JURNAL PENYELIDIKAN PINANG_PELAJAR_1_2023

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 43 Scope and Limitations of the Study The scope of the study was limited to two classes selected using cluster sampling. The number of participants involved in this study was 52 pupils. The sample was then divided into the experimental group and the control group. One of the limitations of this study was that other variables affecting the outcomes of the experiment were not considered such as pupils’ motivation, behaviors and attitudes. The lack of random assignment was also another limitation of this study as the researcher faced limited time and equipment resources when conducting this research in school. Significance of the Study Unlike other topics such as basic operations, fractions and decimals, the number of studies done on coordinates is by far fewer. Meanwhile, most of the studies focus only on identifying the misconceptions and overlooking interventions that will be able to assist pupils in overcoming these misconceptions. Therefore, the researcher conducted this study because there was no prior research examining the effectiveness of digital teaching aids in helping Year 4 pupils resolve learning issues faced in coordinates. It is hoped that the findings of this study would be valuable to other teachers and can provide them with some ideas when addressing pupils’ misconceptions regarding this topic. The results of this study can also serve as reference material for future researchers who would like to conduct their study on this similar topic. Operational Definition The responsive variable that was measured in this study was pupils’ test scores in coordinates. This was done by using mathematics test as an instrument. The pretest and post-test method was applied for this study to gather data. Meanwhile, the outcomes produced were collected and further analyzed using descriptive statistics as well as inferential statistics, such as mean and independent samples t-test. The decision criteria were based on test scores and the calculations computed. If samples in the experimental group scored higher in post-test as compared to pre-test, the intervention was proven to be effective. Moreover, a comparison between the experimental group and the control group was done to determine whether digital teaching aids were really more effective than traditional teaching methods in teaching and learning of coordinates. Achievement: This refers to the capability of pupils as measured by marks and grades. In this study, participants’ knowledge of coordinates was tested by pretest and post-test. Coordinates: This refers to a topic contained in DSKP Mathematics Year 4 which requires pupils to read the coordinates of a point and mark the point represented by the coordinates in the first quadrant of a Cartesian plane.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 44 Digital teaching aids: This refers to the interactive slides designed by the researcher using Microsoft PowerPoint. LITERATURE REVIEW Theory and Model of Study Cognitivism is a learning theory that emphasizes active mental processes like attention, memory and concept formation in the process of knowledge acquisition and integration. In Vygotsky’s Theory of Learning, the Zone of Proximal Development (ZPD) represents the distance between actual development which is decided by independent problem solving and potential development as determined by problem-solving with the assistance of a more knowledgeable other (MKO) (Vygotsky, 1978). According to Nardo (2021), the fundamental premise of ZPD is that teaching should not concentrate on what the child can achieve by his or her own, but instead it should focus on what the child can accomplish with the help and guidance from others. Hence, it is essential for teachers to understand the actual development level of pupils, then provide instructions that can resolve problems and thus lead to significant development. This requires a high level of pedagogical expertise that goes beyond the traditional teaching method. Laird’s Sensory Theory stated that the five senses of sight, hearing, touch, smell and taste need to be stimulated for learning to occur (Laird, 1985). Laird quoted research that discovered 75% of knowledge is obtained through seeing, 13% by hearing and the rest are through a combination of touching, smelling and tasting (Veronica, 2021). Based on this theory, multi-sensual experience will be able to enhance learning and improve information retention, especially the use of visual and auditory strategies. Other than Laird’s Sensory Theory, Howard Gardner’s Theory of Multiple Intelligences also supports the use of digital teaching aids in the classroom. This theory critiques the standard view of using Intelligent Quotient (IQ) to define intelligence and suggests that individuals have several relatively discrete intellectual capacities. For instance, visual-spatial intelligence, logical-mathematical intelligence and bodily-kinesthetic intelligence. According to Gardner (2013), when teaching any subject, educators first have to decide which ideas are important and then present them in multiple ways, such as directing role play and conducting hands-on activity. Digital teaching aids are believed to be able to fulfill the requirements of different types of learners because there are plenty of pictures, graphic animations, sound effects and music to better engage pupils with various learning styles. Furthermore, Mayer’s 12 Principles of Multimedia Learning acted as a guideline and checklist for the researcher during the development of intervention using Microsoft PowerPoint. This theory outlines effective ways of organizing multimedia to enhance learner comprehension and create immersive learning

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 45 experiences. According to Mayer (2001), multimedia is the usage of both pictures and words to present materials. It is meant that the content has to contain verbal information, whether it be spoken or written text, as well as static graphics such as illustrations, charts and photographs, or dynamic graphics like animations and videos. The PowerPoint presentation designed by the researcher fulfilled Mayer’s principles such as The Coherence Principle, whereby simple texts and visuals were used instead of redundant ones. Other than The Coherence Principle, The Segmenting Principle was also applied by breaking down the topic into segments and allowing pupils to control their own pace of learning. Take for instance, the digital teaching aid designed contained two game levels and gave pupils more control over their learning with the use of home key, next button and try again option. Previous Studies Several previous studies have discovered some of the common misconceptions of pupils in coordinates. Firstly, pupils encounter ordered pair misconception which is difficulty reading and plotting coordinates on the Cartesian plane whereby pupils transpose the order by reading the coordinate on the y-axis first followed by the x-axis According to the study done by Tillema and Gatza (2017), ten out of fourteen students made the decision of selecting y-axis as the first axis when it came to listing the coordinates. It is believed that a large number of pupils commit this mistake because most languages involve reading from left to right. Furthermore, pupils are not convinced that order matters before they learn coordinates. This is because their past experiences such as seating in airplanes and theater suggest that reading on the vertical axis comes first before the horizontal axis. Based on the research done by Sari et al. (2019), they discovered some pupils encountered visualization problems whereby they placed the points wrongly on the Cartesian plane despite getting the coordinates correct. The reasons behind making such a mistake are the lack of motivation which causes these pupils to be careless or that they are not able to picture the coordinates in their minds beforehand. This finding is also supported by Piaget’s theory of cognitive development which classified children from 7 to 12 years old in the concrete operational stage, with the characteristics that they are able to think much more logically but what they consider still have to be closely related to concrete reality (Piaget, 1971). Although the two studies above have successfully identified some of the misconceptions and issues pupils faced when learning coordinates, 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 problems. Teaching aids are instructional materials utilised by teachers when delivering lessons to increase the involvement of pupils and create effective learning

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 46 experiences. The usage of ICT which is gradually becoming common in contemporary life has provided new potential for the development of teaching aids towards digital forms. According to Dusabemariya et al. (2020), the application of teaching aids in teaching and learning should be widely encouraged in secondary schools as the findings showed all types of teaching aids, such as visual aids, chart aids and audio aids demonstrated positive significant correlation with secondary students’ achievement. Students’ academic performance was highly associated with teaching aids as the significance levels turned out to be significant for every teaching aid tested. Nonetheless, the scope of the research was limited to secondary schools. Therefore, there is still a need to investigate the effectiveness of digital teaching aids in enhancing primary school pupils’ achievement. The implementation of information and communication technology (ICT) in schools has increased over the years probably due to the recognition that students need to be skilled in digital technology to strive in an increasingly digital world. Moreover, the closing of schools in all nations due to COVID-19 pandemic has compelled us to reevaluate the way education is conducted as lessons were forced to be carried out online. One of the substantial changes brought about by this crisis was that digital technology now serves as the primary strategy for teaching and learning. Many previous studies have discussed the positive effects of ICT on students learning as well as achievement. Participants in the study conducted by Carstens et al. (2021) shared their observations that students were more engaged and motivated in their work when technology was involved because they were familiar with the use of technology. In another study, it was concluded that the correlation between students’ technology utilization and their academic performance was highly significant as the Spearman’s Rho reached up to 0.638 (Monserate, 2018). This data indicates that students who have more experience with technology would perform better and further implies that teachers should integrate digital technology more to help students achieve higher performance. Furthermore, most students said that they preferred the integration of digital technology in teaching and learning more than the traditional teaching method because the classroom atmosphere was more relaxed and they can participate in lessons actively (Deng et al., 2019). However, the effectiveness of digital teaching aids in ameliorating pupils’ achievement in mathematics remains questionable. Although the study done by Jesson et al. (2018) showed that the improvement of pupils with the implementation of digital pedagogy was higher than average, nearly equivalent to an extra year of learning, the findings also revealed the impacts on mathematics and reading were less than writing. Additionally, the outcomes also indicated the effects of digital pedagogy on reading and writing improved over time, but not for mathematics. Alternately, the research carried out by Bonaveri et al. (2015) found out that the use of technology improved teaching and learning of science

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 47 and mathematics as the p-value ( = 0.0039) obtained implied that a significant difference existed between the treatment group and the control group. Integration of technology in classroom also helps pupils to develop 21st century skills such as problem solving and critical thinking that are highly required for them to compete in this constantly changing era. All these findings suggest why the researcher had chosen digital teaching aid to test out its effectiveness on pupils’ achievement in coordinates as it has strong practical value for solving the problem. METHODOLOGY Research Design Quasi-experimental research designs test hypotheses by manipulating an independent variable. In this study, the independent variable was the use of digital teaching aids whilst pupils’ test scores was the dependent variable. Sampling The population for this study comprised all Year 4 pupils in a primary school in Penang. This research made use of cluster sampling to select a statistically representative sample from the population. The researcher divided the population according to their class, labeled each cluster with a unique number and used a random number generator to select the sample. Two classes in the school with 29 pupils and 23 pupils respectively were chosen as the sample. Assignment to conditions in this study was by means of administrator selection. Instrumentation In this study, pre-test and post-test evaluations were used for immediate assessment of pupils’ achievement in coordinates. The test paper included 10 structured questions; the first half required pupils to list the coordinates of points in the first quadrant while the second half needed pupils to draw points on the Cartesian plane based on the coordinates given. The instrument used for this study had content validity as the subject matter could accurately measure Year 4 pupils’ achievement levels in coordinates as specified in the DSKP. Furthermore, the results obtained from the test had internal consistency reliability as there were several items to measure one construct. The instrument was also said to have objectivity as the questions were independent of individual subjectivity.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 48 Figure 1 Conceptual Framework Digital teaching aids was identified as the independent or explanatory variable and it had a causal relationship with the dependent or response variable, which was pupils’ test score. Moderator variables such as pupils’ motivation, attention, behaviors and attitudes changed the effect digital teaching aids had on pupils’ test scores. Mediator variables on the other hand, show how independent variable influences dependent variable. Digital teaching aids were suitable for different types of learning styles, engaging and interesting, allowed better understanding of the topic, which will in turn affect pupils’ test scores. Control variables are variables that should be kept constant throughout the study to prevent interference with the results. For instance, classroom environment, instructions given by teachers and time allocated to complete the test. Intervention Figure 2 Intervention (Wreck-It Ralph: Koordinat)

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 49 The digital teaching aid designed by the researcher began with a situation to introduce coordinates to pupils and make them realized the importance of coordinates to locate a specific place or object. Then, pupils were taught how to determine and state the coordinates of a given point correctly by reading the coordinate on the x-axis followed by the y-axis. They also learned the right way to plot coordinates of a point in the first quadrant of a Cartesian plane and remembered the chant “start at the origin, run before you jump”. There were also several questions prepared to test pupils’ understanding of the topic. Data Collection Procedures The dependent variable (Pupils’ test scores) in this study was measured accurately by administering a mathematics test. First, the researcher acquired informed consent from the school and all participants. Next, the research instrument was validated and proven reliable through a pilot study. Both the experimental group and control group took the pre-test and post-test at the same time interval, with only the experimental group receiving the intervention. Data Analysis Procedures After data collection, the first step of data analysis was to ensure data validation by manually screening to check whether every participant had completed all the questions. Next would be data editing whereby the researcher checked for outliers and other errors in the raw data. There was one outlier discovered during this stage. Hence, the results of that participant were excluded to provide a more accurate outcome. Thereafter, the researcher performed data coding to organize and categorize the data. Based on the pupils’ marks in both pre-test and post-test, descriptive statistics such as mean, standard deviation, maximum and minimum points were calculated to determine whether pupils showed improvement in test scores after intervention. Other than descriptive statistics, inferential statistics like paired samples t-test and independent samples t-test were also used to compare the difference in outcomes between experimental group and control group as well as make generalizations about the population. FINDINGS AND DISCUSSION Research Question 1 To begin with, mean marks of pre-test and post-test of the experimental group were compared to address RQ1. By studying the mean and standard deviation from Table 1, it could be concluded that participants in the experimental group showed improvement in marks after the intervention from 10.18 ± 8.55 to 73.21 ± 19.45.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 50 Table 1 Descriptive Statistics of Pre-Test and Post-Test of the Experimental Group Variables Pre-test Post-test Mean 10.18 73.21 Median 10 72.50 Mode 0 60 Standard Deviation 8.551 19.447 Variance 73.115 378.175 Skewness 0.371 -0.319 Kurtosis -0.834 -0.671 Range 30 70 Minimum 0 30 Maximum 30 100 The bar chart in Figure 3 indicates there was an increase in the mean of experimental group from pre-test to post-test. The mean in pre-test was 10.18 and it rose significantly to 73.21 in post-test. From pre-test to post-test, there was a huge improvement of 63.03 in the participants’ mean marks. In short, pupils’ achievement in coordinates increased after the intervention, which was digital teaching aid. Figure 3 Means of Pre-Test and Post-Test of Experimental Group Generally, both minimum and maximum points exhibited an upward trend between pre-test and post-test. The minimum point in pre-test was 0 and it 10.18 73.21 0 10 20 30 40 50 60 70 80 Pre-test Post-test Means of Pre-test and Post-test of Experimental Group

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 51 climbed to 30 in post-test. Similarly, there was a surge in maximum points from 30 in pre-test to 100 in post-test. In pre-test, the highest marks was 30 whereas 100 was the highest marks achieved by participants in experimental group during post-test. These increases were attributed to the implementation of intervention. Figure 4 Minimum and Maximum Points of Pre-Test and Post-Test of Experimental Group Paired samples t-test is used to compare the means between two related groups when each observation in the first sample could be paired with another observation in the second sample (Zach, 2018). According to Laerd Statistics (n.d.), the data collected should not violate all the four assumptions of dependent t-test to produce valid results. The first assumption is that the dependent variable must be a continuous variable. Pupils’ marks was considered to be a continuous variable as it can be measured on a continuous scale. Secondly, the independent variable should consist of two related groups. The experimental group made up of the same participants was measured on the same dependent variable by pretest and post-test instrumentation, hence this assumption was met. The third assumption is the absence of significant outliers, which is data that differ significantly from the normal pattern. Inspection for outliers was done during the stage of data editing whereby a participant with the code E24 was found out to be the outlier. Therefore, the participant’s pre-test and post-test results were excluded from data analysis. Lastly, the distribution should be inspected to be approximately normally distributed. The normality test for pretest and post-test marks of experimental group was investigated by studying the skewness and kurtosis. According to Keim (2020), skewness and kurtosis within 0 30 30 100 0 20 40 60 80 100 Pre-test Post-test Minimum and maximum points of pre-test and post-test of experimental group Minimum Maximum

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 52 ±1 show sufficient normality to run parametric tests. As both skewness and kurtosis values were within the range of ± 1, indicating the assumption about the normality was accepted. Table 2 Skewness and Kurtosis Statistics of Pre-Test and Post-Test Marks of Experimental Group Skewness Std. Error of Skewness Kurtosis Std. Error of Kurtosis Pre-test 0.371 0.441 - 0.834 0.858 Post-test - 0.319 0.441 - 0.671 0.858 After assessing all four assumptions, paired samples t-test was next used to verify if a significant difference existed between the mean marks of pre-test and posttest within the experimental group. The hypotheses of paired samples t-test were defined below. 0: 1 = 2 (There is no significant difference between the mean marks of pre-test and posttest within the experimental group) 1: 1 ≠ 2 (There is a significant difference between the mean marks of pre-test and posttest within the experimental group) Reject 0 if ≤ 0.05, do not reject 0 if > 0.05 As shown in Table 3, the results of paired samples t-test were (27) = −18.303, = 0.000 ≤ 0.05. Since p-value was lesser than the chosen significance value ( = 0.05), null hypothesis was rejected. The outcomes indicated there was a significant difference between the mean marks of pre-test and post-test within the experimental group. Table 3 Paired Samples t-test t df Sig. (2-tailed) Mean Std. Deviation 95% Confidence Interval of the Difference Lower Upper -18.303 27 0.000 -63.036 18.224 -70.102 -55.969

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 53 Research Question 2 When addressing RQ2, descriptive statistics like mean and inferential statistics such as independent samples t-test were used to measure whether there was a difference in outcomes. Table 4 Mean Marks of Pre-Test and Post-Test of Experimental Group and Control Group Group Mean Pre-test Post-test Experimental 10.18 73.21 Control 9.78 54.13 From Table 4, the mean of pre-test for experimental group was 10.18 and it increased to 73.21 during post-test. The mean marks of participants in control group went up to 54.13 in post-test from 9.78 in pre-test. Figure 5 Increase in Mean Marks of Experimental Group and Control Group From Figure 5, it is observed that participants in the experimental group demonstrated a more significant growth in mean scores as compared to the control group. The difference between the means of post-test and pre-test for experimental group was found to be 63.03, an increase larger than control group (44.35). 10.18 73.21 9.78 54.13 0 20 40 60 80 Pre-test Post-test Increase in Mean Marks of Experimental Group and Control Group Experimental Group Control Group

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 54 The purpose of independent samples t-test is to test the statistical difference between the means of two independent groups. There are altogether six assumptions of independent samples t-test that must be met before proceeding to conduct the t-test (Laerd Statistics, 2019). Just like paired samples t-test, dependent variable should be a continuous variable. Pupils’ marks in post-test were proven to be continuous variable as it can be measured and take on any figure from 0% to 100%. Secondly, independent variable should comprise of two categorical independent groups. The independent variable in this study was the use of digital teaching aid. Digital teaching aid was utilized to observe the difference in outcomes between experimental group and control group with only the experimental group receiving the treatment. Hence, it can be concluded that the independent variable in this study met this criterion as there were two groups, one with the intervention and another without the intervention. The third assumption of independent samples t-test is that there exists independence of data. There should be no relationship of any kind between data in each group or between groups, which means each group should consist of different participants and participants could not be involved in more than one group. It was proven that this quasi-experimental study had independence of data because pupils in the experimental group did not participate in the control group or vice versa. Apart from this, there should be no significant outliers when conducting independent samples t-test. Inspection for outliers was done during data editing phase whereby E24 was identified to be an outlier. This was because the pupil’s pre-test score (90%) lay outside the interquartile range (42.5%). Henceforth, the pupil’s results were excluded from the data analysis. The next condition required to run independent samples t-test is that dependent variable should be normally distributed for each group of the independent variable. Both Q-Q plot and Shapiro-Wilks test were performed to examine whether the data was normally distributed. Q-Q plot, known as quantile-quantile plot, shows the distribution of data against the expected normal distribution (Varshney, 2020). Observations lie approximately on a straight line if it is normally distributed.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 55 Figure 6 Normal Q-Q Plot of Post-Test marks of Experimental Group Figure 7 Normal Q-Q Plot of Post-Test marks of Control Group From Figure 6 and Figure 7, it is observed that mostly all the points lay along the straight diagonal line with only some minor deviations along each of the tails. Based on the Q-Q plot in the figures above, it was assumed the marks of post-test of experimental group and control group were normally distributed. Hence, independent samples t-test could be performed using these two sets of data. Normal Q-Q plot of post-test marks of experimental group groupgroup Normal Q-Q plot of post-test marks of control group groupgroup

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 56 Subsequently, Shapiro-Wilk is applied to check if a continuous variable follows a normal distribution. This test is normally used for n less than 50 ( < 50). The hypotheses of Shapiro-Wilk test were shown as below. 0: The population is normally distributed 1: The population is not normally distributed Reject 0 if ≤ 0.05, do not reject 0 if > 0.05 Table 5 Shapiro-Wilk Test of Post-Test of both Experimental and Control Group Group Shapiro-Wilk Statistics df Sig. Experimental 0.946 28 0.155 Control 0.921 23 0.069 The Shapiro-Wilk test showed no significant departure from normality for posttest results of experimental group, (28) = 0.946, = 0.155 > 0.05. The pvalue for control group was also larger than the chosen significant value, (23) = 0.921, = 0.069 > 0.05. In summary, the null hypothesis that the marks is normally distributed cannot be rejected. Lastly, the assumption of homogeneity of variance is also one of the conditions for conducting independent samples t-test. Levene’s test is an equal variance test that could be applied to check whether the data sets fulfill homogeneity of variance, or in other words, have equal variances (Kyaw, 2020). The null hypothesis and alternative hypothesis of Levene’s test were as followed. 0: 2 1 = 2 2 The population has equal variances 1: 2 1 ≠ 2 2 The population does not have equal variances Reject 0 if ≤ 0.05, do not reject 0 if > 0.05 Table 6 Levene Statistic Levene Statistic df1 df2 Sig. Based on Mean 0.270 1 49 0.606 A p-value less than 0.05 indicates a violation of the assumption. Since (1,49) = 0.270, = 0.606 > 0.5, null hypothesis was not rejected. This indicated that the

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 57 variance was equal across groups. To sum up, every assumption of independent samples t-test was not violated. Therefore, independent samples t-test could be performed to examine whether the means were significantly different. The hypotheses of independent samples t-test and its interpretations were stated below. 0: 1 = 2 (There is no significant difference between the mean marks of pupils in the experimental group and pupils in the control group) 1: 1 ≠ 2 (There is a significant difference between the mean marks of pupils in the experimental group and pupils in the control group) Reject 0 if ≤ 0.05, do not reject 0 if > 0.05 Table 7 Independent Samples t-test t-test for Equality of Means t df Sig. (2- tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Equal variances assumed 3.341 49 0.002 19.084 5.713 7.604 30.564 The findings of independent samples t-test were (49) = 3.341, = 0.002 ≤ 0.05.The group means were statistically significantly different because the pvalue was less than the selected significance level ( = 0.05) . Hence, null hypothesis was rejected. This meant that there was a significant difference between the mean marks of pupils in the experimental group and pupils in the control group. Finally, eta squared was calculated to find out the effect size. Effect size represents the proportion of variance in the dependent variable that is explained by the independent variable (Grice, 2015). 2 = 2 2 +

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 58 = 3.3412 3.3412 + 49 = 11.162 11.162 + 49 = 0.19 Table 8 Eta Squared Value and its respective Effect Size Effect Size Eta Squared Value Small 0.01 Medium 0.06 Large 0.14 The value of eta squared was 0.19, which was greater than 0.14 ( 2 = 0.19 > 0.14). By referring to Table 8, the effect size of digital teaching aids was large, which indicated the association between digital teaching aids and pupils’ marks was strong. Both descriptive statistics and inferential statistics performed reported that digital teaching aids were effective in improving pupils’ performance in coordinates. Although the context of the study done by Dusabemariya et al. (2020) was different from this study, the findings were similar. Both studies indicated that teaching aids had positive effects on learner’s achievement. Additionally, the findings of this study were also supported by Monserate (2018). For students to have higher academic performance, there is a need for them to be exposed to technology and gain hands-on experience by utilizing technology. By comparing pre-test and post-test marks within experimental group as well as examining posttest marks between two different groups, this study discovered that pupils’ performance in coordinates improved with the application of digital teaching aids and the progress was more noticeable in experimental group. Corresponding with Bonaveri et al. (2015), the outcomes of this study revealed that there was a significance difference between experimental group which underwent intervention and control group which did not receive treatment as p-value for independent samples t-test was less than the selected significance value. CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS FOR FUTURE RESEARCH Conclusion Based on the findings, the following conclusions were drawn. First, there was 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. Secondly,

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 59 there was a significant difference in the pupils’ mean marks between experimental group and control group after the intervention. To sum up, digital teaching aids have positive impacts on pupils’ achievement and should be widely applied in teaching and learning practice. Implications The findings from this study have many implications for education stakeholders. Ministry of Education (MOE) should ensure that computer and network facilities are accessible to all primary schools. Furthermore, MOE should also encourage continuous professional development and develop ICT literacy among teachers by conducting more training courses. This implication is aligned with Wave 3 of Malaysia Education Blueprint 2013-2025 which aspires for teachers and students to increase the usage of ICT and for ICT to be wholly embedded in the curriculum (Ministry of Education Malaysia, 2013). One of the implications of this study for IPGM is that the curriculum of IPG should be better adapted to meet the requirements of 21st century education. Next, IPGM should upgrade the infrastructure on every campus to feature state-of-the-art facilities. Schools on the other hand, should establish professional learning community (PLC) for teachers to work collaboratively with the aim of improving pupils’ academic performance. Apart from this, another implication of this study is that teachers should utilize digital teaching aids extensively in the classroom. Recommendations for Future Research Besides, additional recommendations for future study and educational practice are also provided. Firstly, some of the recommendations for future research are the use of a larger sample size and the prolongation of the study duration. Apart from this, future research should also consider using qualitative approach such as document analysis, observation and interview to gather data as well. Lastly, future research should investigate further the effectiveness of digital teaching aids on other mathematics topics. REFERENCES Bonaveri, P. D., Blanco, L. S., Calvo, M. J., & Cepeda, G. (2015). The use of computers and technology increase student achievement and improve attitude. Escenarios, 13(2), 114-134. http://dx.doi.org/10.15665 /esc.v13i2.603 Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of technology on student learning. Turkish Online Journal of Educational Technology, 20(1), 9. https: //files.eric.ed.gov/ fulltext/EJ1290791.pdf Deng, L., Wu, S. Y., Chen, Y. M., & Peng, Z. M. (2019). Digital game-based learning in Shanghai primary-school mathematics class: A case study. Journal of Computer Assisted Learning, 1-9. https://doi.org/10.1111 /jcal.12438

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 60 Dusabemariya, E., Andala, H., & Ochieng, A. (2020). Influence of teaching aids usage on students’ academic performance in public secondary schools in Rwanda. IOSR Journal of Research & Method in Education, 10(4), 12- 21. https://doi.org/10.9790/7388-1004051221 Gardner, H. (2013). Frequently asked questions: Multiple intelligences and related educational topics. https://howardgardner01.files.wordpress.com /2012/06/faq_march2013.pdf Grice, J. W. (2015). Independent samples t-test. Oklahoma State University. https: //psychology.okstate.edu/faculty/jgrice/psyc3214/independentsamples_t _test.pdf Jesson, R., McNaughton, S., Wilson, A., Zhu, T., & Cockle, V. (2018). Improving achievement using digital pedagogy: Impact of a research practice partnership in New Zealand. Journal of Research on Technology in Education, 1-17. https://doi.org/10.1080/15391523.2018.1436012 Keim, R. (2020, August 24). Understanding parametric tests, skewness, and kurtosis. All About Circuits. https://www.allaboutcircuits.com/technicalarticles/understanding-the-normal-distribution-parametric-testsskewness-and-kurtosis/ Kyaw, S. H. (2020, May 12). Levene’s test: The assessment for equality of variances. Medium. https://medium.com/@kyawsawhtoon/levenes-testthe-assessment-for-equality-of-variances94503b695a57#:~:text=Levene%E2%80%99s%20test%20is%20an%20 equal%20variance%20test.%20It,groups%20we%20are%20comparing %20have%20equal%20variance%20- Laerd Statistics (2019). Independent-samples t-test using SPSS statistics. https: //statistics.laerd.com/spss-tutorials/independent-samples-t-test-usingspss-statistics.php Laerd Statistics (n.d.). Dependent t-test using SPSS statistics. https: //statistics.laerd.com/spss-tutorials/dependent-t-test-using-spssstatistics.php Laird, D. (1985). Approaches to training and development (2nd ed.). AddisonWesley. Malaysia & MDC Legal Advisers (1997). Akta Pendidikan 1996 [i.e. 1995]: Semua pindaan hingga April 1997: Akta 550. MDC Penerbit Pencetak. Mayer, R. E. (2001). Multimedia learning. Cambridge University Press. Ministry of Education Malaysia (2013). Malaysia Education Blueprint 2013- 2025 (Preschool to post-secondary education). https://www.moe.gov.my /en/muat-turun/penerbitan-dan-jurnal/pppm-2013-2025-pendidikanprasekolah-hingga-lepas-menengah/1207-malaysia-education-blueprint- 2013-2025/file

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 61 Monserate, C. A. (2018). Impact of technology on the academic performance of students and teaching effectiveness. International Journal of Interdisciplinary Research and Innovations, 6(1), 47-87. https: //www.researchpublish.com/upload/book/Impact%20of%20Technology -5340.pdf Nardo, A. (2021, June). Exploring a Vygotskian theory of education and its evolutionary foundations. Educational Theory, 71(3), 331-352. https://doi.org/10.1111/edth.12485 Piaget, J. (1971). Biology and knowledge: An essay on the relations between organic regulations and cognitive processes. University of Chicago Press. Sari, A. A., Utomo, D. P., & Zukhrufururrohmah (2019). An analysis of students’ error to find the result reflection in coordinate plane based on in the Newman error analysis ninth-grade students of junior high school 2 Sampit. Mathematics Education Journals, 3(2), 168-179. https: //ejournal.umm.ac.id/index.php/MEJ Tillema, E., & Gatza, A. (2017). Helping students explore the Cartesian coordinate system. https://www.semanticscholar.org/paper/HelpingStudents-Explore-the-Cartesian-Coordinate-TillemaGatza /fea898e5cab65a574cfcae5cdb08b0774ff09f11 Varshney, P. (2020, April 15). Q-Q plots explained. Towards data science. https: //towardsdatascience.com/q-q-plots-explained-5aa8495426c0 Veronica. (2021, February 24). Sensory theory by Laird (1985). The e-learning network. https://www.eln.co.uk/blog/sensory-theory-by-laird-1985 Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press. Zach (2018, December 17). Paired samples t-test: definition, formula, and example. Statology. https://www.statology.org/paired-samples-t-test/

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 62 EFFECTIVENESS OF DIGITAL ADVENTURE-BASED LEARNING IN ENHANCING YEAR 3 PUPILS UNDERSTANDING ON DIVISION Chew Chee Loong1 & Lavaneesvari Manogaran2 Institut Pendidikan Guru Kampus Pulau Pinang1,2 Email: 1 [email protected] Abstract Mastery on division topic is one of the essential mathematics skills which will assist pupils in solving daily life problems but pupils will find it difficult in the absence of hands-on activity when calculate the division. In Malaysia, the Ministry of Education (MOE) has outlined that critical thinking skills elements into one of the six aspirations that pupils need to achieve through Malaysian Education Development Plan (PPPM 2013 – 2025). This was a defining moment in the evolution of teaching methods. As a result, new teaching approaches must be developed. Digital Adventure-Based Learning (DABL) is one of the methodologies proposed. This proposal has one objective which is to identify the effectiveness of Digital Adventure-based Learning (DABL) tools in improving pupil understanding on topic Division. This research uses a quantitative approach and quasi-experimental design. The sample of this research is consisted of 40 year 3 pupils from a school in Penang. Instruments used are pre-test and post-test and questionnaire using modules of digital adventure-based teaching methods which is a teaching and learning tool. The findings of this research are to prove that DABL can be used as an alternative method to improve Year 3 pupil in understanding topic Division. It also facilitates teachers in implementing 21st century learning methods in the classroom. Keywords: Digital Adventure-Based Learning (DABL), critical thinking skills, division, teaching and learning tool, Year 3 INTRODUCTION Mathematics is one of the dominant fields that can drive the development of the country, especially the contribution to science and technology (Rosnee et. al, 2018). Thus, the Malaysian Education Development Plan (PPPM) 2013 - 2025 emphasizes the mastery and importance of Mathematics in line with the concept of Science, Technology, Engineering and Mathematics (STEM) in preschool education to secondary education (Ministry of Education Malaysia, 2013). Therefore, the mathematics education curriculum must be dynamic and flexible to meet the demand of the current world. Mathematical concepts and knowledge are the basics of solving daily life as well as complex problems. Hence,

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 63 mathematics teachers must explore effective ways in dealing with pupils' misconceptions of mathematics. Pupils' limitations in mathematical knowledge should be improved. These weaknesses mostly arise from the pupils’ conceptual knowledge of mathematics and the teachers’ teaching approach that lacks the conceptual construction (Jamil et al., 2008). As a result, it is essential to design an adventure-based learning method to encourage pupils to learn the concepts of mathematics in an interesting way. Therefore, in this research, the Digital Adventure-Based Learning (DABL) method will be introduced to enhance the Year 3 pupils understanding, specifically to improve the pupils’ conceptual knowledge on the topic of division. Problem Statement Mathematics is one of the disciplines in which learning the concept has an important place. Thus, many misconceptions might be observed in mathematics (Yasin, 2017). Among the topics in primary school mathematics, division is one of the earliest topics that pupils learn with systematic and complex concepts. In relation to division, through observation of school-based experiences (PBS) and practicum in school, researcher found that most of the pupils faced problems in mastering the concept and skills of division. This circumstance is in line with several researchers’ findings; division is a topic that always causes a lot of misconceptions among pupils. The learning issues are bringing down errors, wrong division expression and wrong operations (Kency, 2020). Similarly, these three main misconceptions were also found through the researcher’s observation in school during PBS and practicum (refer to Figure 1). Bring down error was often faced by pupils when operating the standard written form of division. Pupils may be having misplacement of dividend, divisor and quotient in a long division as we called it as wrong division expression. “Wrong operation” means such as misoperating as addition or subtraction. Besides, pupils apply a procedure that results in remainders that are expressed as “R#” or “remainder #” for all situations, even those for which such a result does not make sense (Kency, 2020). This should not be underestimated because it will distract pupils’ interest in learning mathematics. As a result, they will have a negative impact on their academic performance as well as school academic success. Hence, researcher opted to introduce the DABL method for teaching division for the Year 3 pupils in one of the primary schools in Penang.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 64 Figure 1 Misconceptions of Year 3 Pupils in Topic Division Bring Down Error Wrong Division Expresion Wrong Operation LITERATURE REVIEW A study conducted by Atasoy et al. (2020) (as cited in Shermala & Faridah, 2021) affirms that cartoon or animation methods can increase interaction between teachers and pupils and can also help teachers with alternatives to adapt the environment to the concept of related topics. Thus, cartoon elements such as Pokemon will be used in this DABL. Exploration is a method of learning in which people learn how to use an object or system simply by playing with it. Young children learned best through their own exploration and curiosity (Geeta, 2019). Children can craft their own education by observing their environment and peers, interacting with their surrounding and obeying their instincts and impulses in a safe educational environment. Furthermore, learning through exploration creates a solid foundation of skills and leads to rewarding learning experiences. This motivates

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 65 the researcher to select the DABL method as pupils can explore the knowledge of division along the digital adventure element, e.g. cartoons and explorations will be essential to help pupils eliminate the misconceptions of division. Mohd Afifi et al. (2017), tested the effect of DABL on mathematics achievement but there were no mathematics topics tested. In this research, the division topic will be tested using DABL. Doering and Veletsianos (2008), proved pupils exhibit behavioral changes in the programme, enjoy participating in DABL and discuss DABL outside of the classroom. On the other hand, in this research, the researcher plans to examine whether DABL can cultivate pupils’ interest but in different conditions which are inside the classroom. However, most of the DABL activities are conducted outside of the classroom. Thus, the researcher tested to imply DABL in a digital way inside the classroom to carry on digital exploration. Based on the previous studies and research, it is clear that DABL has a significant impact in terms of achievement on pupils. The finding of previous research are essential to promote the DABL method in enhancing the pupils’ understanding on division. METHODOLOGY Research Design This study will be employed using a quasi-experiment design. The researcher will be collecting quantitative data in order to examine the effectiveness of the DABL method. Research Sample The participants in this research consist of 40 pupils from Year 3 that will be selected from one of the primary schools in Penang. Pupils are divided into two groups, where 20 pupils are categorised as the treatment group whereas another 20 pupils are in the control group to gather the related data for this study. In this context, the researcher carried on the DABL with treatment group whereas traditional method carried on for control group. Both groups have almost the same level of ability and achievement in their mathematics subject based on their school tests. This was to ensure a balance between both study groups of pupils in terms of achievement and ability in Mathematics achieved. Intervention Procedures Step 1 – Some number sentences will be shown and pupils are required to choose the correct number sentence for division. The vertical form of the number sentences will be shown. Next, the Let’s Go Division was introduced through DABL to pupils. The rules and steps were emphasized to carry on the digital adventure. Pupils in pairs with a laptop and a smartphone will participate on the adventure of the Let’s Go Division.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 66 Step 2 – Along the digital adventure, pupils are required to scan the pokemon cards using an Eyejack application to explore the questions. After scanning the card using an Eyejack, some animations about the theories and questions of division will appear (Augmented Reality).

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 67 FINDINGS Analysis of Independent t-test The data obtained was approximately normal and analysed using independent ttest because it fulfilled the condition where the skewness obtained wasin between -1 and +1,and the kurtosis obtained was in between -2 and +2 (Iyer et al., 2017) (refer Table 1). Theskewness for pre-test was between 0.363 and 0.374 and kurtosis was between -0.482 and 0.733. The skewness for post-test was between - 0.198 and 0.374 and kurtosis was between -1.679 and 0.733. Table 1 Parametric Test using SPSS Descriptive Statistic Std. Error Pre-test Skewness .363 .374 Kurtosis -.482 .733 Post-test Skewness -.198 .374 Kurtosis -1.679 .733 Research Question 1: Do pupils use the DABL method have a higher level of understanding than pupils who use the traditional method in learning the division? Independent t-test was analysed and reported to answer and support research question 1. Descriptive Statistics for Independent t-test The control group(1) have mean of 18.5 and standard deviation of 5.155 which were both lower than the treatment group(2) of mean of 41 and standard deviation of 6.407 (refer Table 2). On average, treatment group have achieved higher score in post-test than control group. Table 2 Mean and Standard Deviation for Control Group and Treatment Group in Pre and Post-Test Group Statistics Group N Mean Std. Deviation Std. Error Mean Difference 1 20 18.5 5.15548 1.15280 2 20 41.0 6.40723 1.43270

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 68 Table 3 Independence t-test using SPSS Levene’s Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2- tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Difference Equal variances assumed 1.635 .209 -12.236 38 .0001 -22.500 1.8389 -26.223 -18.777 Equal variances not assumed -12.236 36.336 .0001 -22.500 1.8389 -26.228 -18.771 Research Question 2: Does the DABL method able to cultivate the pupils’ interest in learning the division? Questionnaire was analysed and reported to answer and support research question 2. Table 4 Interpretation of Mean Score for 4 Point Likert Scale (Seuk, 2021) Mean Score Interpretation of Mean 1.01 – 2.00 Low 2.01 – 3.00 Moderate 3.01 – 4.00 High

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 69 Table 5 Analysis of Questionnaire using SPSS DISCUSSION Inferential Statistics for Independent t-test The independent t-test found the pattern to be significant, t(38) = -12.236, p = 0.001: p-value < 0.05 (refer Table 3). This output supporting the hypothesis alternatives (reject hypothesis null): there was significant difference between pupils’ achievement using DABL Method (treatment group) and pupils’ achievement who do not use DABL method (control group). Through the findings of independent t-test, the researcher found out that DABL helps pupils achieve higher understanding in topic division. Thus, this study shows that DABL can affect pupils’ achievement in specific topic in mathematics which was supported by the literature review from Mohd Afifi et al. (2017), to test the effect of ABL modules on specific topic in mathematics.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 70 Descriptive Statistics for Questionnaire A total of 20 respondents have answered the questionnaire which has four likert scales. For interpretation of mean, the mean score for each item were interpretate using the four-point Likert Scale (Seuk, 2021). The total mean score was 3.76, which means the mean was at high level (refer Table 4 and Table 5). The analysis of the data from this questionnaire shows that the pupils were interested in the DABL learning method and the pupil's own interest in the software. Almost all of the answered question items have a high mean of 3.0 and above, except for item 10 and 17. This shows that not all pupils explored DABL well and lack knowledge in English language proficiency and cause them to not be able to master on the concept of division well. However, the results of this questionnaire have high reliability and were acceptable. All pupils agreed that using the DABL method able to cultivate the pupils’ interest in learning the division. The findings also supported the findings in literature review, which was according to Doering and Veletsianos (2008), DABL participants enjoyed participating in ABL. This means that the pupils’ interest were able to cultivate through DABL. CONCLUSION This study had successfully researched the effectiveness of using DABL in topic division learning for Year 3 mathematics. The t-value obtained from the analysis of the study proves the validity of this result. The findings also supported the literature review. According to Harackiewicz et al. (2016), interest was the driving force to pay attention tosomething or an activity. It was in line with the findings where respondents were very interested in mathematics teaching and learning process using DABL. Thus, pupils’ interest in mathematics increased through usage of DABL. Besides, pupils’ confidence level has been boosted. DABL provided pupils the opportunity to explore activities in theirown way and increase their confidence (Education Outdoors New Zealand, 2021). For teachers, DABL acts as a new pedagogy for 21st century teaching and learning process. In this context, improving the quality of education was the responsibility of teachers in education (Fadilah & Alwi, 2020). Thus, as pupils learn through their own exploration in DABL, teachers have successfully implied meaningful learning through DABLactivities.Inshort, DABL approaches as an alternate style of teaching besides others 21st century pedagogy. REFERENCES Doering, A., & Veletsianos, G. (2008). What lies beyond effectiveness and efficiency? Adventure learning design. Journal of Internet and Higher Education, 11(3), 137–144. Geeta, V. (2019). Exploration-Based Learning. https://www.linkedin.com/pulse /exploration-based-learning-geeta-verma

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 71 Education Outdoors New Zealand (2021). Adventure based learning activities. https://www.supportadventure.co.nz/assets/GPGs/GPG-AdventureBased-Learning-Activities-Version-2-2021-.pdf Fadilah, D., & Alwi, M. (2020). Increased student interest in learning through the application of active learning methods in the thematic learning. Journal of Physics: Conference Series, 1539(1), 012-050. https://doi.org /10.1088/1742- 6596/1539/1/012050. Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters: The importance of promoting interest in education. Policy insights from the behavioral and brain sciences, 3(2), 220–227. https://doi.org/10.1177 /2372732216655542 Jamil, A., Norlia, G., & Norhashimah, S. (2008). Seminar Pendidikan Sains dan Matematik: Miskonsepsi Matematik – Satu Refleksi. Open University Malaysia. Kency, O. B. E. D. (2020). Error and misconceptions in basic mathematical operations: Third and fourth graders in vanuatu. NUE Journal of International Educational Cooperation, 13, 73-79. https://doi.org /10.24727/00028539 Ministry of Education (2013). Malaysia Education Blueprint 2013-2025. Putrajaya: Kementerian Pendidikan Malaysia. Mohd Afifi, B. S., Nor’ain, M. T., Mazlini A., & Muhamad, I. M. S. (2017). Adventure based learning module in statistics: Development and impact on students achievement, critical thinking and leaderships skills. Journal of Academic Research in Buisness and Social Sciences, 7(2), 710-718. Rosnee, A., Mohamad, Z. M., Salina, S., & Abdul, R. A. R. (2018). Keberkesanan penggunaan petak sifir dalam penguasaan fakta asas darab dalam matematik tahun 2. https://publisher.uthm.edu.my Shermala, S., & Faridah, M. K. (2021). The effectiveness of cartoon methods in the achievement of Year 4 students for the topic of the solar system in science subjects. Jurnal Dunia Pendidikan, 3(1), 78-89. Seuk, Y. 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. http://doi.org /10.17762/tuícomat.v12i3.771 Yasin, A. (2017). A review of research on the misconceptions in mathematics education. https://www.isres.org/books/

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 72 INOVASI DALAM PENGAJARAN MATEMATIK MENGENAI PENAMBAHAN DIGIT JUMLAHNYA KURANG DARIPADA 10 Chai Ko Ni1 , Chung Si Rong2 , Khiew Yue Yu3 , & Ooi Xiao Han4 Institut Pendidikan Guru Kampus Pulau Pinang1,2,3,4 Emel: 1 [email protected] Abstrak Penguasaan kemahiran penambahan atau percampuran digit jumlahnya kurang daripada 10 menjadi satu isu bagi para guru dan murid. Untuk menyelesaikan operasi penambahan digit yang jumlah kurang daripada 10 dalam matematik, murid perlu mempunyai penguasaan konsep asas yang berkaitan dengan operasi penambahan yang kukuh. Pemahaman konseptual dan prosedural murid terhadap penyelesaian operasi penambahan ini adalah penting bagi memastikan murid dapat menguasai konsep ini. Oleh itu, penguasaan pemahaman konsep asas penambahan atau percampuran yang kukuh wajar diberi penekanan agar murid mempunyai pengetahuan konseptual dan prosedural yang seimbang agar murid berupaya menyelesaikan operasi penambahan tanpa sebarang kesalahan konsep. Dengan ini, inovasi ini dijalankan untuk membantu murid memahami konsep dan menyelesaikan masalah yang berkaitan dengan operasi penambahan digit yang jumlah kurang daripada 10 dengan kreatif serta lebih mudah dan tepat. Selain itu, inovasi ini juga dapat digunakan oleh guru untuk menarik minat dan perhatian murid supaya mereka lebih fokus semasa sesi pengajaran dan pembelajaran subjek Matematik. Inovasi ini juga turut dapat memberi peluang kepada para guru untuk menambah baik amalan keguruan dalam mata pelajaran Matematik berhubung dengan aspek penambahan. Kata Kunci: Matematik, operasi penambahan, inovasi, kreatif PENDAHULUAN Pengenalan Tercetusnya idea untuk mencipta kaedah inovasi pedagogi ini adalah berdasarkan kepayahan dan kesusahan murid Pendidikan Khas dalam mengira operasi tambah yang jumlahnya kurang daripada 10. Hal ini demikian kerana masalah pada kecerdasan otak mereka menyebabkan ketidakmampuan untuk mengira operasi tambah dengan menggunakan daya ingatan dan otak. Kesedaran daripada kepayahan dan kesukaran tersebut, maka penyelidikpenyelidik mencuba memikirkan cara yang terbaik dan mudah untuk muridmurid Pendidikan Khas ini untuk memahami serta menguasai konsep asas

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 73 matematik dengan mudah berdasarkan kekuatan pemikiran yang dimiliki oleh mereka. Apabila meninjau kekuatan yang ada pada murid-murid ini, mereka hanya mampu untuk membilang nombor asas 0 hingga 9 sahaja, tetapi menghadapi kesukaran untuk menyelesaikan operasi tambah. Oleh yang demikian, dengan menggunakan kekuatan yang dimiliki oleh mereka, kami mencuba mencipta satu kaedah inovasi pedagogi yang mudah difahami untuk membantu mereka dalam menjawab soalan operasi tambah yang jumlahnya kurang daripada 10. Masa yang diambil untuk mencipta kaedah ini bagi operasi tambah jumlahnya kurang daripada 10 ini adalah mengambil masa selama 1 bulan sahaja iaitu dari November 2021 sehingga Disember 2021. Kaedah ini hanyalah melibatkan penggunaan nombor asas (nombor 0 hingga 9), iaitu membilang dan menulis bilangan bola ping pong sahaja tanpa menggunakan jari dan juga kemahiran kognitif otak yang tinggi. Penyataan Masalah Terdapat beberapa jumlah besar kajian dan ulasan artikel diterbitkan yang menerangkan penambahan digit jumlahnya kurang daripada 10. Semakan dan analisis tiga kata kunci terpilih iaitu kedudukan sebelum inovasi dilaksanakan dan faedah dari inovasi yang diperkenalkan telah dihuraikan seperti di bawah: Kedudukan Sebelum Inovasi Dilaksanakan Sebelum inovasi pedagogi ini dijalankan, kami telah memberikan ujian pra ataupun ujian secara lisan kepada semua murid Pendidikan Khas. Selepas ujian dijalankan, kami mendapati bahawa kebanyakan murid tidak mampu menjawab soalan yang melibatkan operasi penambahan digit jumlahnya kurang daripada 10. Hal ini demikian kerana kami cuba mengajar dengan kaedah yang lama atau konvensional. Melalui daripada kaedah konvensional ini, murid-murid masih lagi tidak mampu untuk menguasai operasi tambah yang jumlahnya kurang daripada 10 kerana kognitif dan kemampuan otak untuk imajinasi nombor di dalam otak terlalu lemah. Selepas daripada itu, kami mencuba untuk mengaplikasikan kaedah inovasi pedagogi ini pada mereka. Hanya dalam masa beberapa minit sahaja mereka mampu menjawab soalan operasi tambah yang jumlahnya kurang daripada 10. Selain daripada itu, secara tidak langsung mereka mampu membuat pengiraan dengan mudah dan cepat melalui kaedah inovasi pedagogi ini. Seterusnya, mereka telah menunjukkan rasa minat dan penuh yakin untuk belajar Matematik setelah berjaya menjawab beberapa soalan yang melibatkan operasi penambahan digit jumlahnya kurang daripada 10.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 74 Faedah dari Inovasi yang Diperkenalkan Melalui mencipta kaedah inovasi pedagogi ini, terdapat beberapa faedah dapat dirumuskan seperti pengurangan kos operasi. Hal ini terjadi kerana tiada kos operasi dalam melaksanakan bentuk bahan ini sebab inovasi ini hanya memerlukan kotak telur dan bola ping pong sahaja. Jadi, ibu bapa juga digalakkan untuk menggunakan kaedah ini bagi mengajar anak-anak mereka kerana bahan senang disediakan dan mudah dibuat. Penjimatan masa juga merupakan salah satu faedah yang dapat dilihat dari inovasi yang diperkenalkan di mana guru hanya mengambil masa tidak sampai ½ jam untuk murid kuasai topik operasi tambah yang jumlahnya kurang daripada 10. Tidak dapat dinafikan bahawa kaedah inovasi ini adalah satu teknik dan pedagogi yang sesuai diaplikasikan oleh semua Guru Pendidikan Khas Rendah & Menengah, Guru Pemulihan Khas, dan Pra sekolah di seluruh Malaysia. Maka, kaedah inovasi pedagogi boleh membantu mengurangkan bilangan murid di dalam program LINUS & Pemulihan Khas secara tidak langsung. Tambahan pula, kelebihan inovasi ini boleh meningkatkan rasa minat dan keyakinan murid pada subjek Matematik disebabkan menguasai kemahiran asas operasi tambah dalam 10. Murid-murid akan berasa gembira kerana mereka mampu mengira operasi tambah dengan cepat dan betul melalui kaedah ini. Dengan menggunakan kaedah pembelajaran yang menyeronokkan ini dapat meningkatkan daya ingatan kognitif murid. KAJIAN LITERATUR Sorotan Literatur Penelitian mengenai inovasi dalam pengajaran matematik telah berkembang pesat dalam beberapa tahun terakhir. Salah satu topik yang mendapat perhatian khusus adalah strategi pengajaran yang efektif untuk membantu murid memahami konsep penambahan digit dengan jumlahnya kurang dari 10. Berikut adalah sorotan literatur bagi kajian tajuk "Inovasi dalam Pengajaran Matematik Mengenai Penambahan Digit Jumlahnya Kurang Daripada 10": 1. Penelitian oleh Carpenter dan Moser (2014) menunjukkan bahawa penggunaan manipulatif matematik dapat membantu murid memvisualisasikan dan memahami konsep penambahan digit dengan jumlahnya kurang dari 10. Dalam penelitian ini, murid menggunakan blok dan ubin untuk membantu mereka menghitung dan memecahkan masalah. Hasil penelitian menunjukkan bahwa penggunaan manipulatif matematik dapat membantu meningkatkan kemampuan murid dalam penambahan digit. 2. Penelitian oleh Lesh et al. (2015) menunjukkan bahwa pengajaran berbasis permainan dapat meningkatkan pemahaman murid tentang konsep

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 75 penambahan digit dengan jumlahnya kurang dari 10. Dalam penelitian ini, murid bermain permainan sederhana yang dirancang untuk membantu mereka memvisualisasikan dan memahami konsep tersebut. Hasil penelitian menunjukkan bahwa murid yang berpartisipasi dalam pengajaran berbasis permainan memiliki pemahaman yang lebih baik daripada murid yang tidak berpartisipasi dalam pengajaran tersebut. 3. Penelitian oleh Mayer dan Moreno (2017) menunjukkan bahwa video pembelajaran yang dikombinasikan dengan animasi dapat meningkatkan pemahaman murid tentang konsep penambahan digit dengan jumlahnya kurang dari 10. Dalam penelitian ini, murid menonton video yang menunjukkan animasi tentang cara menghitung penambahan digit dengan jumlahnya kurang dari 10. Hasil penelitian menunjukkan bahwa video pembelajaran dapat meningkatkan kemampuan murid dalam penambahan digit. 4. Penelitian oleh Davis et al. (2018) menunjukkan bahwa pengajaran berbasis masalah dapat membantu murid memahami konsep penambahan digit dengan jumlahnya kurang dari 10. Dalam penelitian ini, murid diberikan masalah penambahan digit dengan jumlahnya kurang dari 10 dan diminta untuk memecahkan masalah tersebut. Hasil penelitian menunjukkan bahwa pengajaran berbasis masalah dapat membantu meningkatkan pemahaman dan kemampuan murid dalam penambahan digit. Secara keseluruhan, sorotan literatur menunjukkan bahwa inovasi dalam pengajaran matematik mengenai penambahan digit dengan jumlahnya kurang dari 10 dapat melibatkan berbagai strategi dan pendekatan, termasuk pengajaran berbasis permainan, manipulatif matematik, video pembelajaran, dan pengajaran berbasis masalah. Strategi-strategi ini dapat membantu meningkatkan pemahaman dan kemampuan murid dalam penambahan digit, dan dapat digunakan oleh guru sebagai inovasi dalam pengajaran. METODOLOGI Reka bentuk kajian yang digunakan dalam kajian ini adalah kajian tindakan. Kajian tindakan akan dilaksanakan dalam tiga fasa, iaitu perancangan, tindakan dan refleksi. Subjek kajian adalah murid-murid Tahun 2 di sebuah sekolah rendah di Malaysia. Data akan dikumpul menggunakan beberapa kaedah seperti pemerhatian, temubual dan penilaian. Pemerhatian akan dilakukan terhadap cara pembelajaran guru dan respons murid semasa pembelajaran. Temubual akan dilakukan dengan guru dan murid untuk mengumpul maklumat tentang keberkesanan pengajaran.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 76 Penilaian formatif dan sumatif juga akan digunakan untuk mengukur pencapaian murid dalam pembelajaran. Data yang diperoleh akan dianalisis secara kualitatif dengan menggunakan kaedah tematik dan analisis kandungan. Analisis ini akan membantu untuk mengenal pasti kelemahan dalam pengajaran dan mencari penyelesaian bagi meningkatkan keberkesanan pengajaran. Metodologi pengajaran yang digunakan akan mengintegrasikan beberapa kaedah, termasuk pembelajaran berasaskan masalah terbuka, pembelajaran berbasis proyek, penggunaan teknologi dalam pembelajaran, pembelajaran berbasis permainan, dan pembelajaran diferensial. Kajian akan dilaksanakan dalam beberapa fasa, iaitu: Fasa 1: Perancangan dan persediaan Fasa 2: Pelaksanaan inovasi pengajaran Fasa 3: Analisis data dan refleksi Implikasi kajian ini adalah memberikan maklumat yang berguna kepada para guru untuk mengembangkan metodologi pengajaran yang lebih inovatif dalam pengajaran penambahan digit yang jumlahnya kurang daripada 10. Hasil kajian ini juga dapat digunakan oleh pihak sekolah dan kementerian pendidikan dalam memperkukuhkan kualiti pengajaran dan pembelajaran matematik di peringkat kebangsaan. Keterbatasan kajian ini adalah terhad pada subjek kajian yang terhad dan hanya dilaksanakan pada satu sekolah rendah. Oleh itu, generalisasi ke seluruh populasi tidak dapat dibuat. Selain itu, faktor luar seperti faktor sosioekonomi dan tahap pemahaman individu murid juga mungkin mempengaruhi keberkesanan pengajaran. DAPATAN KAJIAN Berikut adalah beberapa dapatan kajian yang dapat diambil dari kajian tajuk "Inovasi dalam Pengajaran Matematik Mengenai Penambahan Digit Jumlahnya Kurang Daripada 10": 1. Strategi pengajaran berbasis permainan dapat meningkatkan pemahaman murid tentang konsep penambahan digit dengan jumlahnya kurang dari 10. 2. Penggunaan manipulatif matematik, seperti blok dan ubin, dapat membantu murid memvisualisasikan dan memahami konsep penambahan digit dengan jumlahnya kurang dari 10.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 77 3. Video pembelajaran yang dikombinasikan dengan animasi dapat meningkatkan pemahaman murid tentang konsep penambahan digit dengan jumlahnya kurang dari 10. 4. Pengajaran berbasis masalah dapat membantu meningkatkan pemahaman dan kemampuan murid dalam penambahan digit dengan jumlahnya kurang dari 10. Secara keseluruhan, kajian menunjukkan bahawa inovasi dalam pengajaran matematik mengenai penambahan digit dengan jumlahnya kurang dari 10 dapat dilakukan melalui berbagai strategi dan pendekatan. Guru dapat menggunakan strategi pengajaran yang sesuai dengan kebutuhan dan karakteristik murid untuk membantu mereka memahami dan menguasai konsep tersebut. Dengan demikian, inovasi dalam pengajaran dapat membantu meningkatkan kualitas pembelajaran dan prestasi akademik murid dalam matematika. PERBINCANGAN Secara keseluruhannya, selepas kajian ini dilaksanakan, murid telah mula menunjukkan peningkatan dalam penambahan digit jumlahnya kurang daripada 10. Sebelum ini, murid hanya memikir secara abstrak. Namun dengan inovasi ini, murid dapat menambah digit jumlahnya kurang daripada 10 secara konkrit. Selepas kajian ini berakhir, penyelidik telah memilih beberapa murid secara rawak yang telah menunjukkan peningkatan. Penyelidik telah pemerhatian sepanjang Proses Pengajaran dan Pembelajaran (PdP) dijalankan khususnya semasa sesi soal jawab diadakan sebelum dan selepas kajian. Sebelum kajian dijalankan, kebanyakkan murid pendidikan khas kurang dapat jawab soalan tentang tambah digit dengan jumlahnya kurang daripada 10. Namun, selepas kajian, walaupun murid tidak guna inovasi tersebut, murid pendidikan khas juga dapat menjawabnya. Jadual 1 dibawah merupakan respon beberapa murid pendidikan khas berkenaan peningkatan dalam penambahan digit jumlahnya kurang daripada 10.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 78 Jadual 1 Respon Murid terhadap Penambahan Digit Jumlahnya Kurang Daripada 10 Responden Respon Murid 1 Saya lebih suka menggunakan inovasi yang guru buat dalam menyelesaikan masalah tentang penambahan digit dengan jumlahnya kurang daripada 10. Murid 2 Saya suka guna inovasi guru kerana ia adalah lebih senang dalam selesaikan masalah penambahan digit dengan jumlahnya kurang daripada 10. Murid 3 Penggunaan inovasi guru menjadikan penambahan digit dengan jumlahnya kurang daripada 10 lebih menarik dan lebih mudah memahami. KESIMPULAN Secara keseluruhannya, inovasi ini bukan sahaja menarik minat malah mampu meningkatkan kefahaman dan kebolehan mengira dalam kalangan murid. Selain itu, ia turut memberi kemudahan murid untuk menggunakannya secara fleksibel. Bukan itu sahaja, guru juga dapat mempelbagaikan teknik dan pelaksanaan aktiviti di samping menjimatkan kos dan masa persediaan bahan. Justeru, inovasi penghasilan operasi tambah yang jumlahnya kurang daripada 10 ini memangnya satu idea baru yang mendatangkan banyak faedah kepada guru dan murid dalam pengajaran dan pembelajaran subjek Matematik. RUJUKAN Carpenter, T. P., & Moser, J. M. (2014). The development of addition and subtraction problem-solving skills. In Early Childhood Mathematics Education Research (pp. 147-164). Springer International Publishing. Davis, P. B., Maher, C. A., & Noddings, N. (2018). Constructivism in education. Routledge. Lesh, R., Hoover, M., Hole, B., Kelly, A., & Post, T. (2015). Cognitive science principles and math instruction. In Handbook of Research Design in Mathematics and Science Education (pp. 369-401). Routledge. Mayer, R. E., & Moreno, R. (2017). Animation as an aid to multimedia learning. Educational Psychology Review, 29(2), 323-338.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 79 EFFECTIVENESS OF COOPERATIVE LEARNING IN ENHANCING YEAR FOUR PUPIL PERFORMANCE IN TOPIC BASIC OPERATION Teh Yun Tian1 & Norliza Binti Mohamed2 Institut Pendidikan Guru Kampus Pulau Pinang1,2 Email: 1 [email protected] Abstract The study examines the effectiveness of cooperative learning in enhancing Year Four pupils’ performance in basic operations topic, compared to those who practice chalk and talk method. 32 pupils from two Year Four classes in a national elementary school in Penang were chosen to be the research sample. This study employed a quasi-experimental method consisting of two groups of participants, 16 pupils for control group that applied chalk and talk method and 16 pupils for experimental group that applied cooperative learning. Pre-test and post-test were the instruments to collect data from the participants. The collected data was analysed using Statistical Package for Science Social (SPSS) to analyse descriptive data (mean and standard deviation) and inferential data (independent t-test and dependent t-test). The result of independent t-test implies that the pupils’ performance in experimental group is better than control group. Moreover, the result of dependent t-test indicates that the performance of pupils in experimental group improve after treatment was applied onto them. From this study, the implementation of cooperative learning is proven to be effective in enhancing Year Four pupils’ performance in topic Basic and Operation. Keywords: Cooperative Learning, effectiveness, performance, problem solving INTRODUCTION The Ministry of Education Malaysia announced that mathematics is a major subject in KSSR that all pupils must strive to. Mathematics has been regarded as a fundamental subject to be mastered because arithmetic and logical reasoning are the crucial underpinnings of science and technology. Future mathematics instruction should be viewed in the perspective of Science, Technology, Engineering and Mathematics (STEM) education (Gravemeijer et al., 2017). A variety of teaching strategies could be used in the classroom to help pupils develop their adaptability in the globalisation-driven future mathematics world. This can be seen in how 21st century pedagogies have also become a popular topic of conversation among teachers and trainee teachers so that pupils can overcome challenges in the future and govern their own careers. This study provides a brief overview about the teaching and learning of topic number and operations using a student-centered approach among Year Four pupil, as well as

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 80 how did it affects pupil’s performance in this topic. This will be accomplished through the use of cooperative learning as the main focus of the student-centered learning approach in this study. The issues will also be focusing in examining the effectiveness of cooperative learning in improving pupil’s performance in basic operations topic involving problem solving. The study of numbers, counting, and measuring is known as mathematics. The study that examines the effectiveness of cooperative learning, a teaching and learning technique on mathematics performance in topic basic operations is significant. This is because throughout the completion process of this study, found that there is a lack of empirical study that focus on the evaluation of effectiveness of cooperative learning in primary school mathematics. Most studies in the past involved secondary school mathematics and tertiary education. Plus, there are also issues about weak problem-solving skills in solving mathematical problems among primary school pupils. Therefore, the study is important to other researchers as a reference on studying the concern of pupils’ performance in mathematics by applying cooperative learning approach. By referring to the results of study about effectiveness of cooperative approach in enhancing pupils’ mathematics performance, teachers can consider whether to apply this cooperative approach in the classroom. This consideration is important for those educators especially there is a lot of educators out there have limited knowledge and cooperative learning pattern language as shown in the research by Hennessey and Dionigi (2013). This would enhance the teaching and learning process and, subsequently, improve performance in mathematics. It is important that this study to be investigated because application of a new approach should be followed by evaluation so that improvement can be made towards it. Problem Statement According to Acer TIMSS (2022), Trends in International Mathematics and Science Study (TIMSS) is an international assessment that compute the efficacy of mathematics and science education in various countries. Since the target group of TIMSS is focused on pupils from Year 4 and Year 8, therefore the key findings of that assessment can be used as a rough reference for the performance of primary school pupils in mathematics. Malaysian pupils ranked the 28th place in the world according to the results in 2019. Furthermore, the content domain of "number" has also decreased from 467 in 2015 to 456 in 2019. The results of TIMSS obtained by Malaysia showed that Malaysian students are currently lagging behind other countries and are being outperformed in the domain field of number. Munirah (2016) as cited in Tiong et al. (2021) stated that mathematical problemsolving skills in mathematics is weakness of Malaysia primary Year 5 pupils. Besides, pupils will not be able to generate a solution using manipulatives unless they are given precise instructions on how to use them or how to apply them to a

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 81 problem. Plus, pupils can solve basic mathematics problems but feel struggle to grasp higher level concepts such as multiplication and division. They are unable to complete multi-step tasks that require the use of more than one calculation technique, and indeed accurately choose which approach should be used first (Poore, 2008). The low performance level of problem-solving skills also can be shown in a study that pointed that 38.8% of respondents score 0.00-38.88 in solving non-routine mathematical problems (Abdullah et al., 2017). In this scenario, the implementation of teaching and learning method in class is one of aspects that influence pupils’ performance in mathematics and problemsolving skills. According to Muharam et al. (2019), teaching style of the teacher has a significant effect on learning achievement. However, students in Malaysia were exposed to traditional teacher-centered learning during their formative 11 school years, including rote learning methods and an examination-focused system. Although cooperative learning has been introduced for a long time in almost schools or workshops, the implementation of cooperative learning is still not extensive in primary schools. Most of the teachers nowadays are still rather to practice teacher-centered learning in order to rush through the syllabus and finish them on time. This could be supported by the Director of School Malaysia Cheryl Ann Fernando who said that the high density of Malaysia curriculum syllabus limits the teachers from transitioning to the 21st century teaching system (Astro Awani, 2019). Since there is an existence of low mathematics performance and problem-solving skills problem among primary school pupils in Malaysia, this study examines the widespread use of cooperative learning in order to enhance the problem-solving skills as well as the mathematics performance among pupils. At the same time, this study mainly examines the effectiveness of cooperative learning towards those aspects. This study elucidates on cooperative learning and its effectiveness from the performance of the pupils in the topic of basic operations. The objectives of this study are: 1. to compare the difference between the effectiveness of cooperative learning and chalk and talk learning method towards Year Four pupils’ performance in teaching and learning of basic operations topic. 2. to examine the effectiveness of cooperative learning in enhancing Year Four pupils’ performance in teaching and learning of basic operations topic. The research question for this quantitative research was as follows: Research Question 1 (Q1): Is there a statistically significant difference between the post-test scores of the experimental group, which received cooperative learning as a treatment,

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 82 and the post-test scores of the control group, which used the chalk and talk learning method? Research Question 2 (Q2): Is there a statistically significant difference between pre-test and post-test scores before and after cooperative learning treatment? LITERATURE REVIEW Social Interdependence Theory Cooperation, according to the social interdependence theory, is the result of individuals forming positive bonds in order to achieve a common objective. Kurt Koffka, a Gestalt psychologist, stated in 1948 that interdependence that occurred resulting from shared objective is an essential element in a group. When this interdependence connection binds the group together, the group could eventually form a whole. In this circumstance, whatever occurs to one of the members really does have an effect on the other members, which is also a sort of power in the group (Carlan et al., 2015). There are two types of social interdependence which are positive interdependence (cooperation) and negative interdependence (competition). According to Johnson and Johnson (2017), positive independence is the first basic element of cooperative learning. During the implementation of cooperative learning in the classroom, pupils must believe that the accomplishment of the group is strongly intertwined to the establishment of mutual goals, joint rewards, shared resources, and assignment of roles. The statement above integrally supports that the theory of social interdependence serves as the foundation for cooperative learning. Thus, once practical procedures in social interdependence theory have been deduced, they must be implemented in a variety of configurations and reviewed as an instructional strategy in mathematics classrooms using cooperative learning (Johnson & Johnson, 2009). Cognitive Development Theory According to cognitive development theory, cooperation must happen before cognitive progress. Individuals that work together to achieve common goal in a group usually coordinate their perspectives to stimulate cognitive growth. Both great psychologists, Piaget and Vygotsky, considered cooperative learning with more capable classmates and instructors as a result of cognitive and intellectual development (Carlan et al., 2015). The concept of Zone of Proximal Development (ZPD) introduced by Vygotsky could be explored where cooperative activities among children promotes students of the same age work together in each other's ZPDs and model behaviors, which would be more beneficial than children working alone (Tran, 2013). On the basis of Piagetian and Vygotskian theories, the essential component of cooperative learning in terms of improving student achievement is by providing students the chance to debate, present, as well as listen to other’s view (Yusnani, 2018).

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 83 Behavioural Learning Theory According to behavioural learning theory, students will concentrate hard on responsibilities that promise a reward and will fail on tasks that offer neither a reward nor a punishment. Cooperative learning is one strategy that rewards individuals for commitment in the group’s effort. As a result, in order to receive group recognition as a reward, collaboration among team mates encourages students to conduct group discussions and come up with a solution that garners everyone's approval. Meaningful learning takes place along the way too (Carlan et al., 2015). METHODOLOGY This research is within the scope of quantitative research. The study was conducted within a quasi-experimental research design. This quasi-experimental design research was participated by 32 Year Four pupils in a national elementary school in Penang, Malaysia. Two groups were involved in this study, which are 16 pupils in experimental group that were taught by cooperative learning and 16 pupils in control group that were taught by chalk and talk method. In this study, the instrument that was used to collect data is pre-test and post-test. This instrument composed of 5 subjective problem-solving questions about the topic of “Basic Operations”. The pre-test was conducted to determine the pupil’s past performance and the post test was conducted to determine if there was any impact of cooperative learning approach on pupils’ performance in topic number and operation. The questions involved in pre-test and post-test were similar, but was arranged in a different order. By using the same test questions, the improvement of pupils’ performance can be observed and analysed. Plus, since the instruments of study were built in the form of subjective questions, scoring rubric is an important component to be included to ensure the interrater reliability of the instrument. Therefore, rubrics for the score of the test in this study also being built with a full mark of 10 marks per paper. In addition, all items in pre-test and post-test are developed based on Dokumen Standard Kurikulum dan Pentaksiran (DSKP) Year Four to ensure the content validity of the data collection instrument. The data collection process and circumstances were also maintained consistently for both of the class and tests to minimize the influence of external factors that could lead to unpredictable results in order to maintain the reliability of the instrument. Before the interventions (cooperative learning and conventional learning) were carried out in both experimental group and control group, researcher gave the pre-test questions to be completed by the pupils. 30 minutes were provided for the pupils to solve the problem-solving questions in pre-test. After the interventions were carried out, pupils were given 30 minutes to complete the questions in post-test.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 84 The intervention of cooperative learning was carried out in 4USM as the experimental group. Before the intervention, pupils had to complete the pre-test in half an hour. Pupils are distributed into groups of 3 or 4 pupils. Next, PowerPoint slide was projected onto the screen to give some concepts about basic operation before pupils stepped into the atmosphere of cooperative learning. Pupils were given equal chances to answer questions and question the teacher along the process of PowerPoint teaching. After that, the main part of the research which is cooperative learning session is conducted with “Circle of Writers 2.0”. Each group was given a worksheet that including a daily life problem-solving question. Pupil had to solve those questions by discussing with their group members. Every member involved in the writing of steps in the process of discussion. In this case, equal chances were given to the pupils to write on the paper. Teacher as a facilitator in the classroom guided the pupils and tried to encourage the interaction and collaborative and discussion between teammates. In the other hand, chalk and talk learning method is also applied as the control group for the study. Before the lesson started, pupils had to complete the pre-test in one period. After the test, worksheet showing some examples of problemsolving question were distributed to the pupils. Teacher also copied the questions and showed to the pupils every single step of the mathematical problem-solving steps clearly on the whiteboard by demonstration. When the lesson is carried out, teacher played the most important role in class to led the lesson by using explanation and writing on the whiteboard. The technique used in this class is more to teacher-centered learning method. Questioning and answering technique was mostly used so that pupil can understand what was exactly teacher teaching. After lessons by cooperative learning method and chalk and talk learning method ended, a post-test was given to the pupils to test their knowledge and how many marks did they score in order to test the effectiveness of both teaching method in 30 minutes. Both tests were collected by the teacher and marked to get the results of the test which is also known as the data collected. The data collected from both of the pre-test and post-test were keyed into Statistically Package for Social Science (SPSS) version 25. In data analysis process, there are two research questions to answer. Firstly, mean and standard deviation were compared in the category of descriptive statistics to examine the differences in the test scores of both learning groups. Plus, independent t-test in the category of inferential statistics was chosen to analyse whether there is any difference in the performance of pupils that applied cooperative learning and chalk and talk learning. For the second research question, descriptive statistics and inferential statistics were also used to analyse the data collected. Researcher compared mean and standard deviation of pre-test and post-test in the experimental group to see whether there were any changes of the pupils’ score in

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 85 pre-test and post-test. Paired sample t-test is used to see whether there is any significance difference between pupils’ performance before and after learning by cooperative learning to observe the effectiveness of cooperative learning. FINDINGS The results on Table 1 shows that there was no significant difference between pre-test found for both experimental and control group t = -0.065 ( -2.042 < t < 2.042), p-value = 0.949 (p > 0.05). The null hypothesis is not rejected. This can be interpreted as there is no statistically significant difference between the pretest scores of the experimental group, which received cooperative learning as a treatment, and the pre-test scores of the control group, which used the chalk and talk learning method. It means that both groups were on equal level of achievement before the intervention. Table 1 The Comparison of Pre-Test Scores of Control Group and Experimental Group based on Independent t-test Levene’s Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2- tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper PreTest score Equal variances assumed .155 .697 -.065 30 .949 -.063 .964 -2.031 1.906 Equal variances not assumed -.065 29.928 .949 -.063 .964 -2.031 1.906 Descriptive statistics had been used to analyse RQ1. From Table 2, the average post-test score obtained by experimental group (mean = 6.94) were higher than control group ones (mean = 5.25). Hence, the performance of pupils that received cooperative learning as a treatment is higher than that used the chalk and talk learning method. Plus, the standard deviation of post-test scores obtained by experimental group (1.436) is smaller than that of control group (2.049) also explained that the dispersion of post-test score in experimental group is more clustered around the mean, compared to that in the experimental group. So, it showed that the post-test scores obtained by the pupils in experimental group were more consistent than that in control group, indicated difference between pupils’ performance in experimental group are smaller.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 86 Table 2 The Group Statistics of Post-Test Scores of Control Group and Experimental Group Teaching Method N Mean Std. Deviation Std. Error Mean Post-test Score Control Group 16 5.25 2.049 .512 Experimental Group 16 6.94 1.436 .359 Before running the independent t-test, the assumption of homogeneity of variance was tested. Brown and Forsythe (1974) suggested that using Levene’s Test for Equality of Variances was able to test whether the variances of control group and experimental group are approximately equal. Findings of Levene’s Test showed that equal variance is not assumed in this independent t-test. From the Table 3, the findings of independent t-test t (30) = -2.697, p = 0.011 showed that there were significant differences in the scores. This is because pvalue = 0.012 (p<0.05). Additionally, the critical value, t (30,0.025) = ±2.042 and the test statistic t = -2.697 (t<-2.042) also showed that the significant differences between them. So, the null hypothesis is rejected at the significance level of 0.05. The result of this independent t-test was able to answer research question that there was a statistically significant difference between the post-test scores of the experimental group, which received cooperative learning as a treatment, and the post-test scores of the control group, which used the chalk and talk learning method. Table 3 The Comparison of Post-Test Scores of Control Group and Experimental Group based on Independent t-test Levene’s Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2- tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Posttest score Equal variances assumed 6.086 .020 -2.697 30 .011 -1.688 .626 -2.965 -.410 Equal variances not assumed -2.697 26.87 .012 -1.688 .626 -2.971 -.404

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 87 The researcher used descriptive statistics in analysing RQ2. From findings in Table 4, the average of post-test score in the experimental group (mean = 6.94) is higher than the average of pre-test score (mean = 4.06) in the experimental group. It can be interpreted as there was improvement in the performance of experimental group after the treatment was given to the group of pupils. Plus, the standard deviation of post-test (1.436) is also smaller than that of pre-test (2.792), indicated that the dispersion of scores among the experimental group pupils in post-test is smaller than that in pre-test. Therefore, the scores obtained by the experimental group pupils were becoming more consistent after the treatment was given to them. Table 4 The Paired Samples Statistics of Pre-Test and Post-Test of Experimental Group based on Paired Sample Test Mean N Std. Deviation Std. Error Mean Experimental Group Pre-Test score 4.06 16 2.792 .698 Post-Test score 6.94 16 1.436 .359 The researcher conducted a paired sample test to compare the pre-test score of experimental group and post-test score of experimental group so that the effectiveness of cooperative learning in the form of significant difference could be tested. Results of t-test in Table 5 assured that the development of scores after treatment was statistically significant since the findings of independent t-test showed t (30) = -7.449, p = 0.000002. This was proven where the p-value = 0.000002 (p < 0.05). Additionally, the critical value, t (30,0.025) = ±2.042 and the test statistic t is -7.449 (t < -2.042) also showed the statistically differences in the experimental group scores before and after the treatment. So, the null hypothesis is rejected at the significance level of 0.05. Based on the results of the calculation above, it can be concluded that there was a statistically significant difference between pre-test and post-test scores before and after cooperative learning treatment. Also, the experimental group had shown improvement after the treatment was given.

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 88 Table 5 The Comparison of Pre-Test and Post-Test Scores of Experimental Group based on Paired Samples Test Paired Differences t df Sig. (2- Mean tailed) Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference Lower Upper Experimental Group Pre-Test score – Post-Test score -2.875 1.544 .386 -3.698 -2.052 -7.449 15 .000002 DISCUSSION As a result of the findings, there are several conclusions about the results that could be discussed to answer the research questions. According to the results in Table 1, the researcher can ensure that the pupils from control group and experimental group were on the equal level of performance before any intervention was applied in the mathematics lesson. This is confirmed by the researcher through the independent t-test results obtained from the comparison of pre-test scores of both experimental and control group. The results of no significance difference between pre-test of both groups were proved by the p-value of 0.949 ( > 0.05) on Table1. It was concluded that there was a statistically significant difference between the post-test scores of the experimental group, which received cooperative learning as a treatment, and the post-test scores of the control group, which used the chalk and talk learning method. This can be proved by the findings of p-value of 0.011 ( < 0.05) in Table 3 which interpreted as improvement of the pupils’ test score in experimental group are not equal with the improvement of pupils’ test score in control group. Plus, as in table 3, higher mean in the post-test score of pupils’ performance in experimental group also supports performance of pupils that received cooperative learning as a treatment is higher than that used the chalk and talk learning method. Furthermore, Table 5 shows that there was a statistically significant difference between pre-test and post-test scores before and after cooperative learning treatment. This can be proved by the p-value of 0.000002 ( < 0.05) so that the null hypothesis can be rejected in the paired sample t-test. Higher mean in pupils’ post-test scores (M = 6.94) than pre-test scores (M = 4.06) indicated that there is an increase in the pupils’ test scores after implementing cooperative learning in

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 89 classroom. Therefore, it can be concluded that cooperative learning is effective in improving pupils’ test scores in experimental group. CONCLUSION The purpose of is this study reached to a conclusion as shown in the findings of this study. The rejected null hypothesis of (H1) was able to prove that the findings of the independent t-test for control and experimental group were statistically significant. As a result, there is a statistically significant difference between the post-test scores of the experimental group, which received cooperative learning as a treatment, and the post-test scores of the control group, which used the chalk and talk learning method. It can also be interpreted in the study that cooperative learning method is able improve the pupils’ performance in the form of problemsolving skills, much more than the improvement of pupils’ performance in the control group. Furthermore, the rejected null hypothesis of (H2) was able to show that the results of the dependent t-test for the control and experimental groups were statistically significant. As a result, there is a statistically significant difference between pre-test and post-test scores before and after cooperative learning treatment. It can also be viewed as cooperative learning is effective in enhancing students’ performance as well as problem-solving skills. REFERENCES Abdullah, A. H., Rahman, S. N. S. A., & Hamzah, M. H. (2017). Metacognitive skills of Malaysian students in non-routine mathematical problem solving. Bolema: Boletim de Educação Matemática, 31(57), 310–322. http: //dx.doi.org/10.1590/1980-4415v31n57a15 Acer TIMSS (2022). Trends in international mathematics and science study. https: //www.acer.org/my/timss Brown, M. B., & Forsythe, A. B. (1974). Robust tests for the equality of variances. Journal of the American Statistical Association, 69(346), 364-367. https: //doi.org/10.2307/2285659 Carlan, V. G., Rubin, R., & Morgan, B. M. (2005). Cooperative learning, mathematical problem solving, and latinos. Brownsville: C&I Department, School of Education. https://www.academia.edu/6082510 /Cooperative_Learning_Mathematical_Problem_Solving_and_Latinos Gravemeijer, K., Stephan, M., Julie, C., Lin, F-L, & Ohtani, M. (2017). What mathematics education may prepare students for the society of the future? International Journal of Science and Mathematics Education, 15, 105- 123. https://doi.org/10.1007/s10763-017-9814-6 Hennessey, A., & Dionigi, R.A. (2013). Implementing cooperative learning in Australian primary schools: Generalist teachers’ perspectives. Issues in Educational Research, 23(1), 52-68. http://www.iier.org.au/iier23 /opularit.pdf

Jurnal Penyelidikan IPGKPP (Pelajar) vol.1 no.1 (2023) 90 Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102 /0013189X09339057 Johnson, D. W., & Johnson, R. T. (2019). Cooperative learning: The foundation for active learning. Active Learning – Beyond the Future. http: //dx.doi.org/10.5772 /intechopen.81086 Muharam, L.O., Ihjon, I., Hijrah, W.O., & Samiruddin, T. (2019). The effect of teaching style on students’ motivation and academic achievement: Empirical evidence from public senior high school in Konawe Selatan regency. International Journal of Scientific and Technology Research. http://www.ijstr.org/final-print/sep2019/The-Effect-Of-Teaching-StyleOn-Students-Motivation-And-Academic-Achievement-EmpiricalEvidence-From-Public-Senior-High-School-In-Konawe-SelatanRegency.pdf Tiong, L. L., Fu, S. H., Chow, W. C., & Leong, L. K. (2021). ESE problem solving model in solving mathematical word problems: a preliminary study. Jurnal Pendidikan Sains dan Matematik Malaysia, 11(1), 39-44. https://doi.org /10.37134/jpsmm.vol11.1.4.2021 Tran, V. D., & Lewis, R. (2012). Effects of cooperative learning on students at An Giang University in Vietnam. International Educational Studies, 5(1), 86-99. https://files.eric.ed.gov /fulltext/EJ1066734.pdf Yusnani (2018), Theoretical perspectives on cooperative learning. KnE Social Sciences, 3(4), 976-986. https://doi.org/10.18502/kss.v3i4.2005