance in quizzes was analysed. Three difference results are in website such as Google Form, Blooket and Wordwall has been analysed.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 11 Table 4 Analysed Document based on the Involvement and Performance of Students in Exercises Analysed document Analysis findings Involvement Performance Google Form Involvement of students in quizzes in Google Form 11/30, less than half of students answer the quiz. Performance of students in quiz, average 9/10, means that most of the students understand and can answer correctly. Blooket Involvement of students in quizzes in Blooket, 8/30 less than half of the students answer the quiz. Performance of students in quizzes in Blooket, accuracy is 68%. Wordwall Involvement of students in quizzes in Wordwall, 8/30 less than half of the students answer the quiz. Performance of students in quizzes in Wordwall, average score is 6.2/10. The findings in document analysis have supported the challenges voiced by the three mathematics teachers such as challenges in students’ homework and assessment proved by the software and website like Google Form, Blooket and Wordwall. DISCUSSION The researcher summarises the challenges faced by mathematics teachers in online teaching during MCO based on the interviews in Table 5. Emergent themes and their descriptive analysis in the collected data, three mathematics teachers reflected their challenges in conducting online teaching. The data were analysed, processed with iterative comparison and summarised in Table 5.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 12 Table 5 Challenges and Themes that Emerged in the Study Themes Example of excerpts Low students’ attendance “Big challenge in online teaching, student attendance.” (T1) “Students’ insufficient gadget, one family may share one gadget only.” (T2) “Many challenges in online teaching like student attendance.” (T3) “Attendance Google Meet is usually not because at that time my class is usually early in the morning, so not many students attend, because they might wake up late.” (T3) “Students may share the phone with siblings or mom and dad go to work, so students can't use it, because no one is guiding to use this device.” (T3) Challenges in students’ homework and assessment “After that, students didn't even do homework. I saw the writing, his mother did or his father did the homework.” (T1) “Some sent the homework; some didn't send it. The number of students who send work is not consistent.” (T1) “Some don't do homework at all; they seem to disappear during MCO.” (T2) “Not everyone completes the assignment and they do not send back the work.” (T3) “We don't even know who did the task they sent, right?” (T3) “Ah, one more thing, not all students understand, even if they follow the online class.” (T1) “Student PBD results are bad.” (T1) “Student performance in PBD is bad” (T2) Poor internet connectivity “Some of the students belonged to remote areas where they did not have proper electricity connections so connective problem occurred.” (T1) “Unstable internet connection will affect the progressive of PdPR.” (T1) “Students can’t access the internet.” (T2) “Sometimes we even lose connection.” (T2) “Maybe for students there is a lot of sharing at home, so the internet is slow.” (T3)

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 13 Teaching and learning environments are not conducive “At that time, we are also at home, we want to take care of our family too.” (T1) “Teacher also has family. Teachers not only need to take care of their own children, help them to join online lessons, but also need to conduct online classes.” (T2) “We cannot focus on the class when online teaching because many teachers’ kids also still in primary school. They also need to use the internet and be monitored.” (T3) “Students also faced abundant distraction like games in smartphone.” (T3) Difficult to teach numerical subject “Quite difficult to teach numerical subjects through online mode.” (T1) “Another problem is our transmission, right, it will be complicated like limits because many things that we can't give.” (T3) “There is difficult to teach numerical subject through online mode because Google Meet is limited to show it to students, right?” (T3) Lack of technical and software knowledge “I didn't even know ICT before; at that time, I took a lot of time to learn.” (T1) “Need more times to explore the software and websites used in online teaching.” (T2) Heavy teacher workload “I have to prepare the Jamboard for the online teaching. Then if I want to give him the Quizizz link, I have to prepare the questions that will takes a lot of time. I have to do before a day or two.” (T1) “So, preparations for course content take a lot of time.” (T1) “Yes, of course preparing course content for online teaching require more time.” (T2) Difficult to monitoring discipline “Students during class they shouting. We need to switch off their microphon.e” (T2) “What content does the teacher share that students are too lazy to look at and read.” (T1) Difficult to motivate students “Difficult to motivate students, because there is no interaction, that’s a problem.” (T2) “Yes, it's a little hard to motivate students.” (T3) Poor communication between learner and teacher “Yes of course poor communication between learner and teacher because the interaction actually between teacher and parents.” (T2)

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 14 Conducting online classes is itself a great challenge for all teachers. The researcher wants to study various challenges faced by teaching faculty. The detailed analyses are presented below. Low student attendance is the common challenge encountered by these three interviewed teachers. Not all students and teachers have the equipment required to study and teach online. While some students share computers, other pupils fall behind because they are completely without these devices. Because of this, educators struggle to maintain a consistent pace for all of their students. Students from low-income families have been particularly affected by the closures, whether it be by sharing devices like tabs and phones or taking on additional duties at home. Teachers consider one of the most challenging aspects of digitisation to be online evaluation. Teachers sometimes have to deal with a lot of inquiries from the pupils when there are homework or projects. Less communication between pupils and teachers results in different expectations for pupils' performances. This might make it challenging for teachers to assess pupils because learning of pupils is not effective in online classes will cause the unsuccessful in assessment. Poor internet connectivity encountered by pupils and teachers. Slow internet and connection issues not only caused challenges for pupils and teachers residing in distant places but also for residents of urban areas (Anwar et al., 2020). Nevertheless, it doesn't matter whether teachers or pupils in the city or urban areas, they will face the same problem which is have little to no access to technology. In online classes, pupils cannot be evaluated in a formative manner. Due to network issues, not all pupils can access online classes. This challenge not only occur at pupils but teacher also. “Sometimes we even lose connection” said by Teacher 2. These three teachers were all faced with the same issue which is challenges in pupils’ homework and assessment. “The number of pupils who send work is not consistent” stated by Teacher 1 similar to Teacher 2 who voiced out that “Some don't do homework at all; they seem to disappear during MCO” and Teacher 3, “Not everyone completes the assignment and they do not send back the work.” Therefore, the number of pupils turning in the homework is not ideal and this will lead to unsuccessful in achieving the objectives in PdPR. For pupils to comprehend the course material or syllabus, they must participate actively and show interest in the course material. A driven person constantly gives their best effort. They remain steadfast in their dedication and loyalty to their jobs or obligations. Lack of desire makes it difficult for pupils to stay on top of their studies since they lose interest and are unable to do well on tests. “Difficult to motivate pupils, because there is no interaction, that’s a problem.” mentioned by

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 15 Teacher 2 similar to Teacher 3 who voiced out that “Yes, it's a little hard to motivate pupils”. Challenges to motivate pupils in online teaching classes is due to there is a minimum opportunity to interact face to face with pupils, difficult to know their personal behaviour and understanding the problems of the pupils. In an online learning environment, it's crucial to encourage pupils to interact with the course material because this gives them lots of learning opportunities. The findings in document analysis which have supported the challenges voiced by the three mathematics teachers such as challenges in pupils’ homework and assessment proved by the document in the form of softcopy from software and website like Google Form, Blooket and Wordwall. For example, the softcopy of Google Form given by the Teacher 2 show that involvement of pupils in quizzes in Google Form is 11 from 30 pupils while Blooket and Wordwall show the data that 8 from 30 pupils answer the quiz, which is less than half of pupils answer the quiz. According to the performance of pupils in Blooket and Wordwall, we can see that the average performance of pupils is 68% and 62% respectively. This supported the statements voiced by Teacher 1, 2 and 3 which is low pupils’ attendance in online class and challenges in pupils’ homework and assessment. Findings revealed that low pupils’ attendance, challenges in pupils’ homework and assessment, poor internet connectivity, teaching and learning environments are not conducive, difficult to teach numerical subject, lack of technical and software knowledge, heavy teacher workload, difficult to monitoring discipline, difficult to motivate pupils, poor communication between learner and teacher are the challenges faced by mathematics teacher in online teaching. Document analysis proved that pupils’ attendance in online classes is low which can see from the involvement of pupils in quiz. Performance of pupils in quiz and homework are not well, proved that teacher faced the challenges in student homework and assessment occurred. CONCLUSION This study offers several consequences towards the online teaching during the sudden school closure due to COVID-19 pandemic. It contributes to the significant challenges faced by mathematics teachers during this difficult pandemic situation. The findings of this study are based on empirical evidence that identifies the challenges of online teaching faced by three mathematics teachers from primary school. A total of ten themes of challenges faced by mathematics teacher in online teaching during MCO consists of low pupils’ attendance, challenges in pupils’ homework and assessment, poor internet connectivity, teaching and learning environments are not conducive, difficult to teach numerical subject, lack of technical and software knowledge, heavy teacher workload, difficult to monitoring discipline, difficult to motivate pupils and poor communication between learner and teacher.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 16 Besides that, the findings in document analysis have supported the challenges voiced by the three interviewed mathematics teacher such as challenges in pupils’ homework and assessment proved by the software and website like Google Form, Blooket and Wordwall and poor pupils’ attendance in online classes which can supported from the involvement of pupils in quiz. The performance pupils in quiz and homework are not well, proved that teacher faced the challenges in student homework and assessment. Therefore, teachers need to identify the challenges in online teaching so that they can find out the solutions to overcome the challenges to make sure online classes run smoothly. This current research identifies the challenges in general based on the mathematics teacher’s perspective in primary school. According to Upadhyaya and Mallik (2013), online teaching and learning is a form of education that intertwines social interaction such as teacher, student, parent and technical system like platform, facilities, system, program. It is suggested that future researchers explore the challenges with respect to social structure such as teachers, pupils and parents in depth that hinder them from conducting a successful online class. The primary reason of these problems is the lack of readiness on the part of the government, schools, authorities, and teachers to deal with the epidemic, which struck so abruptly and caused a great deal of turmoil in the teaching and learning environment. All parties concerned should put in extra effort to teach and understand how to use a certain piece of software used for online instruction. In addition, the relevant authorities must help with the provision of online resources and tools to facilitate teaching and learning for both teachers and pupils. With that said, it is hoped to shed some light on how to teach and learn more effectively because online teaching is here to stay by solving the identified challenges in online teaching. Teachers are eager to master new technologies and use all available resources to the fullest even after dealing with the difficulties of online teaching. Maintaining physical fitness, good health, and having positive thoughts in mind when participating in MCO is essential for both teachers and pupils. The management of the educational institution should demand that teachers have the required training on learning software so they can instruct and mentor pupils effectively and efficiently. According to Mastel et al. (2015), improving the challenges that emerged during the crisis is an essential step to build desirable, compelling and successful online education. Therefore, teachers need to find out the ways to solve the challenges faced by them to make the process teaching and learning.

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Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 19 EFFECTIVENESS OF TEAMS-GAMES-TOURNAMENT TOWARDS YEAR 2 PUPILS ACADEMIC PERFORMANCE IN MULTIPLICATION OF 7 AND 8 Catherine Ho Sn Yh1 & Teong Mee Mee2 Institut Pendidikan Guru Kampus Pulau Pinang1,2 Email: 1 [email protected] Abstract This study is conducted based on the occurred phenomenon seen by the researcher during practicum: 1) during mathematics lessons, pupils tend to be passive and boring as teacher uses traditional method to teach and 2) pupils do not master the multiplication skills very well as they do not understand the concept of multiplication. If pupils are unable to master the skill at an early stage, they tend to face difficulties in mastering the subsequent topics or mathematical operations involving multiplication. Consequently, this study aims to examine the effectiveness of Teams-Games-Tournament (TGT) towards Year 2 pupils academic performance in multiplication of 7 and 8 at a primary school around Kedah and also to examine pupils’ motivation in learning mathematics using TGT. This study was conducted using quasi-experimental method. The sample consists of two groups of pupils where 30 pupils are considered as experimental group and another 30 pupils as control group. Pre-test and post-test were used for performance comparison before and after three intervention sessions. Questionnaire was only given to experimental group in order to collect data regarding their motivation in learning mathematics using TGT. The results of both pre-test and post-test were analysed using inferential statistic (t-test) whereas the data of questionnaire was analysed using descriptive statistic. The result concluded that there was a significant difference between the experimental group and control group in terms of the increase of pupils’ achievement in mastering multiplication of 7 and 8 after undergoing the intervention (t = -2.546, df = 58, p < 0.05). Additionally, with the overall mean score of 3.42, the TGT cooperative learning model has demonstrated an improvement in pupils' motivation in learning mathematics. In a nutshell, this study has proven that the TGT cooperative learning model is effective among pupils in mastering the multiplication of 7 and 8. Keywords: Cooperative learning model TGT, multiplication, pupils’ achievement, motivation

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 20 INTRODUCTION In mathematics, there are four operations skills such as addition, subtraction, multiplication and division that need to be mastered by pupils in school. According to Nur Aniza Elias and Roslinda Rosli (2016), the most notable problem among the four basic operations is multiplication operations because it requires pupils to memorise the times table. For mathematics subject, times table is the basis for mastering multiplication and division operations, where this concept of Mathematics needs to be extended to other topics. On the other hand, pupils today are not able to understand the concept of multiplication very well. This is because teacher uses chalk and talk method to teach the concept of multiplication (Wong, 2014). Teacher should address this situation as soon as possible and pay close attention to each student's needs. According to Slavin (2015), cooperative learning method is one of the methods that can increase students' interest and achievement in 21st century learning. According to Frianto et al. (2016), Team-Game-Tournament (TGT) is an effective technique of cooperative learning wherein groups are created that function in the class for a period of time. Pupils will actively converse, think further, and learn in a more relaxed manner when TGT model is applied, which also fosters responsibility, cooperative learning and healthy competition among pupils. Therefore, this study is conducted to study the effectiveness of Teams-Games Tournament (TGT) towards Year 2 pupils academic performance in multiplication of 7 and 8 in Kedah primary school. In this context, this study aimed to solve the Year 2 pupils’ learning problems on the topic of multiplication, cultivate their interest in mathematics, and also to improve their mathematics learning performance. Problem statement In most elementary schools, a lack of mastery of basic mathematical operations such as addition, subtraction, multiplication, and division is a factor in students' low performance in the subject of mathematics. For example, in a study conducted by Chan (2011), pupils are not able to do multiplication calculations as they have trouble in memorizing the time tables, thus resulting in pupils fail to master the multiplication operation skills. Currently, the Ministry of Education Malaysia does not establish any reports on analysing the most difficult multiplication table for pupils in Malaysia to master. However, based on the research from the Standards and Testing Agency in the United Kingdom (2018), the Department of Education (DoE) has reported that the multiplication table of 6, 7, 8, 9 and 12 are the most difficult multiplication

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 21 table for pupils to master. Hence, the researcher has chosen the multiplication table of 7 and 8 as the focus in this study. The situation becomes worsen as teachers are still focusing and stick to traditional teaching method. In this situation, the traditional method clearly did not encourage much interaction, and the students appear to be passive learners. There was no opportunity for pupils to discuss or actively examine the concepts that they did not understand, and eventually causing them do not understand the concept and lose motivation in learning mathematics. In this context, researcher has chosen the TGT as a cooperative learning model to investigate its effectiveness towards Year 2 pupils academic performance in multiplication of 7 and 8. This method is student-centered where pupils will learn the content of the lesson that has been set by the teacher in groups together in turn creating an active learning environment. LITERATURE REVIEW Arsaythamby et al. (2016) have studied on the use of TGT cooperative learning model in 11 religious schools in order to improve the comprehension and communication skills in mathematics. The results have shown that there are significant interaction differences between the control group and the experimental group and also have a significant impact on students' understanding and communication in Mathematics compared to traditional methods. According to Subin Khrueakaew (2015), the study demonstrated that mathematics learning achievement after receiving TGT approach was statistically higher than before learning at the 0.01 level of significance. Hence, we can know that TGT technique helps in improving pupils achievement in mathematics. Moreover, this study also showed that student’s attitude towards mathematics was at high level with the mean scores of 3.58 out of 5.00. It can be concluded that the achievement and attitude 15 of students who were exposed to the TGT technique and students who were taught by using traditional approach was different in which the students who were taught by using TGT model got higher scores and interest in mathematics. Based on the study conducted by Ira (2021), it showed that the use of TGT approach has a positive impact on students’ motivation to learn English as the percentage of agree to the statement in questionnaire is higher than the percentage of disagree. In fact, this study has demonstrated that TGT which promotes active and fun learning activities can foster learning motivation. It also enable students to collaborate and facilitate students to express themselves in order to build a nonrigid classroom atmosphere. Thus, it proves that TGT is a useful teaching method to cultivate students’ motivation and improve their learning outcomes.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 22 Based on the findings of previous studies, it is clear that the cooperative learning model of Teams Games Tournament (TGT) has a positive effect on pupils’ achievement as well as increase pupils’ motivation in mastering a particular subject. This effect is important to be utilized in the context of teaching and learning in Malaysia. Hence, the researcher would like to investigate the effectiveness of cooperative learning model of TGT towards Year 2 pupils academic performance in multiplication of 7 and 8 and also to survey pupils’ motivation in learning mathematics using cooperative learning type TGT method. METHODOLOGY This study is a quasi-experimental design that makes a comparison between the experimental group and the control group in order to determine the effect of treatment. The study sample consists of 60 pupils from Year 2, where 30 pupils in a class is categorized as experimental group and another 30 pupils from another class as control group. The experimental group is exposed to the TGT cooperative learning model while the control group is not given any treatment. The research instruments that will be used are pre-test, post-test and questionnaire. To ensure the validity of the test conducted, the researcher has ensured that the questions provided are in accordance with the content standards and learning standards of Mathematics KSSR Year 2. In preparing the questions, the researcher has also referred to mathematics expert teacher who is experienced in teaching mathematics to ensure the quality of the questions constructed. Besides that, the questionnaire constructed is adapted from the study carried out by Ira (2021). There are 10 items in total that need to be answered by the pupils. This questionnaire is used to obtain data and information about pupils’ motivation in mathematics through the use of TGT. A pilot study is conducted on a sample of 30 pupils from Year 2 to determine the level of reliability of the study by using the interpretation of Cronbach's alpha values with the use of Statistical Package for the Social Sciences (SPSS) software. The results of the analysis of the pilot study found that the Cronbach alpha coefficient score was 0.795. According to Bond and Fox (2015), this shows that the reliability of the instrument is in a good level and can be accepted as well as implemented in real research. Before the treatment process begins, the experimental group and the control group will undergo a pre-test to assess the level of pupils’ achievement in the mastery of multiplication 7 and 8. After the pre-test, the experimental group will be exposed to the cooperative learning model TGT in learning the multiplication of 7 and 8 while the control group will not be exposed to TGT model, which means they will be taught using normal cooperative learning.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 23 In the intervention session, the researcher introduces the multiplication of 7 and 8 to the experimental group by using interactive PowerPoint and multiplication table wheel. Next, the researcher divides pupils into heterogenous groups of 5. Each group member has differences in terms of level of achievement based on the scores in pre-test. The researcher has prepared 15 questions for every group and each pupil in a group will be given chance to answer the questions based on the number they pick. If he or she cannot come up with an answer, a teammate can “steal” the question. During this section of the lesson, teams share knowledge as they teach their teammates. Next, pupils with similar ability will be placed in a group and compete against one another in tournament quiz. Group members who correctly respond to the question will receive one mark, and the marks will be tallied according to their respective groups. The team will receive an award based on the points they have accumulated at the end of the tournament. The treatment process will be carried out for 4 weeks. After the intervention session is completed, post-test will be given to both the experimental and control groups on the same date. The purpose is to compare the achievement of pupils who are exposed to cooperative learning model TGT and the pupils who are not exposed to TGT model. The questionnaire only will be given to the experimental group to find out whether TGT has a positive impact on pupils’ motivation in learning mathematics. Questionnaires, pre-test and post-test were analysed quantitatively by using SPSS software. For the first research question, descriptive statistic and inferential statistic are used to determine the significant difference of the mean scores for the pupils who are exposed to TGT and the pupils who are not exposed to TGT. While descriptive statistic is used to find out whether the TGT cooperative learning model has a positive impact on the motivation of pupils in learning mathematics. The data obtained will be analysed and interpreted in the form of frequency, percentage and mean score. FINDINGS AND DISCUSSION Findings for Research Question 1 Descriptive Analysis of Pre-test and Post-test For the control group, it can be seen that the pre-test mean score is 48.67 whereas post-test mean score is 52.00 (refer Table 1). This indicates that there is no significant mean change. For experimental group, the mean for pre-test is 48.33 whereas the mean for post-test is 64.33. This shows that there is a high mean increase between the pre-test and post-test. Therefore, it can be seen that the experimental group has a more significant increase in achievement in mastering multiplication of 7 and 8 compared to control group.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 24 Table 1 Mean Score and Standard Deviation for Control Group and Experimental Group Group Control Experimental Pre Post Pre Post Mean 48.67 52.00 48.33 64.33 Standard Deviation 17.37 17.89 18.40 19.60 Inferential t-Test Analysis of Pre-Test and Post-Test between Control Group and Experimental Group Based on Table 2, we can conclude that the variances of pre-test for control group and experimental group are not significantly different because the significant value in Levene’s test, 0.613 is greater than 0.05. Thus, the t-test for equality of means showed that there was no significant difference between the mean pre-test score of the control group and experimental group (t = 0.072, df = 58, p > 0.05) as the p-value (0.943) is greater than 0.05. Therefore, it can be concluded that the pre-test results for both the control group and experimental group show the similar level of pupil achievement. Table 2 Levene’s Test for Equality of Variances and t-test for Equality of Means of Pretest for Control Group and Experimental Group Levene’s Test for Equality of Variances t-test for Equality of Means F Sig. Mean Difference df t Sig. (2- tailed) Equal Variances Assumed 0.259 0.613 0.333 58 0.072 0.943 For the post-test, since the Levene’s test shows the significance value, 0.354 is greater than 0.05, it tells that the two variances of post-test for control group and experimental group are approximately equal. Hence, from Table 3, independent t-test analysis's findings revealed that there was a significant difference between the mean of post-test achievement score for control group and experimental group (t = - 2.546, df = 58, p < 0.05) as the p-value (0.014) is less than 0.05.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 25 Table 3 Levene’s Test for Equality of Variances and t-test for Equality of Means of PostTest for Control Group and Experimental Group Levene’s Test for Equality of Variances t-test for Equality of Means F Sig. Mean Difference df t Sig. (2- tailed) Equal Variances Assumed 0.871 0.354 -12.333 58 -2.546 0.014 In conclusion, 0 is rejected. The test result indicates that there is significant difference between the achievement of pupils who are exposed to TGT cooperative learning model and the pupils who are not exposed to TGT cooperative learning model in mastering the multiplication of 7 and 8. Therefore, we can conclude that the pupils who are exposed to TGT cooperative learning have better achievement in mastering the multiplication of 7 and 8 at the significance level of 0.05 compared to the pupils who are not exposed to TGT. This finding is supported by the study conducted by Arsaythamby et al. (2016) which stated that after the intervention session, it was shown that the experimental group students who were exposed to TGT had achieved a significant learning outcome than the control group students. This is because when TGT model is applied, pupils will actively converse, think critically, and learn in a more relaxed manner, which also fosters responsibility, cooperative learning and healthy competition among pupils (Frianto et al., 2016). Findings for Research Question 2 The mean score of each item is interpreted based on the interpretation of mean score table adapted from Seuk et al. (2021). Table 4 Interpretation of Mean Score for 4-point Likert Scale Mean Score Interpretation of Mean 1.00 – 2.00 Low 2.01 – 3.00 Moderate 3.01 – 4.00 High Note. Adapted from Seuk et al. (2021). The influence of learning styles and motivation on undergraduate student success in mathematics. Turkish Journal of Computer and Mathematics Education, 12(3), 658-665.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 26 The mean for the 10 items is in the range of 3.30 to 3.53. According to the overall findings, the total mean score is 3.42, which is at a high level. Therefore, it can be concluded that pupils' motivation in learning mathematics has been increased through the use of TGT. This finding is supported by the study conducted by Ira (2021) which stated that TGT can advance pupils motivation because TGT promote active and fun learning activities that can build better learning motivation and facilitate pupils to express themselves and TGT is also able to create a non-rigid classroom atmosphere. Table 5 Analysis of Pupils' Motivation in Mathematics through the use of TGT Cooperative Learning Model Item Statement SD (1) D (2) A (3) SA (4) Mean Level 1 Through the learning method that has been applied, making me have a desire to learn mathematics. - 6.7% (2) 43.3% (13) 50.0% (15) 3.43 High 2 The learning method that has been applied can eliminate the fear of being wrong in myself when answering mathematics problems. - 6.7% (2) 50.0% (15) 43.3% (13) 3.36 High 3 The learning that has been applied gives a special impression or meaning to me. - 6.7% (2) 40.0% (12) 53.3% (16) 3.47 High 4 This learning method makes it easy for me to understand the mathematics lessons. 3.3% (1) 6.7% (2) 43.3% (13) 46.7% (14) 3.33 High 5 The learning process is interesting and fun. - 6.7% (2) 46.7% (14) 46.7% (14) 3.40 High 6 I feel that the time needed to master the concept of a topic is shorter. - - 56.7% (17) 43.3% (13) 3.43 High 7 I am motivated to get good achievements in mathematics. - 6.7% (2) 43.3% (13) 50.0% (15) 3.43 High 8 The learning process can improve my critical thinking skills. - 10.0% (3) 50.0% (15) 40.0% (12) 3.30 High

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 27 9 I feel to be valued when expressing opinions during the learning process. - - 46.7% (14) 53.3% (16) 3.53 High 10 I became courageous in expressing my opinion during the mathematics lesson. - 3.3% (1) 43.3% (13) 53.3% (16) 3.50 High Total Mean Score 3.42 High CONCLUSION The findings of study showed that teachers' teaching strategy have an impact on pupils' academic achievement and motivation in mathematics. For pupils, TGT can increase pupils' interest and motivation in learning because the implementation of the activity is in the form of a game or tournament. For teachers, TGT cooperative learning model can transform traditional teaching method towards cooperative learning method that engage both pupils and teachers as these activities foster a fun and cheerful atmosphere in classroom throughout the teaching and learning process and indirectly draw pupils’ attention in learning. For the teaching and learning process, TGT helps pupils to understand and master difficult concepts through discussions among pupils in groups. This is because the level of knowledge and concepts among pupils are similar and proportionate, making it easier for them to understand explanations from their peers. Apart from academic achievement, TGT cooperative learning also has a positive impact on social relations between races, motivation and interests in learning. Overall, TGT was discovered to have a greater impact on the achievement of pupils in mastering multiplication of 7 and 8. This has been proven by the data analysis in post-test, it shows that the experimental group who has been exposed to TGT cooperative learning model has higher achievement compared to control group pupils who are not exposed to TGT learning model. Hence, we can conclude that there is significant difference between the achievement of pupils who are exposed to TGT cooperative learning model and the pupils who are not exposed to TGT cooperative learning model in mastering the multiplication of 7 and 8 in Year 2. Based on the data analysis from the questionnaire, the scores for all the items are at a high level. This shows that majority of the pupils agree and have a good perception of TGT's cooperative learning model. Therefore, it can be concluded that pupils’ motivation in learning mathematics has increased through the use of TGT cooperative learning model among Year 2 pupils. REFERENCES Arsaythamby, V., Ruzlan Md. Ali, & Sitie, C. (2016). Using cooperative TeamsGame-Tournament in 11 religious school to improve mathematics

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 28 understanding and communication. Malaysian Journal of Learning and Instruction, 13(2), 97-123. https://doi.org/10.32890/mjli2016.13.2.4 Bond, T. G., & Fox, C.M. (2015). Applying the rasch model fundamental measurement in the human sciences (3rd ed). New York: Routledge. Chan, Y. J. (2011). Penggunaan kotak ajaib dan "Lattice" dalam meningkatkan penguasaan pendaraban murid tahun lima. Koleksi Artikel Penyelidikan Tindakan PISMP amb. Januari 2008 (Matematik Pendidikan Rendah) Seminar Penyelidikan Tindakan IPGKBL Tahun 2011, 206-220. Frianto, Budi Eko Soetjipto, & Achmad Amirudin (2016). The implementation of cooperative learning model Team Game Tournament and Fan N Pick to enhance motivation and social Studies learning outcomes. IOSR Journal of Humanities and Social Science, 21(5), 74-81. https://www.iosrjournals.org /iosr-jhss/papers/Vol.%2021%20Issue5/Version-7/I02105077481.pdf Ira, S. P. (2021). The implementation of cooperative learning type Teams Game Tournament (TGT) method to improve students motivation in learning english. Professional Journal of English Education, 4(2), 202-207. Nur Aniza Elias, & Roslinda Rosli. (2016). Penggunaan kaedah titik meningkatkan penguasaan murid dalam operasi darab. Proceedings of ICECRS, 1129-1136. https://doi.org/10.21070/picecrs.v1i1.699 Seuk, Y. P., Seuk, W. P., & Kok, H. P. (2021). The influence of learning styles and motivation on undergraduate student success in mathematics. Turkish Journal of Computer and Mathematics Education, 12(3), 658-665. Slavin, R. E. (2015). Cooperative learning in elementary schools. International Journal of Primary, Elementary and Early Years Education, 43(1), 5-14. https://doi.org/10.1080/03004279.2015.963370 Standards and Testing Agency. (2018). National Curriculum Assessments Key Stage 2: Multiplication tables check assessment framework. Department of Education, Coventry. Wong, L. L. (2014). Kesan pembelajaran koperatif (Students Team Achievement Diivision - STAD) Terhadap Pembelajaran Matematik Dalam Kalangan Pelajar Sekolah Menengah. [Master’s thesis]. Universiti Pendidikan Sultan Idris. https://ir.upsi.edu.my/detailsg.php?det=2395

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 29 USING GAME-BASED LEARNING IN TEACHING: A CASE STUDY ABOUT PRIMARY SCHOOL MATHEMATICS TRAINEE TEACHER’S VIEWS Lim Tian Chai1 & Saraswathy Sinnasamy2 Institut Pendidikan Guru Kampus Pulau Pinang1,2 Emel: 1 [email protected] Abstract During the school temporarily closed period, some of the teachers still using chalk and talk method to teach the pupils although the ministry suggested to use online, offline or hybrid class activity. Game-based learning (GBL) as a teaching method which able to engage primary school pupils for their homework and attention in classroom activities should be applied by teachers. In this study, an interview, and documents analysis are carried out among the mathematics trainee teachers who applied GBL activities in their classroom. These trainee teachers used online application, such as Kahoot, Quizizz, Wordwall and also create games using PowerPoint Presentation. Their pupils and themselves gained a lot of benefits through the GBL activities and they enjoyed it. Although there are some challenges in conducting the activities, such as network connection problem and exploring new games for pupils, they still like to implement GBL activities in their teaching process or classroom activities in future as GBL able to help them received quick response and progress record. At the same time, the GBL also can help the passive pupil changes to be active, enjoy in the class activities and able to start communication with others in class. Therefore, GBL should be encouraged for teachers or educators to implement it in class activities and constantly to innovate new games for improving the education or learning environment. Keywords: Teacher, pupils, Game-Based Learning (GBL), teaching, learning INTRODUCTION Since March 2020, schools activities took a different turn, where the teachers conducted their lesson using either online, offline or hybrid teaching. Using various types of teaching methods, the teachers had help pupils to obtain new concepts and skills mostly by using digital and non-digital games, also known as game-based learning (GBL) (Grace, 2019). Historically, the use of games in educational contexts existed years ago, with mathematics combinatory skills and logic being taught and trained with board games, such as Chess and Mancala (Hellerstedt & Mozelius, 2019). GBL is a teaching method that uses the power of games to define and support learning outcomes (Nisbet, 2021). In mathematics,

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 30 there are some questions which require pupils to apply the problem-solving skills. According to Nisbet (2021), by using GBL, students will be able to solve problems by fostering skills like understanding causation, logic and decision making where they may apply in and out of school, which also increases students’ engagement and motivation during the class. According to Serrano (2019), when teachers incorporated digital game-based learning elements such as feedbacks, choices and collaboration into their instructional design, students become more engaged and motivated to learn. GBL also plays another important role in teaching or during class activities by making students to collaborate, communicate, interact, and work in teams (Dadheech, n.d.). Problem Statement As we were facing Covid-19, there was a period where all education institutions including preschools, primary schools, and secondary schools were ordered to temporarily closed (Soon, 2020; Noor Hazliezah Tamin & Maslawati Mohamad, 2020). During this period, the researcher found that some of the mathematics teachers still use traditional method in their class, by showing the explanation videos of questions and answers to pupils. This may cause the pupils to be bored and less motivated to learn or complete a task. This teaching method is also being practiced by some mathematics teachers in their class during face-to-face session in school where they will be explaining the topics and ask pupils to complete a task. Thus, the mathematics teacher must be encouraged to carry out different teaching method, such as game-based learning to encourage students to collaborate, communicate, interact, and work in teams (Dadheech, n.d.). Primary school mathematics trainee teachers as one of the educators in the future also plays an important role as facilitators in classroom. In this study, a group of mathematics trainee teachers who has completed their Phase 1 Practicum are chosen as the study’s resources to carry out interviews and documents accessing session. This case study is important as it , it showcases the views of mathematics trainee teachers towards game-based learning. Besides that, this study also promotes the implementation of game-based learning in classroom and encourages mathematics trainee teachers to design better group learning experience for pupils. Objectives and Research Questions The objectives for this study are: 1. Identify the mathematics trainee teacher’s views about GBL. 2. Identify the implementation of GBL by mathematics trainee teachers during their class activity. 3. Identify the benefits of implementing GBL in class activities organised by mathematics trainee teachers.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 31 The research questions conducted are: 1. What are the mathematics trainee teacher’s views about GBL? 2. How does mathematics trainee teacher implement GBL during their mathematics class? 3. What are the benefits of using GBL in mathematics trainee teacher’s class activities. Importance of Study Primary school mathematics trainee teachers as an educators in future also plays a role as facilitator in classroom. In this study, the group of mathematics trainee teachers who have completed their Practicum Phase 1 were chosen as the study’s sample to carry out interviews and materials assessment sessions. There are three importance from this case study, one of it is to showcase the views from mathematics trainee teachers towards game-based learning. Besides that, this case study will encourage mathematics trainee teachers to design better group learning experience for pupils and finally promote mathematics trainee teachers with game-based learning in their teaching and learning activities. LITERATURE REVIEW GBL is promoted to school educators as it attracts pupils’ attention during the class activities and help them to learn new knowledge and skills through entertainment. It refers to a type of learning environment with six structural elements involving game content and game play to enhance new knowledge and skill acquisition (Qian & Clark, 2016). Those elements are: (a) rules; (b) goals and objectives; (c) outcomes and feedback; (d) conflict, competition, challenge, or opposition; (e) interaction; and (f) representation or story (Prensky, 2001; Mao et al., 2021). GBL includes two types: (1) digital game-based learning and (2) non-digital game-based learning, where both is becoming a “way of teaching in education” (Naik, 2015; Pinder, 2021). According to Pinder (2021), as he referred to Diamond (n.d.) in his finding, GBL also involves another three elements, which are competition, engagement, and immediate rewards. From these three elements, the games should encourage the pupils to compete with each other (including teachers) in the classroom, engaged their curiosity to gain new valuable knowledge and concepts while playing it and later receive immediate rewards or feedback from the teachers after playing games. Teachers could conduct the games as their assessment activities using the framework suggested by Kumar (2018) to give feedbacks based on pupils’ performance in game. GBL is also defined as a problem-based project where the teachers use various play-andreflect strategies to extend pupils’ knowledge of how to play, with its’ primary objective is to enhance pupils' game performance, problem-solving skills, decision-making abilities, and competency in skills (Mohammad Shah Razak, 2021).

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 32 As digital games could attract and hold children’s attention for hours, educators and researchers are interested in their potential as an educational tool (Shu & Liu, 2019). At the same time, in game-based learning, pupils are engaged with different types of activities, such as problem identification, hypothesis-making, and critical thinking (Maertens et al., 2014; Shu & Liu, 2019). GBL is also shown to have different abilities according to different activities implemented. For example, adventure-based game will help pupils to achieve critical thinking and problem identification skill during the process to complete the game. Therefore, teachers should train or explore game-based learning, aimed to foster their positive attitudes towards implementing the digital or non-digital GBL activities and to promote good practices in the learning process (Kaimara et al., 2021). When comparing digital and non-digital game-based learning, the former can increase pupils’ engagement in learning by engaging with their homework (Shu & Liu, 2019). There are many empirical studies which found that pupils in a game-based learning class show better learning performance than those in a traditional lecturing class as pupils must solve the problems and complete challenges using the knowledge they learn. In contrast, during a traditional lecturing class, pupils usually act as passive learners and they do not have to apply the new knowledge to problem solving (Wang & Zheng, 2020). A quasiexperiment research carried out by Ucu Chayana et al. (2017), describes that when used with groups of pupils who have high levels of learning independence, mobile game-based learning (M-GBL) media has a positive impact on students' learning outcomes; however, in groups of students who have low levels of learning independence, students' academic achievement was lower when taught using M-GBL media than using traditional media due to this factor. From these, we can evaluate the effectiveness of game-based learning for pupils with different learning abilities. According to Pinder (2021), most teachers who responded to questionnaire administered to them believed that “game-based learning is an effective strategy for assessing primary pupils’ skills”, “can be used in any phase of the instructional process”, and “should be increased over time”. Most of these games nowadays are in the form of collocated interaction, where the players created meanings around distinctive places in the campus, such as dormitory, classroom, and laboratory, and engaged in collaborative play (Zhang et al., 2020). Adipat et al. (2021) advised teachers to minimize the negative effects while maximizing the positive effects and explain to pupils the pro and con of the digital game-based learning. These advantages are student motivation and engagement, teamwork, quick feedback and progress record, creativity and literal thinking, risk-taking and experimentation, and preparation for future jobs. On the other hand, the disadvantages are hindrance of physical play and high equipment costs. Besides that, according to Vu and Feinstein (2017), a research carried out by Granic et al. (2014) identified the positive impacts in playing videos games, including

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 33 cognitive benefit (improve attention, focus and reaction time of game player), motivational benefit (encourage an incremental, rather than an entity theory of intelligence), emotional benefit (positive mood states and develop adaptive emotion regulation) and social benefit (translate the pro-social skills that they learn from co-playing or multi-player gameplay to “peer and family relations outside the gaming environment”). The goal of this literature review is to identify the primary school mathematics trainee teachers’ views about game-based learning and the benefits of game-based learning in teaching. Most of the articles I read, thoroughly agreed that GBL will benefit pupils’ learning of mathematics. Some of the benefits are helping pupils to collaborate and work in a team, engage them to their homework, help teachers to collect a quick feedback and progress record and let pupils learn new knowledge and skills through playing in a free and enjoyable process. There are some of the articles I read which used quasi-experiment, that shows the mean of pre-test score and post-test score for their research. According to the research from Wang and Zheng (2020), the group tested with game-based learning (using digital or non-digital game-based learning) have a greater performance than the group that did not test with the GBL. From literature reviews, I found that researchers mostly deal with secondary school or university students, where research on elementary school pupils for this topic were severely lacking. Thus, I will need to make sure my study focuses to what the content share or show during interviews, and documents observation to learn more about the mathematics trainee teachers’ views on game-based learning and the benefits from their GBL class activities for elementary school pupils. METHODOLOGY In this study, qualitative research methods were used, and case study design was chosen as it allows us to gain an in-depth understanding of an issue or case, such as an educational issue or learning process situation (Creswell, 2012). To conduct it successfully, the researcher need to collect qualitative data from multiple sources, such as one-on-one interviews with primary school mathematics trainee teachers and document analysis (which the documents are related to the gamebased learning activities report and given by trainee teachers). By this, the researcher has proposed the interview questions and focused questions for documents analysing. The data collected will then be analysed by using transcriptions (as the conversation will be recorded), coding using computer software, ATLAS.ti and use for writing related report.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 34 FINDINGS AND DISCUSSION Interview Analysis There are six questions which the trainee teachers answered and gave their opinions through one-to-one interview session. The interview questions are: 1. In your opinion, what is game-based learning? 2. How often do you use game-based learning in conducting your class activities? 3. What are benefits pupils and you received by using game-based learning? 4. What tools or aids do you use for game-based learning? 5. What are challenges you faced when conducting game-based learning activities? How do you overcome it? 6. Will you use this approach in the future? Why? From the interview, the researcher can conclude that all interviewers are able to classify the games into digital and non-digital game where they used or will use these games as their teaching aids in the classroon activities for their pupils (Naik, 2015; Pinder, 2021). Most of them used the digital games for their classroom activities as they were facing the COVID-19 pandemic period during the phase 1 practicum. The most used applications for activities conducted by the trainee teachers are Kahoot and Quizizz. They also know that they need to implement the gamification elements in their games, such as (a) rules; (b) goals and objectives; (c) outcomes and feedback; (d) conflict, competition, challenge, or opposition; (e) interaction; and (f) representation or story (Prensky, 2001; Mao et al., 2021). These trainee teachers have set or used the rules, like time setting for answering when the game is carried out among their pupils. They used the games for their assessment purposes during the classroom activities where they will be able to evaluate if their pupils achieved the learning objectives or not from the activities conducted. At the same time, from the GBL activities conducted by the trainee teachers, they have explored the benefits for the teachers and pupils. The trainee teachers found that GBL activities can attract, motivate, and increase interest of pupils to attend or join the class activities. When the pupils attend the class activities actively, GBL activities help the teachers and pupils to achieve teaching and learning objectives which planned by the teachers as written in their lesson plans. Besides that, GBL activities also help the pupils who are a passive person to become active in the learning and started to interact with the teacher. Based on the observations from these trainee teachers, they concluded that their pupils are excited and were having fun when used game-based learning method. The pupils can accept the challenges faced during the process because they are eager to win or to be on top of the scoreboard and GBL has provided the pupils an opportunity to apply the new knowledge by answering the questions given without fear of failure.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 35 Other than that, the trainee teachers felt satisfied and rewarded as their pupils became active in learning, joined the class activities, and lastly achieved the learning objectives in classroom. After exploring these benefits, they would like to continue using the GBL activities in their future classroom because it would create a cheerful learning environment for their pupils, grab their pupils’ interest, attention or motivate them to study in their classroom. These are supported by the advantages of digital game-based learning (DGBL) as mentioned by Adipat et al. (2021) (in Figure 1) where DGBL increases pupils’ motivation and engagement in class, helps to have teamwork activities and train them for creativity and lateral thinking. Besides that, DGBL helps teachers to received quick feedback and progress record for the conducted activities. It also prepares pupils in training for their future jobs, such as counting by having a risk-taking and experimentation situation or problems during the class activities. Figure 1 Advantages of Digital Game-Based Learning (Adipat et al., 2021) Note. This is the advantages of DGBL specified by Adipat et al. (2021) in their article “Engaging students in the learning process with game-based learning: The fundamental concepts.” https://doi.org/10.46328/ijte.169

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 36 Study by Fatin Kamilia Mohd Arif et al. (2019), the games will be challenging if teachers could not match the games to the curriculum and learning outcomes which is suitable for each pupil. While ensuring each games content suitable or match to the curriculum and learning outcomes, there are challenges faced by trainee teachers in conducting their GBL activities in online classroom. There are many applications has been used by the trainee teachers in progress and they found that some of the games are very challenging for their pupils if the explanation or demonstration were not carried out before the games start. To solve these situations, the trainee teachers have to demonstrate before starting the activities, giving explanations outside of their class activities period or asking them to learn from the other pupils who could handle it well. Trainee teachers also found that there are many levels of learning abilities among their pupils in the classroom where they could be separated as above average or below average groups. Trainee teachers used different methods to help each of these pupils, such as adjusting the answering time for below average group’s pupils or set the game mode as offline mode, so that the pupils could answer according to their learning situations. Besides that, trainee teachers and pupils also faced the network connection problem in conducting these GBL activities. As discussed by Zethembe Mseleku (2020), the connectivity, network and internet issues are one of the major challenges associated with the sudden change to online teaching and learning during Covid-19 pandemic. To help pupils in facing this problem, trainee teachers will ask the pupils to check the most suitable place with strongest network connection or complete this step with the cooperation of their parents. If the network connection problem is faced by trainee teachers themselves, they will use their data or phone’s network connection to continue their class with their pupils. Document Analysis Two focused questions has been created to analyse the documents given by the trainee teachers. These documents have been approved by the trainee teachers to carry out the analysis process. The focused questions are: 1. How teachers’ conducted the game-based learning activities in class? 2. What are the effect on pupils’ work, and academic records after learning through the game-based learning activities in class? To answer the questions focused above, the researcher has analysed the lesson plans provided by the trainee teachers. They shared their lesson plans for teaching different groups of pupils (including the lower primary school and upper primary school pupils) for different topics in Mathematics. The topics taught including Percentages, Money, Time, Volume of Liquids and Perimeter of Composite Two Dimensional Shapes. In their GBL activities, these games are mostly related to the operations in Mathematics, which are addition, subtraction, multiplication, division, and mixed operations. They have also conducted these GBL activities

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 37 for their assessment purposes in these Mathematics topics to ensure that their pupils understand the content learned in the class and able to apply these knowledge and skills. Another documents which were used to answer the focused questions above are the game results from the activities conducted by trainee teachers and video recording during the activities is being carried out. From the video recordings provided by first trainee teacher, we observed that the pupils are very excited and active to take part in the games prepared by their teacher. They were enjoying the learning process with their teacher and were eager to win or be the top scorer in Quizizz game conducted. Trainee teacher also shared the pupils game results, so that the morale and active participations of pupils could be increased from day to days. These game results included the web-based game, Wordwall and Quizizz. From the results, we could conclude that the first trainee teacher’s pupils are able to achieve the learning knowledge and score for each section with the accuracy mean of more than 50%. From the game results shared by trainee teachers, most of the pupils can answer the questions with 50% and above accuracy for each question. The game result shared by third trainee teacher shows that her pupils who attended the class can achieve the accuracy in mean of 64% for the questions given in Quizizz game. The pupils had learned new skills in using the gadget to answer the questions through games, where they need to think, calculate and answer the questions accurately in limited time. Second trainee teacher also provided the game result from Kahoot and Quizizz game where the pupils may score lower as the time to answer Kahoot and Quizizz games are limited for them. Researcher also analysed the distinct types of questions created by the trainee teachers in conducting these games, such as fill-in the blank, multiple choice, and matching the answers. CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS Conclusion In conclusion, this case study has explored the information about game-based learning implemented by mathematics trainee teachers during their phase 1 practicum in a pandemic session. Game-based learning is suitable to apply or conduct through the offline or online method, such as board game or monopoly as physical games, and Kahoot or Wordwall as digital games. These games could be explored anytime, shared, and play between each other, among the trainee teachers, teachers, parents, pupils, or local community at anywhere. This is because mostly of the games could be access through the mobile device owned and they were able to play the games individually or as in teams. Teachers are encouraged to conduct more GBL in class as induction set or assessment activity for their pupils because GBL will help the pupils and teachers in achieving the learning objectives. To that, teachers are advised to guide the pupils while

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 38 carrying out their GBL activities in class, so that all the pupils can learn the new knowledge faster and gain the soft skills through these activities. Next, teachers also were encouraged to discuss within each other in sharing the latest teaching skills, related to game-based learning activities such as how they use, combine the games, or even explore new games for teaching and learning process. Implication From this study, there are some implications that suit some parties relevant to GBL. First, this study is suitable for the trainee teachers and teachers who are teaching in the schools to share their knowledge and skills throughout the class activities. They may implement the game-based learning in their classroom activities where they need to use the games which are suitable or related to their teaching content and may help the pupils in achieving the learning objectives (knowledge content and skills). Trainee teachers and teachers could use the application suggested to conduct the activities, expecting the pupils to have fun learning and gain important soft skills during the activities. Besides that, this study also applicable for the parents where they may use the games to train their children to improve their attention, focus and reaction time while playing, be positive in having an eager of winning or to be top scorer. Children will also be able to improvise their language while translating and interpreting the words in games, in order to understand the ways to play it. At the beat, they also be trained to communicate with other players in the game to complete the teamwork activities. Besides that, this study also will be helpful for the lecturer in any institutes or universities who may apply the game-based learning method in their lecture to avoid the boring learning situations for their students. They may construct the GBL activities after their lecture to increase their students’ attention or interest in learning and avoid them from being passive during the lecture. In addition, this study could be explored by relevant departments, such as Ministry of Education in Malaysia, to analyse and suggest games which are suitable for certain topics in primary and secondary school’s syllabus. When the analysing process has been completed, these games should be categorised and be published throughout application, website, or book which includes the accessing methods and steps in conducting the games. The ministry also need to make sure the tools in conducting the games are enough in schools to ensure all pupils have equal opportunities in achieving the knowledge and skills throughout the activities. Recommendation As recommendations the researcher suggests a further study by comparing between digital and non-digital game-based learning. As we know it, the digital game-based learning mostly used the electronic gadgets to control or play, such as laptop, computers, smartphones, or tablets. While the non-digital games will not need the supported from digital gadgets, they could be conducted by using

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 39 cards or specific tools, such as dice to complete the games. To support the Ministry of Education Malaysia in reducing the learning gap between rural and urban pupils, teachers should know these games or the GBL methods, so that, they could use their creativity and innovative thinking to create or improve the games according to the learning situations for their pupils. Another research could be conducted in studying the advantages and disadvantages of both types of games, by comparing and suggesting suitable games for current learning environment to educators. As we know the condition of teaching and learning has been changing from traditional methods (chalk and talk methods) to online (using the application, such as Google Classroom, Meet, Zoom, and WhatsApp) and then gradually changed back (or hybrid method) and from this study, it will help the educators in the process of creating and improving games for pupils’ learning. This is because when the educators knew the advantages and disadvantages of the games, they would be able to combine the games, so that the advantages from one game may make up for deficiencies of another games and create the new ways or plans for teaching and learning. Besides that, a research also may be conducted to study the effect of game-based learning towards the pupils, whether they are from primary, secondary or university after facing the online learning session during pandemic. After we got the data for effectiveness of game-based learning, we could conduct one further research to compare the information collected or benefits gained by these pupils during the learning process in pandemic and after pandemic. The differences between these learning conditions could be explored and the most suitable ways in facing the coming challenges for education can be recommended. REFERENCES Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education, 4(3), 542-552. https://doi.org/10.46328/ijte.169 Creswell, J. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson. Dadheech, A. (n.d.). The importance of game based learning in modern education. https://theknowledgereview.com/importance-game-based-learningmodern-education/ Fatin Kamilia Mohd Arif, Natasha Zaireen Zubir, Maslawati Mohamad, & Melor Md Yunus. (2019). Benefits and challenges of using game-based formative assessment among undergraduate students. Humanities and Social Sciences Reviews, 7(4), 203-213. https://doi.org/10.18510 /hssr.2019.7426

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 40 Grace, L. (2019). Doing things with games: Social impact through play. Routledge. Hellerstedt, A., & Mozelius, P. (2019). Game-based learning – a long history. https://www.researchgate.net/publication/336460471_Gamebased_learning_-_a_long_history Mao, W., Cui, Y., Chiu, M. M., & Lei, H. (2021). Effects of Game-Based Learning on students’ critical thinking: A meta-analysis. Journal of Educational Computing Research, 59(8), 1682-1708. https://doi:10.1177 /07356331211007098 Naik, N. (2015). Non-digital game based learning in higher education: a teacher’s perspective. [Paper presentation]. European Conference on Games Based Learning. Academic Conference International Limited. http: //search.proquest.com/docview1728409734? Nisbet, J. (June 21, 2021). Understanding game-based learning: benefits, potential drawbacks and where to begin. https://www.prodigygame.com /main-en/blog/game-basedlearning/#:~:text=in%20many%20ways.-,Game%2Dbased%20learning %3A,in%20life%20outside%20of%20school. Noor Hazliezah Tamin, & Maslawati Mohamad (2020). Google classroom for teaching and learning in Malaysia primary school during Movement Control Order (MCO) due to covid-19 pandemic: A literature review. International Journal of Multidisciplinary Research and Publications. 34-37. http://ijmrap.com/wp-content/uploads/2020/11 /IJMRAP-V3N5P33Y20.pdf Pinder, P. J. (2021). Teacher perceptions of game based learning in Trinindad and Tobago’s primary schools. International Journal of TESOL and Learning, 10(3-4), 91-104. https://files.eric.ed.gov/fulltext/ED616912.pdf Prensky, M. (2001). Digital Game-Based Learning. St. Paul, MN: Paragon House. Serrano, K. (2019). The effect of digital game-based learning on student learning: a literature review. Graduate Research Papers, 943. https: //scholarworks.uni.edu/grp/943 Soon, C. T. (2020). E-learning and higher education in the pre and post covid-19 situation. Higher Education in Southeast Asia and Beyond, 2 – 4. Zethembe Mseleku (October, 2020). A literature review of e-learning and eteaching in the era of covid-19 pandemic. International Journal of Innovative Science and Research Technology, 5(10), 588-597. https: //ijisrt.com/assets/upload/files/IJISRT20OCT430.pdf

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 41 EFFECTIVENESS OF DIGITAL TEACHING AIDS IN ENHANCING YEAR 4 PUPILS’ ACHIEVEMENT IN COORDINATES Lee Jia Rou¹ & Jong Cherng Meei² Institut Pendidikan Guru Kampus Pulau Pinang1,2 Email: 1 [email protected] Abstract This quasi-experimental study was done to study the effectiveness of using digital teaching aids to enhance Year 4 pupils' achievement in coordinates. The participants involved in this study were two classes which consisted of 52 pupils in a primary school in Penang selected using cluster sampling. The research instrument used was developed based on the Mathematics Standard-Based Curriculum for Primary School (DSKP). Pre-test and post-test evaluations were conducted for both the experimental and control groups in order to collect data. Based on the literature review, issues that pupils commonly faced when learning coordinates were ordered pair misconceptions and visualisation problems. Therefore, an intervention was introduced to the experimental group, which was digital teaching aids. As for the control group, the traditional teaching method was applied instead of digital teaching aids. This research utilised descriptive as well as inferential statistics with a quantitative approach, such as mean, maximum and minimum points, paired samples t-test and independent samples t-test. Based on the analysis of data, the researcher found out that digital teaching aids were effective in improving pupils’ achievement in coordinates. The outcomes revealed that there was a significant difference between the mean marks of pretest and post-test within the experimental group. Additionally, the results also showed that a significant difference existed in the mean marks between the experimental group and the control group. The findings of this study have many implications for various education stakeholders. Keywords: digital teaching aids, pupils’ achievement, coordinates, primary mathematics, pre-test and post-test INTRODUCTION Background of the Study Under subsection 18(2) of the Education Act 1996, mathematics is identified as one of the core subjects at the primary level in the National Curriculum (Malaysia & MDC Legal Advisers, 1997). In mathematics, coordinates are a set of values that show an exact position. Coordinates are fundamental to pupils’ understanding across several subjects like science and geography, and they are

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 42 expected to use this knowledge throughout middle and high school as well as into advanced mathematics courses. Hence, the method used by teachers to teach coordinates is crucial for pupils to develop the right understanding of this topic. Problem Statement The topic of coordinates is introduced to pupils in Year 3, but terms such as origin, x-axis and y-axis are only taught in Year 4. Learning issues faced at these early stages need to be resolved as quickly as possible so pupils would not carry forward the same mistakes as they advance. Ordered pair misconception happened when pupils transpose the order by reading the coordinate on the y-axis first followed by the x-axis (Tillema & Gatza, 2017). Besides, pupils also encounter visualization difficulty which is the inability of picturing positions of points on the Cartesian plane (Sari et al., 2019). Although some of the problems pupils faced when learning coordinates have been successfully identified, however, intervention and its effectiveness are not discussed and measured. Thus, the researcher conducted this particular study in order to discover interventions that could possibly be executed to resolve these issues. Research Objectives and Questions The objectives of this study are as follows: 1. To evaluate the impact of digital teaching aids on the achievement of Year 4 pupils in coordinates. 2. To compare the effectiveness of digital teaching aids in enhancing Year 4 pupils’ achievement in coordinates with the traditional teaching method. More specifically, the following research questions need to be addressed: 1. Is there a significant difference in the pupils’ mean marks between pre-test and post-test within the experimental group with the use of digital teaching aids? 2. Is there a significant difference in the pupils’ mean marks between experimental group and control group with the use of digital teaching aids? Hypotheses of the Study Hypotheses for Research Question 1 0: There is no significant difference between the mean marks of pre-test and post-test within the experimental group. : There is a significant difference between the mean marks of pre-test and posttest within the experimental group. Hypotheses for Research Question 2 0: There is no significant difference between the mean marks of pupils in the experimental group and pupils in the control group. : There is a significant difference between the mean marks of pupils in the experimental group and pupils in the control group.