SAHiConFed22

240 e-Prosiding SAHiConfEd’22 1. Pengenalan Pembelajaran STEM memainkan peranan yang infiniti dalam perkembangan industry dan teknologi. Kerajaan telah pun menekan perkara ini dalam dasar IR4.0 supaya generasi muda melengkapi diri dengan perkembangan dan perubahan semasa ini. Matematik merupakan suatu elemen penting dalam STEM. Maka, kurikulum matematik sekolah rendah sering mengalami perubahan dari semasa ke semasa. Mengikuti perkembangan dan perubahan itu amat mencabar dikalangan murid dan guru. Saya mengajar mata pelajaran matematik bagi tahun 5 Mawar tahun 2021. Semasa proses pembelajaran dan pengajaran saya mendapati murid-murid menghadapi masalah dalam menjawab soalan tajuk ruang yang melibatkan bentuk 2D dan 3D. Apabila saya mengkaji masalah ini, saya mendapati segelintir murid tidak dapat menjawab soalan tajuk ini. Murid kurang mengenalpasti bentuk-bentuk 2D dan 3D. Mereka tidak dapat mengenalpasti ciri-ciri sesuatu bentuk dengan tepat. Mereka belum sepenuhnya memahami bentuk-bentuk 2D dan 3D. Mereka kurang mahir dalam membezakan ciri-ciri bentuk 2D dan 3D. Ini kerana murid belum sepenuhnya mengenal istilah-istilah seperti bilangan sisi, permukaan, paksi, panjang, lebar, sudut dan pepenjuru. Mereka juga kurang pasti dimanakah terletaknya sisi, pepenjuru,paksi,permukaan dan sebagainya .Mereka tidak dapat mengira dengan tepat bilangan sisi, permukaan, pepenjuru dan sebagainya. Oleh kerana murid tidak pasti ciri-ciri sesuatu bentuk mereka tidak dapat menyelesaikan soalan seperti melukis bentuk, menyatakan ciri-ciri bentuk, mencari perimeter, menentukan panjang sisi, luas, isipadu dan sebagainya. 2. Penyataan Masalah Secara keseluruhan pemerhatian, perbincangan lisan dan analisis ujian diagnostik yang dilakukan oleh guru matamatik didapati mereka menghadapi masalah dalam penguasaan tajuk ini iaitu: i. murid tidak dapat mengenalpasti bentuk-bentuk 2D dan 3D. ii. murid tidak dapat membezakan ciri-ciri sesuatu bentuk 2D dan 3D iii. murid kurang kemahiran menyelesaikan masalah melukis bentuk, menyatakan ciri-ciri bentuk, menghitungkan panjang, cari perimeter dalam topik ruang. 3. Objektif Kajian 3.1 Objektif Am Tujuan kajian ini adalah untuk mempertingkatkan kemahiran menyelesaikan masalah luas dan isipadu dalam topik ruang dengan meningkatkan keyakinan murid dalam mengenalpasti ciriciri bentuk 2D dan 3D dengan menggunakan “Magic Shapes Book” dikalangan murid tahun 5.

241 e-Prosiding SAHiConfEd’22 3.2 Objektif Khusus i. Murid dapat mengenalpasti bentuk-bentuk 2D dan 3D. ii. Murid dapat membezakan ciri-ciri sesuatu bentuk 2D dan 3D iii. Murid dapat meningkatkan kemahiran menyelesaikan masalah luas dan isipadu dalam topik ruang (cari panjang, perimeter, luas).. 4. Metodologi Menurut Kemmis dan McTaggart (1988), Tindakan melibatkan suatu reka bentuk yang terdiri daripada 4 proses utama. Empat proses ini sangat effektif dalam pelaksanaan suatu kajian tindakan. Antara empat proses yang dihuraikan adalah proses merancang, bertindak, memerhati dan mereflek 4.1 Intervensi Yang Di Perkenalkan Dalam PDPC matematik yang biasa, guru telah mengenalkan topik ruang ini dan mengenalkan bentuk-bentuk 2D dan 3D dalam “power point slides”. Selepas itu guru telah memperkenalkan “Magic Shapes Book” kepada murid. Guru telah pun menghasikan sebuah “Magic Shapes Book” untuk mengajar bentuk-bentuk 2D dan 3D. Pengkaji telah menghasil sebuah buku dengan meletakkan bentuk-bentuk 2D dan 3D satu demi satu bentuk dan apabila membuka setiap helaian paparan bentuk-bentuk 2D dan 3D terkeluar dengan label ciri-ciri bentuk tersebut. Ini akan dapat membantu murid untuk mengenalpasti ciri-ciri bentuk 2D dan 3D. Dalam intervensi itu juga telah menerangkan dan menunjukkan bahagian-bahagian bentuk tersebut supaya murid mudah memahami istilah-istilah seperti sisi, pepenjuru, permukaan dan sebagainya. Murid dapat sentuh dan nampak secara mata kasar sesuatu bentuk dan dapat belajar dengan kaedah kinestatik. Seterusnya formula-formula asas perimeter topik ruang tahun 5 turut disertakan dalam buku tersebut supaya murid senang diingati bersama-sama mengenali bentuk tersebut. Penerangan ‘Magic Shapes Book” Kuboid kubus Rajah 2: Rupa bentuk Magic shapes book

242 e-Prosiding SAHiConfEd’22 1. Muka surat pertama hingga 4 memaparkan bentuk-bentuk asas 2D. Setiap bahagian bentuk itu dilabel dengan nama dan ciri-ciri bentuk itu. 2. Muka surat 5 hingga 8 memaparkan bentuk-bentuk 3D. Setiap bahagian bentuk itu dilabel dengan nama dan ciri-ciri bentuk itu 3. Muka surat 9 hingga 10 contoh masalah asas dan rutin topik ruang seperti melukis bentuk dan mencari perimeter. 4.2 Bertindak Proses pelaksanaan kajian tindakan ini bermula pada 11 April 2021 sehingga 11 Mei 2021 selama 1 bulan iaitu sepanjang tajuk ruang. Ianya dilaksanakan semasa waktu PdPC matematik iaitu pada hari Ahad, isnin dan rabu setiap minggu. Berikut adalah jadual pelaksanaan yang dirancang oleh guru matematik. Jadual 1: Pelaksanaan Tindakan Bil Aktiviti Tarikh Pelaksanaan 1 Mengenal pasti isu / masalah 31 Mac 2021 2 Menulis proposal Kajian 5 April 2021 3 Melaksanakan tindakan 11 April 2021 4 Menulis laporan Kajian 11 Mei 2021 5 Pembentangan dapatan kajian 18 Mei 2021 Jadual 2: Program terperinci sepanjang tindakan dilaksanakan Bil Tarikh Hari Waktu Aktiviti 1. 31 MAC 2021 Rabu 1:10pm 1. Berjumpa dengan KP Matematik sekolah. 2. Berjumpa dengan GPK Kurikulum 3. Berjumpa dengan guru besar sekolah 2. 5 APRIL 2021 Isnin 8:00pm 1.Membaca cara penulisan proposal kajian Tindakan 2. Menulis proposal Kajian 3. 11 APRIL 2021 Ahad 8:30am 1.Berbincang dengan kp matematik dan guru pemuliharan 2.mengadakan pra-pop kuiz dikalangan murid 3. mengenalkan tajuk ruang dan mengenalkan beberapa bentuk 4. mengenaklan “Magic shapes book” dikalangan murid 4. 11 MEI 2021 selasa 8:00pm 1.Membaca kaedah menulisan laporan 2.Menulis laporan Kajian 5 18 MEI 2021 selasa 2:00pm 1.Pembentangan dapatan kajian dikalangan guru matematik (PLC Matematik)

243 e-Prosiding SAHiConfEd’22 4.3 Memerhati Tindakan yang dijalankan telahpun direkodkan bagi memungut data untuk dinilai secara terperinci terhadap intervensi “Magic shapes book”. Hal ini yang demikian, langkah seterusnya pengkaji perlu melakukan proses pemerhatian dalam kajian. Beberapa alat pemerhatian (instrumen) yang digunakan bagi memerhati tindakan dalam kajian ini adalah seperti berikut: Jadual 3: Alat Memungut Data (Instrumen) Objektif Alat Pemerhatian (Instrumen) Membantu murid mengenalpasti bentukbentuk 2D dan 3D. Pemerhatian dan temubual Membantu murid supaya membezakan ciri-ciri sesuatu bentuk 2D dan 3D Pemerhatian dan temubual Membantu meningkatkan kemahiran menyelesaikan masalah asas dan rutin dalam topik ruang Analisis dokumen (Latihan praktikal) 5. Dapatan kajian Dapatan kajian ini menunjukkan kelapan-lapan murid dapat mengenalpasti bentuk-bentuk 2D dan 3D dengan betul. Intervensi yang telah dijalankan melalui penghasilan kid “Magic shapes book” dalam PDPc matematik bagi mengajar topik ruang memang memberikan output yang positif. Penggunaan intervensi “Magic shapes book” dalam kajian ini, sangat berguna kepada pengkaji mencapai objektif-objektif yang terancang sepanjang proses kajian ini. Berikut adalah penjelasan dapatan kajian berdasarkan objektif-objektif kajian. 1) Murid dapat mengenalpasti bentuk-bentuk 2D dan 3D yang ada dalam silabus matematik tahun 5 KSSR Semakan 2017 Dalam kajian ini 8 orang murid responden telah pun mencapai objektif ini. Mereka telah mengenalpasti kesemua 4 bentuk 2D asas dan 7 bentuk 3D yang ada dalam silabus matematik tahun 5 KSSR Semakan 2017. Jadual 4 menunjukkan semua murid mengenalpasti semua 11 bentuk yang ada dalam “magic shapes book”. Apabila pengkaji meminta murid menunjukkan bentuk yang disebut muridmurid telah pun membuka dan menunjukkan bentuk itu. Ini dapat memerhati melalui pemerhatian guru apabila guru menanya soalan spontan dalam kelas semasa PDPc dan apabila guru menunjukkan bentuk tersebut murid pula berebut-rebut mengankat tangan untuk menjawab soalan tersebut. Daripada pemerhatian pengkaji didiapat semua murid dapat mengenalpasti bentuk yang guru tanya dan tujukkan secara rawak dalam kelas (PMGAS).

244 e-Prosiding SAHiConfEd’22 Apabila guru bertemu bual dengan belajar secara rawak didapati murid bersemangat memberitahu bahawa dia boleh mengenalpasti bentuk-bentuk 2D dan 3D. Berikut adalah petikan temubual bersama murid tersebut: Ya. Sangat membantu cikgu.(TBM1B12) mmmm cikgu,..dulu cikgu ajar, saya dapat nampak cikgu lukis bentuk dan saya nak tiru bentuk itu pun tak jadi. Lepas itu cikgu lukis anah panah bahagian bentuk tak faham mana satu cikgu tunjuk. Nampak semua sama…Tapi dalam buku ini saya boleh nampak bentuk itu dari dekat. Saya faham lah bentuk itu.. Senang sekarang.(TBM1B14) Murid dengan bersemangat kata bahawa dia boleh mengenalpasti dan senang diingati. Senang nampak cikgu..dan mudah mengingati.(TBM1B20) Manakala, terdapat murid juga berkata bentuk-bentuk dalam buku ini berwarna-warni, dapat sentuh dan pegang apabila mereka belajar guna intervensi ini. Kaedah pembelajaran kinestatik memang menunjukkan impak yang tinggi dan murid mudah berfaham dan mengingat sesuatu perkara. Begitu juga apabila mereka belajar mengenal bentuk-bentuk 2D dan 3D mereka rasa senang untuk mengenalpasti sesuatu bentuk itu. Bentuk -bentuk berwarna-warni, senang dinampak bentuk dan ciri-cirinya, boleh sentuh pula dan pegang juga..emmmm apabila buka, waw…bentuk itu kembang..seronaklah cikgu.sebab itu lah saya senang ingat bentuk-bentuk itu. (TBM2B15) 2) Murid dapat membezakan ciri-ciri sesuatu bentuk 2D dan 3D Apabila murid berjaya mengenalpasti bentuk-bentuk 2D dan 3D, mereka juga dapat membezakan ciri-ciri sesuatu bentuk. Contohnya murid dapat bezakan bentuk-bentuk 2D dan 3D. Ini sangat jelas apabila pengkaji bertemu bual dengan murid. Jawapan murid apabila pengkaji meminta murid membezakan bentuk 2 D dan 3D adalah sangat pantas dan cara mereka memberikan jawapan menunjukkan mereka faham perbezaannya. Berikut adalah petikan jawapan murid: Boleh cikgu. Ya Cikgu.Bentuk 2D nampak 1 satu bentuk saja..depan dan belakang. Bentuk 3D boleh namapk 3 dari 3 “corner” …emmm atas ..tepi.. dan bawah. Kadang-kadang terdiri daripada lebih dari 1 bentuk asas.(TBM1B22)

245 e-Prosiding SAHiConfEd’22 Ok cikgu (menunjukkan setiap bahagian bentuk). Cikgu, kubus terbentuk daripada 6 kotak yang sama saiz dan semua permukaan adalah sama. Kotak adalah bentuk 2D. Ia dipanggil Segi empat sama. (TBM1B26) Jawapan murid diatas tepat dan dia dapat menerangkan perbezaannya dengan menggunakan penjelasan sendiri. Malah dia dapat memberi contoh perbezaan yang tepat menunujkkan murid memang mencapai objektif kedua kajian ini. Murid juga dapat membezakan ciri-ciri bentuk dengan menyebut bentuk tersebut. Ini menunjukkan mereka lebih mengenali bentuk itu dan mengenal nama dan bahagian bentuk tersebut dengan tepat. Berikut adalah bukti temubual : Contohnya segi empat tepat ada 4 sisi sama dan 4 bucu. Segi empat tepat pula 2 sisi atas,bawah sama dan tepi 2 sama saiz. (TBM2B24) Kubus ada 6 muka yang sama saiz..hmmmm semua sama sahaja…8 bucu, 12 pepenjuru cikgu(TBM2B26) Perkara ini lebih dijelas apabila pengkaji memberi latihan semasa pdpc yang menulis ciri-ciri bentuk yang disebut olehnya. Guru guru buku latihan matematik untuk tindakan ini. Pengkaji memaparkan 2 bentuk dalam slaid pembentangan dan meminta murid menulis ciri-ciri bentuk tersebut. Hasilnya 7 daripada 8 orang murid betul kesemua 3 soalan yang guru minta tulis tentang ciri-ciri bentuk 2D dan seorang murid betul 2 soalan (PMGBL). Ini menjelaskan bahawa mereka mengingat ciri-ciri sesuatu bentuk dengan bentuk yang lain. M3 M4 Sampel buku latihan murid (M3 & M4) yang berjaya menulis ciri-ciri bentuk dengan betul. Rajah 3: Sampel buku latihan M3 & M4 3)Murid dapat meningkatkan kemahiran menyelesaikan masalah rutin topik ruang.

246 e-Prosiding SAHiConfEd’22 Pengkaji juga memberikan latihan praktikal melukis dan menulis bentuk-bentuk yang disebut oleh guru secara lisan (pop-kuiz) dalam bilik darjah semasa PDPc matematik. Guru mendapati semua murid dapat melukis bentuk yang disebut dengan betul dan pantas. Mereka juga melabel bentuk itu sama ada bentuk 2D atau 3D. Ini menunjukkan mereka dapat membezakan bentuk 2D dan 3D dengan tepat dan betul. Guru minta murid yang siap awal untuk mewarna bentukbentuk yang dilukis. M1 M2 Sampel buku latihan murid M1 dan M2 yang melukis bentuk 2D dan 3D dengan betul Rajah 5: Sampel buku latihan M1 &M2 Guru juga memberi latihan meengkapkan jadual yang diberikan dalam slaid pembentangan dan meminta murid menulis jawapan. Hasil analisis data latihan ini menunjukkan kesemua 8 responden dapat menlengkapkan jadual itu dengan betul dan tepat. Ini menunjukkan murid dapat menyelesaikan masalah rutin tajuk ruang dengan betul.

247 e-Prosiding SAHiConfEd’22 M5 M6 Sampel buku latihan murid (M5 dan M6) yang melengkap jadual dengan betul Rajah 6: Sampel buku latihan M5 & M6 Analisis data daripada latihan “Kahoot quizzy” yang diberikan menunjukkkan semua murid dapat menjawab kesemua soalan yang diberikan dengan tepat. Soalan yang pendek dan berfokus dalam “Kahoot quizzy” itu senang dibaca oleh murid dan mereka cepat menjawab soalan tersebut. Daripada 15 soalan yang diberikan kelapan-lapan murid menjawab semua soalan dengan pantas dan tepat (Lampiran 7) menunjukkan mereka lebih faham bentuk-bentuk 2D dan 3D dan dapat menyelesaikan soalan-soalan penyelesaian asas dan rutin seperti menghitung panjang, perimeter, melukis bentuk dengan ukuran dan sebagainya. Carta 1: Aanlisis keputusan soalan “Kahoot quizzy” Selain itu lembaran kerja yang diberikan untuk menulis ciri-ciri bentuk (Rajah 4) juga membuktikan murid dapat menyelesaikan masalah asas dan rutin topik ruang ini. Kesemua murid dapat menjawab lembaran kerja ini dengan betul dan tepat semuanya. 6. Perbincangan Kajian tindakan ini merupakan suatu kajian penambahbaikan amalan PDPC yang dijalankan oleh guru matapelajaran sebagai usaha untuk menangani masalah yang ditimbil dikalangan

248 e-Prosiding SAHiConfEd’22 murid kelas berfokus kajian ini. Ia turut menjadi kajian penyelidikan bilik darjah yang telah mengenalpasti masalah murid tentang topik yang dikaji serta menghasilkan suatu kaedah penyelesaian masalah baru. Kajian tindakan ini telah pun dilaksanakan seperti yang dirancangkan dengan baik dan teratur. Seperti yang pengkaji merancangkan semua aktiviti yang telah dijalankan memberi refleksi yang positif kepada golongnan murid yang menjadi responden, murid-murid lain dalam kelas, tersebut, guru matapelajaran dan juga matapelajaran yang dikaji. Pengkaji memang berpuas hati dengan hasil kajian ini 6.1 Refleksi terhadap murid Murid menunjukkan sikap positif dan lebih berseronok semasa menggunakan intervensi “Magic shapes book” semasa PDPc kelas matematik di bilik darjah. Masalah utama murid yang gagal mengenalpasti bentuk-bentuk 2D dan 3D pada awalnya telah pun dapat diatasi dalam kajian tindakan ini. Murid dapat mengenalpasti bentuk-bentuk 2D dan 3D dengan betul. Mereka dapat menyebut dan menulis nama bentuk dengan tepat dan betul semasa latihan dan kuiz. Mereka dapat juga menyelesaikan beberapa masalah rutin yang melibatkan topik ruang ini dengan betul. Murid lebih bersemangat berkata dan menunjukkan juga bahagian-bahagian bentuk yang ditunjukkan dengan tepat dan berkonfiden. Mereka lebih suka membuka “magic shapes book” dan berkata bentuk 2D dan 3D yang ada dalam buku ini menarik dan lebih realistik. Mereka cepat mengenal dan memahami bentuk ini kerana mereka dapat menyentuh, memegang, merasai bentuk itu. Ini memudahkan mereka mengenalpasi objek itu. Apabila guru menyebut nama bentuk atau menunjukkan bentuk itu mereka dapat membayangakan bentuk itu lalu menjawab soalan guru dengan tepat. Murid ingat ciri-ciri bentuk itu sampai mereka dapat menyebut warna bentuk tersebut dalam “Magic Shapes Book”. 6.2 Refleksi terdahap guru Kajian ini telah meningkatkan keyakinan guru matapelajaran untuk mengajar subjek matematik. Walaupun pada awalnya guru membimbang murid tahun 5 masih tidak dapat mengenalpasti bentuk-bentuk 2D dan 3D dan kebanyakkan soalan peperiksaan melibatkan kemahiran yang tinggi dalam penyelesaian masalah. Lagipun guru baru mengajar kelas ini dan tidak pernah mengajar murid ini sebelum ini. Tetapi dengan menjalankan penyelidikan ini dan mengenalkan intervensi, guru berasa dapat mengenalpasti dan menyelesaikan masalah topik ini. Ini secara langsung meningkatkan motivasi guru disamping meningkat kemahiran guru dalam pengajaran topik ruang dikalangan murid. Kaedah intervensi ini sangat membantu guru untuk melihat hasil pencapaian murid dalam topik ruang. Keyakinan guru dalam pengendalian topik ini terus berganda dan semangat mengajar subjek matematik turut bertambah. Guru sangat berpuas hati dengan intervensi ‘Magic shapes book’ serta menumpang kegembiraan murid yang suka topik ini.

249 e-Prosiding SAHiConfEd’22 6.3 Refleksi terhadap matapelajaran Intervensi yang dikenalkan dalam kajian ini juga membuktikan bahawa dalam subjek matematik penyelesaian sesuatu masalah bukanlah adanya satu teknik sahaja untuk suatu masalah. Untuk menyelesaikan sesuatu masalah rutin dan bukan rutin pelbagai kaedah dan teknik telah digunakan untuk membantu murid menguasai topik tersebut. Jadi mengajar dengan mengenalkan intervensi ini tambah lagi satu kaedah baru kepada guru untuk mengajar matapelajaran matematik.Menurut Child (1983) sistem pendidikan harus memenuhi keperluan individu. Jadi kajian ini membuktikan dapat menyelesaikan masalah salah satu topik matematik yang belajar di sekolah rendah dari tahun 1 hingga 6. Seperti yang dinyatakan, dalam kajian ini gaya pembelajaran kinestetik yang melibatkan intervensi ini sangat membantu murid menguasai subjek ini. Dengan adanya interveni ini, murid dapat belajar dengan pengalaman dan mengambil bahagian secara fizikal dengan sentuh, memegang, melihat objek itu dalam “magic shapes book”. Jadi murid dapat mengingati sesuatu bentuk dengan lebih tepat dan cekap apabila mereka terus melakukan aktiviti “ hands-on’ (Yahaya et. al, 2008). Ini secara tidak langsung mengubah persepsi murid tentang matapelajran matematik adalah suatu matapelajaran yang susah dan membosankan. Murid berasa topik ruang dalam matematik bukan susah tetapi boleh dibuat. 7. Kesimpulan Kajian tindakan yang telah dijalankan ini dapat menyelesaikan isu- isu utama yang terdapat dalam topik Ruang dalam matapelajaran matematik tahun 5 KKSR Semakan 2017 dengan menggunakan model intervensi “Magic shapes book” di kalangan 8 orang murid 5 Roja. Pengaji sangat berpuas hati menerusi kajian tindakan ini murid dapat mengenalpasti bentuk-bentuk 2D dan 3D dengan tepat dan cekap, murid dapat membezakan ciri-ciri sesuatu bentuk 2D dan 3D serta dapat meningkatkan kemahiran menyelesaikan masalah topik ruang seperti memcari perimeter, menghitung panjang, melukis bentuk, mancari luas dan isipadu dalam topik ruang disamping dapat membantu murid mengubah persepsi mereka terhadap matapelajaran matematik.yang selalu ingat semua topik matematik adalah susah dan penyelesaian yang rumit dan membosankan. Inatervensi yang dikenalkan amat membantu murid dan guru mencapai objektif pembelajaran dan pengajaran. 8. Penghargaan Terlebih dahulu saya ingin mengucapkan ribuan terima kasih kepada pensyarah saya Dr.Hairul Faiezi Bin Lokman yang memberi tunjuk ajar penulisan kajian tindakan, pihak sekolah saya SJKT Tun Sambanthan ,guru besar saya Pn.R.Tamilselvi, responden saya, murid tahun 5 Mawar, rakan-rakan panitia yang membantu serta kepada semua pihak yang telah membantu saya secara langsung dan tidak langsung untuk menyempurnakan tugasan ini dengan baik.

250 e-Prosiding SAHiConfEd’22 Rujukan Child, Dennis. (1983). Applications of Psychology for The Teacher. London: Cassell Educational. Kemmis, S. & McTaggard, R. (1988). The action research Planner, Edisi ke 3. Victoria Australia : Deakin University Press. Kementerian Pendidikan Malaysia (2019). DSKP Kurikulum Standard Sekolah Rendah Tahun 5, KSSR Semakan 2017. Putrajaya: Bahagian Pembangunan Kurikulum Mak Song Sang (2004). Aprimary Education Course in Mathematics for Post Graduate Diploma (KPLI). Kumpulan Budiman Sdn.Bhd. Nooriza kassim, Effandi Zakaria. (2015). Integrasi Kemahiran Berfikir Aras Tinggi Dalam Pengajarandan Pembelajaran Matematik: Analisis Keperluan Guru. Jurnal Pendidikan Matematik 3(1), 1-12.

251 e-Prosiding SAHiConfEd’22 Decline Earnings at the Empty Depot: Case Study At JP Logistics Sdn Bhd Hazlin Binti Jamari1 1Academic Department, Politeknik METrO Johor Bahru, Johor Bahru, Malaysia [email protected] Abstract Empty Depot is one of the most important container storage at JP Logistics Sdn Bhd (JPL) and contributes profits to the business of logistics. Scope of work at Empty Depot is storing an empty container, maintenance services, repairing the damage container and clean dirty containers. The aim of the research is to study empty depot management adopted in JPL. By investigating a decline annual earnings at the empty depot as well as the current implementation, and customer needs, this study aspires to provide conclusions and recommendations to JPL, so as to enhance JPL as a leading logistics hub. The choice of the case study as a research method was adopted. The case study approach allows an open-ended and in-depth analysis of the phenomenon occurring over a small and specific scope. A mixture of quantitative and qualitative techniques, with emphasis on the qualitative analysis, was considered to be the most appropriate. The sample size was 98 respondents. Questionnaires were used to collect data. The questionnaire was designed by the researcher based on the objectives. Survey conducted shows that post-sales service is the most important elements. Besides that, to be more competitive, JPL should overcome the use of old equipment and space capacity. It will cause a delay in stacking container. Other than that, internet connection problems cause a delay in processing data at JPL depot. As conclusions and recommendations, JPL should strengthen their efforts to improve sales at JPL depot. Keywords: Empty Depot, Container Storage, Decline

252 e-Prosiding SAHiConfEd’22 1. Introduction Empty Depot is known as storage area for empty shipping container. Boile, 2006, approached the study on empty depot management with these findings: The global container fleet was 18.8 million TEUs in 2004. It was expected to grow to 21 million TEUs in 2005 and 23.3 million in 2006. Empty Depot services are important compared with other services at JP Logistics Sdn Bhd (JPL). Empty Depot’s build up their business and gain high profit margin and survive in long time period in JPL’s business. Apart from storing empty container, the scope of work also includes maintenance and repairing the damaged container and washing dirty container. Empty Depot’s contribute high profit margin in JPL’s business. But the data shows a decline earnings of Empty Depot JPL’s. This research project is aimed at studying empty depot management adopted in JPL. By investigating the current implementation, as well as customer needs, this study aspires to provide conclusions and recommendations to JPL, so as to enhance JPL as a leading logistics hub. 2. Literature Review Empty container management is a logistic phenomenon which shapes profitability. Bin and Zhongchen, 2007, summarized their findings that the acquiring, holding and handling container at empty depot makes it a prime asset, and if not managed carefully the whole system of liner shipping becomes inefficient and highly cost will be incurred. The post sales service, accessibility, space constraints for containers are among the issues that make it difficult to fully enjoy the benefits of container shipping at empty depot. The empty depot needs careful planning in order to reduce the cost (Abidjan, 2006). This can be done through an integrated long-term logistic system. 3. Methodology The choice of the case study as a research method was adopted. The case study approach allows an open-ended and in-depth analysis of the phenomenon occurring over a small and specific scope. A mixture of quantitative and qualitative techniques, with emphasis on the qualitative analysis, was considered to be the most appropriate. Survey questionnaires were distributed to clients of JP Logistics Sdn Bhd engaged in warehouse operations and there were in total 98 respondents received. Interviews were also conducted in order to gather in-depth information about the topic. Survey used to collect data is by using questionnaires. The instrument must be able to measure what is measured to obtain the data. The questionnaire is the easiest method to obtain information. This questionnaire was designed by the researcher based on the objectives set. Use of the questionnaire is more practical and efficient use for a large population. Questionnaires were taken from previous studies and modified to suit the study researchers. This questionnaire is divided into two parts, part I and part II. Part I consists of questions related to the respondent's background as gender, age and an estimated salary. Part II consists of 9 questions which are divided into 2 of 4 questions related benefit of JP Logistics Depot to Customer and 5 questions for customer's acceptance against service given at JP Logistics depot. In part II, the respondent will answer using 5 Likert scale.

253 e-Prosiding SAHiConfEd’22 4. Analysis And Recommendation To answer the research question 1, descriptive analysis were used to see the frequencies in aim and increase sales at Empty Depot JP Logistics. 4.1 To aim and increase sales at Empty Depot The first section of the questionnaire is about to aim and increase sales at Empty Depot. The result is shown in Table 1 below. Table 1: To aims and increase sales at Empty Depot JP Logistics Questions Strongly Disagree Disagree Less Agree Agree Strongly Agree 1.Looking for any customer feedback, complaints and try to improve better services - - - 26 74 2.Resolve any complaint quickly and efficiently - - - 24 76 3.Maintain a favourable attention (effective marketing and strong sales skills) - - - 22 78 4.Lead by example : show respect for every person at every level in the company - - - 66 34 5.Ensure all staff feel they are important as part of business success - - - 50 22 According to the table, the most frequent aim to increase sales by the respondents is to maintain a favourable attention and it refers to the effective marketing and strong skills. As we can see, most of 78% of the respondents strongly agree on it. While majority 76% of the respondents strongly agree on resolve any complaint quickly and efficiently. Besides, 74% are strongly agree on looking for customer’s feedback, complaints and try to improve better services. 4.2 How to compete with new competitors at JP Logistics? The second section of the questionnaire is about how to compete with new competitors at JP Logistics. The result is shown in Table 2 below.

254 e-Prosiding SAHiConfEd’22 Table 2: How to compete with new competitors at JP Logistics? Questions Strongly Disagree % Disagree % Less Agree % Agree % Strongly Agree % 1. Check any interactive parts of the competitors website to see if you could improve on company website - - - 36 64 2.Know the product or services provided and how they market the product to customers - - - 22 78 3.Draw up a list of strength and weakness that you’ve found out about your competitors, and try to compete with them - - - 38 62 4.Indicate whether there is a situations of supplier in certain areas of your market which might lead you to focus on less competitive areas - - - 64 36 5.Make the most of conduct and follow-up with potential customers - - - 86 14 More than half, 78% of the respondents responded to compete with new competitors, staff should know the product or services provided and how they market the product to customers. While most 64% of the respondents, strongly agree to check any interactive parts of the competitors website to see improvements in company website. From the findings, it was found that JPL should strengthen their efforts to improve sales at depot JPL. Survey conducted shows that giving good service to customer after sales are the most important elements. Besides that, to be more competitive, JPL should overcome the use of old equipment. It will cause a delay in stacking container. Furthermore, lack of space at storage depots. Other than that, it was also shows that accessibility such as internet access at Depot could cause difficult to connect with customers and it will cause a delay in processing data. 5. Conclusion By investigating the current implementation of Empty/Container Depot at JPL, this study aspires to provide conclusions and recommendations for JPL in logistics industry as a whole. So the study as to enhance JPL competitiveness as a leading logistics hub. It is therefore hoped that the outcome of this study is beneficial for JPL future planning.

255 e-Prosiding SAHiConfEd’22 Reference Bierwirth, C., and F. Meisel. (2010). “A Survey of Berth Allocation and Quay Crane Scheduling Problems in Container Terminals”. European Journal of Operations Research, 202:615- 627 Bierwirth, C., and F.Meisel. 2015. “A Follow-up Survey of Berth Allocation and Quay Crane Scheduling Problems in Container Terminals”. European Journal of Operations Research, 244:675-689 Bin, W., & Zhongchen, W. (2007). Research on the Optimization of Intermodal Empty Container Reposition of Land-carriage. journal of transportation systems engineering and information technology, 7(3), 29-33. Boile, M. P. (2006). Empty Intermodal Container Management (No. FHWA-NJ2006-005). Treton US Department of Transport - New Jersey department of Transport. Carlo, H.J.,I.F. A. Vis, and K. J. Roodbergen. 2014. “Storage Yard Operations in Container Terminals: Literature Overview, Trends, and Research Directions”. European Journal of Operations Research, 235(2):412-430 Chen, L., and Z. Lu. 2012. “The Storage Location Assignment Problem for Outbound Containers in a Maritime Terminal”. International Journal of Production Economics, 135(1):73-80 ECLAC-UN. 2017. “Ports Ranking. The Top 20 in Latin America and the Caribbean in 2016”. Available at: http://www.cepal.org/en/infographics/ports-ranking-top-20-latin-americaand-caribbean-2016. Visited June 9, 2017. Kang, J., K. R. Ryu, and K. H. Kim. 2006. “Deriving Stacking Strategies for Export Containers with Uncertain Weight Information”. Journal of Intelligent Manufacturing, 17:399–410. Kemme, N. 2012. “Effects of Storage Block Layout and Automated Gantry Crane Systems on the Performance of Seaport Container Terminals”. OR Spectrum, 34(3):563–591. Kim, K. H., and K. Y. Kim. 1999. “Routing Straddle Carriers for The Loading Operation of Containers Using a Beam Search Algorithm”. Computers & Industrial Engineering, 36(1):109–136. Kim, K. H., Y. M. Park, and M. J. Jin. 2008. “An Optimal Layout of Container Yards”. OR Spectrum, 30(4):675–695. Lee, Y., and N. Y. Hsu. 2007. “An Optimization Model for the Container Pre-Marshalling Problem”. Computers & Operations Research, 34:3295–3313. Lee, B. K., and K. H. Kim. 2013. “Optimizing the Yard Layout in Container Terminals”. OR Spectrum, 35:363–398. Park, T., R. Choe, Y. H. Kim, and K. R. Ryu. 2011. “Dynamic Adjustment of Container Stacking Policy in an Automated Container Terminal”. International Journal of Production Economics, 133:385–392. Rodrigue, J. P., and T. Notteboom. 2009. “The Terminalization of Supply Chains: Reassessing the Role of Terminals in Port/Hinterland Logistical Relationships”. Maritime Policy & Management, 36(2):165-183. Stahlbock, R., and S. Voß. 2008. “Operations Research at Container Terminals: A Literature Update”. OR Spectrum, 30:1–52.

256 e-Prosiding SAHiConfEd’22 Steenken, D., S. Voß, and R. Stahlbock. 2004. “Container Terminal Operation and Operations Research – A Classification and Literature Review”. OR Spectrum, 26:3–49. Taner, M.E., O. Kulak, and M.U. Koyuncuoglu. 2014. “Layout Analysis Affecting Strategic Decisions in Artificial Container Terminals”. Computers & Industrial Engineering, 75:1-12 Transport, M. o., & Abidjan, G. D. o. p. a. m. a. (2006). Statistical bulletin of Port & Maritime Affairs. Abidjan: General Directorate of Port and Maritime Affairs Abidjan UNCTAD. 2015. Review of Maritime Transport. United Nations Publications. Available at: http://unctad.org/en/PublicationsLibrary/rmt2015_en.pdf. Visited June 9. 2017. Wiese, J., L. Suhl, and N. Kliewer. 2011. “Planning Container Terminal Layouts Considering Equipment Types and Storage Block Design”. In Handbook of Terminal Planning Operations Research, Computer Science Interfaces Series, 49:219–245.

257 e-Prosiding SAHiConfEd’22 Factors That Influence Delay Time In Loading And Unloading Goods At Warehouses: Case Study At Century Total Logistics Sdn Bhd Hazlin Binti Jamari1 1Academic Department, Politeknik METrO Johor Bahru, Johor Bahru, Malaysia 1 [email protected] Abstract Warehouse is an important part for logistics and supply chain management. Receiving and delivering are the scope and job function of a warehouse for incoming and outgoing material flow. Incoming shipments are brought to the warehouse, unloaded at the receiving docks, and put into storage. The objective of the study was to determine factors influencing delay time in loading and unloading at Century Total Logistics warehouses. Fifty-eight staff at Century warehouses, including supervisors, managers and executives involve in the study. Work measurement method is used to compare loading and unloading process, values with normal and standard values. If there are poor results, poor performance, in reality, improvements for the process have to be made. Survey questionnaires were distributed to all the staff engaged in warehouse operations and there were in total 58 respondents received at Century Total Logistics Sdn Bhd. to determine factors influence the delay time. Interviews were also conducted in order to gather in-depth information about the topic. The study findings concluded the following areas that need to be concentrated: warehouse efficiency including work efficiency and space utilisation; and working methods. As conclusion, these two factors have an impact on warehouse efficiency and on the possibilities of improving warehousing operations. Keywords: Warehouse, Work Study, Delay Time

258 e-Prosiding SAHiConfEd’22 1. Introduction The work study is a general statement used to examine all sources and factors that affect specific activity in terms of productivity, and to explore a wide range of human studies and to improve working conditions. It is the most prominent method of work measurement. Work measurement is defined as the application of techniques developed to determine the time required for a qualified worker to perform a certain task at a certain speed. It makes sure that none of the factors affecting the effectiveness of a transaction, whether present in the analysis of existing practices or in the development of new practices, is not neglected and all events related to the transaction are taken into account (Kanawaty, 1992). Although the standard is set as a target, the standard is a scale that can be accessed by a qualified worker who is familiar with the job and will not cause additional fatigue. Standard run time is obtained by collecting the standard times of all work-related items, taking into account the multitude of events (Kanawaty, 1992). For the personal needs and unexpected delays of the worker, the value found with the tolerances added to this period is called the standard time (Hartanti, 2016). Work processes in the loading (delivering) and unloading systems (receiving) are carried out simultaneously daily at the warehouse. The processes in the unloading system are the arrival of supplier’s lorry, checking, unloading, packing, sealing and storage. On the other hand, arrival of a customer’s lorry, processing the delivery order, order picking, sealing, loading and checking are the processes undertaken in the loading system. Delay time in loading and unloading goods at warehouse in logistics company becomes main issue. So this study is aimed to determine factors influencing delay time in loading and unloading goods at warehouse Total Century Logistics. 2. Literature Review In this chapter, a few discussions on the subject area will be explained systematically. It starts with the growth and potential of logistics industry. Then, it focused on a research question, trying to identify, appraise, select and synthesize all research evidence and arguments relevant to that question. Most of the reviews are nearly every academic in field. 2.1 Growth and Potential of Logistics Industry From the global view, the logistics industry is playing an important role in international commerce. Global revenues had reached €981 billion by 2011 and the market for logistics services is expected to grow up to three percent (3%) per year worldwide in the period up to 2020. Logistics companies must adapt to new market trends that pose very challenging demands (Roland, Barclays, 2014). The logistics industry is presented with new opportunities, such as the growing importance of intra-regional markets, the expansion of E-Commerce and in providing specialized services to a range of industry sectors. The volatile market

259 e-Prosiding SAHiConfEd’22 environment, the ever-stronger online market, the shift in markets towards Asia, and the growing demand for special transport services necessitate new corporate strategies and considerable investments on the part of logistics providers. From Malaysia perspective, logistics sector is recognised as a vital component to the economic performance of the country and its future. Logistics has a major role in the Malaysian economy as it provides the backbone to facilitate international trade. Government will formulate a Logistics Sector Master Plan to improve the performance of the country’s logistics activities from its 29th ranking in the World Bank Logistics Performance Index Report 2012 (MIDA Report, 2014). The focus to improve is the development of logistics infrastructure and supply chain as well as review regulations and laws. In addition, the need for companies to be competitive and thrive in their marketplace by delivering the right products, in the right quantity, to the right place, at the right time, and at the lowest cost possible 2.2 Warehouse Management Warehouse is an important part for distribution management. Receiving and delivering are the scope and job function of a warehouse for incoming and outgoing material flow (Gu, Goetschalck, McGinnis, 2007). Incoming shipments are brought to the warehouse, unloaded at the receiving docks, and put into storage. Orders are picked from storage, prepared, and shipped to customers through docks by using van, lorry, truck and ship. The examples of receiving and delivering operations are the assignment of trucks to docks and the scheduling of loading and unloading activities. Warehouse stores factory product or goods from suppliers and then distribute to wholesalers or customers. Planning and controlling in warehouse management have been studied by researchers in both the arts and the sciences (Van den Berg, 1996). Nevertheless, a good basic theory for measurement performance work at warehouse is still lacking. In order to provide performance work at warehouse, three different angles have to be considered: processes, resources, and organization (Rouwenhorst, Stockrahm, Houtum, Mantel, Zijm, 2000). Products arriving at a warehouse will go through a number of steps called processes. Resources refer to all tools, equipment and personnel needed to operate a warehouse. Speed and reliability was the most important service factor followed by freight rates and loss and damage at a warehouse (McGinnis, 1979). Pick-up and delivery was ranked the most important item, followed by rates and charges and loss and damage. These are linked to performance work at warehouse (Bruning, Lynagh, 1984). So, in this research, researchers are aim to measure performance work at warehouse department and determine factors influencing delay time in loading and unloading goods.

260 e-Prosiding SAHiConfEd’22 3.3 Measuring Performance Work At Warehouse Performance refers to the way in which work is done. There can be a good performance or a poor one. But what is performance measurement? The process of quantifying the efficiency and effectiveness of an action or activity (Neely, Gregory, 1995). The purpose of performance measurement is to find out whether things are going the right way and, if not, to find what were the causes that generated a poor performance. After this step, there have to be found solutions for improving performance. There are several reasons for measuring performance: for improving performance, for avoiding inconveniences before it’s too late, for monitoring customer relations, for process and cost control and for maintaining quality (Ackerman, 2003). The main instruments for assessing performance are performance indicators, also named key performance indicators. They are specific characteristics of the process which are measured in order to describe if the process is realised according to pre-established standards. The best way to use indicators is to compare process values with normal, standard values. If there are poor results, poor performance, in reality, improvements for the process have to be made. Indicators are used basically for comparison with expected values. They are the control system of the studied process. In our case, setting an indicator system for warehousing activity is the key for performance improvements, as it shall be presented in our example. There is a software tool which allows selecting public warehouses according to the following criteria: storage surface and volume; dangerous items; possibility for temperature control; separation of storage areas; geographical distance to highway connection, train, waterways; certification; opening hours; assistance with customs; use of technology; handling equipment; number and characteristics of docks (Colson, Dorigo, 2004). There are three types of indicators: order fulfilment, inventory management and warehouse performance (Hill, John, 2007). 3. Methodology Work measurement method is used to compare loading and unloading process, values with normal and standard values. The study was conduct between July 2021 to Feb 2022. If there are poor results, poor performance, in reality, improvements for the process have to be made. Survey questionnaires were distributed to all the staff engaged in warehouse operations and there were in total 58 respondents received at Century Total Logistics Sdn Bhd. to determine factors influence the delay time. Interviews were also conducted in order to gather in-depth information about the topic.

261 e-Prosiding SAHiConfEd’22 4. Findings And Discussion To answer the research question 1, work study were used to see the standard time and actual time in loading and unloading goods. The results regarding the total delay time is shown in Table 1 below. 4.1 Work Study Loading And Unloading Goods Time At Total Century Logistics Sdn Bhd Warehouses According to the table 1, checking work process had been shown to be cause for long total delay time. It’s clear that the total delay time of all loading and unloading process were high which 4 hours 34 minutes are. The time management during checking is the most delay time during loading and unloading process, 120 minutes 85 seconds. While for the process stacking goods on pallet shown 106 minutes 31 seconds. The standard time for the whole process during operations is 5 hours 30 mins for that process. The delay gave impact towards the other process. Table 1: Work Study Loading And Unloading Goods Time At Total Century Logistics Sdn Bhd Warehouses Process Standard Time Operation Actual Time Operation Total Delay Time Delivery Order 30 mins 46 mins 03s (16 mins 03s) Pick Up Goods From Racking 120 mins 150 mins 26s (30 mins 26s) Stacking Goods On Pallet, Sealing, Loading 120 mins 226 mins 31s (106 mins 31s) Checking 60 mins 180 mins 85s (120 mins 85s) Total 5h 30 mins 10h 30 mins 4h 34 min 4.2 General Work Study The first section of the questionnaire is about general questions on work study at warehouse department. Based on self-evaluation, the respondents were asked to rate using closed-ended questionnaires. The result regarding the general work study is shown in Table 2 below.

262 e-Prosiding SAHiConfEd’22 Table 2: General work study at Total Century Logistics Warehouse Work Process Yes % No % Is the truck/trailer driver wearing correct PPE (personal protective equipment)? 100 0 Is there any damage to the truck/trailer? 27 73 Are the appropriate people and equipment available for loading/unloading? 100 0 Are there any items that require special lifts or crane to handle them? 80 20 According to the table 2, most of the respondents agree that the truck/trailer driver wearing correct PPE and they have appropriate people and equipment for loading or unloading work process as we can see 100% score. While 80% agree that certain items require special lifts or crane to handle them. Most of respondents agree that there are damage to the truck/trailer as we can see 73% score. 4.3 Unloading work study The second section of the questionnaire is about unloading work study. The result regarding unloading work study is shown in Table 3 below. According to the table, most of the respondents agree that all items effectively secured to a pallet, cradle or in a cage for unloading work process as we can see 93% score. While 87% agree that freight will move or become unstable if the load restraint devices were removed. Most of respondents agree that there are spillage of hydrocarbons or chemicals as we can see 73.33% score. 4.4 Loading work study The third section of the questionnaire is about unloading work study. The result is shown in Table 4 below. TABLE 3: Unloading work study at Total Century Logistics Warehouse Work Process Yes % No % Are all items effectively secured to a pallet, cradle or in a cage? 93 6.67 Could any freight move, or become unstable, if the load restraint devices were removed? 87 13 Is there any spillage of hydrocarbons or chemicals? 26.67 73.33

263 e-Prosiding SAHiConfEd’22 Table 4: Loading work study at Total Century Logistics Warehouse According to the table, most of the respondents agree that all items effectively secured to a pallet, cradle or in a cage for unloading work process as we can see 93% score. While 87% agree that freight will move or become unstable if the load restraint devices were removed. Most of respondents agree that there are spillage of hydrocarbons or chemicals as we can see 73.33% score. From the study, it shows that the factors influence delay time in loading and unloading time goods are from storage surface, storage volume, storage racks, number and characteristics of docks, pallets per hour, pallets per square meter, opening hours, and assistance with customs. For recommendations, adding a forklift and a driver, it will overcome the problem and also reduces the waiting time of the customers. 5. Conclusion The need for companies to be competitive and thrive in their marketplace by delivering , in the right quantity, at the right time, and at the lowest cost possible is clearly defined. Discovering the problems of the warehouse and solve them before is too late. Other than reduce costs, by improving operations that take place in a warehouse, and having low costs is an essential feature of differentiating logistics firms. References Ackerman, K. (2003), “Why Audit Warehouses”, Warehousing Forum, Vol. 18, No. 9, available on-line at http://www.warehousingforum.com/news/2003_08.pdf Arena Simulation. 2009. Arena - Forward visibility for your business. Rockwell Automation, Inc. http://www.arenasimulation.com (2 April 2009). Arena Solution. 2009. Arena: Customer Value. http://www.arenasimulation.com/solutions/default.asp (2 April 2009) Bruning, E.R., Lynagh, P.M., 1984. Carrier evaluation in physical distribution management. Journal of Business Logistics 5 (2), 31±47. B. Roland, Barclays, Global Logistics Markets – Trend Analysis, a new market report, 2014 Work Process Yes % No % Is freight to be despatched clean, well packed and secured in cartons or appropriate packaging? 100 0 Is documentation ,(invoices, DO) complete for all cargo being despatched? 100 0 Are there any items that may have stored energy, e.g springs under tension fitted with warning labels? 46.67 53.33 Are there any items that require special lifts or crane to handle them? 80 20

264 e-Prosiding SAHiConfEd’22 R. T. Wang, “Title of Chapter,” in Classic Physiques, edited by R. B. Hamil (Publisher Name, Publisher City, 1999), pp. 212–213. Cushman & Wakefield (2008), European Distribution Report 2008, available on-line athttp://www.cushwake.com/cwglobal/docviewer/EuropeanDistributionReport2008.pd f?id=c18100124p&repositoryKey=CoreRepository&itemDesc=document&cid=c15500 119p&crep=Core&cdesc=binaryPubContent&Country=G LOBAL&Language=EN 4. Colson, G. & Dorigo, F. (2004), “A Public Warehouse Selection Support System”, European Journal of Operational Research, Vol. 153, No. 2 Establish, Inc. (2008), CSCPM Annual Global Conference 2008. Logistics Cost and Service 2008, available online at http://www.establishinc.com/ pdfs/2008_CSCMP_Presentation.pdf Gu J., Goetschalckx M. & McGinnis L.F. 2007. Research on warehouse operation: A comprehensive review. European Journal of Operational Research 177: 1-21. Hill, John M. (2007), Warehouse Performance Measurement, Esync, Chicago Hartanti LPS (2016) Work measurement approach to determine standard time in assembly line. In: Proceedings of the 31st IASTEM international conference, ISBN: 978-93-86083- 99- 9 Kanawaty G (1992) Introduction to work study, International Labor Office, ISBN: 92-2- 107108-1 Krauth, E., Moonen, H., Popova, V. & Schut, M. (2005), Performance Indicators in Logistics Service Provision and Warehouse Management – A Literature Review and Framework, available on-line at http://www.cs.vu.nl/~schut/pubs/mcs-Krauth2005a.pdf Malaysian Investment Development Authority (MIDA) Report, 2014 McGinnis, M.A.,1979. Shipper attitudes towards freight transport choice: a actor analytical study. International Journal of Physical Distribution and Materials Management 10 (1), 25±34. Neely, A. D., Gregory M. J. & Platts, K. W. (1995), “Performance Measurement System Design: A Literature Review and Research Agenda”, International Journal of Operations and Production Management, Vol. 15, No. 4 Rouwenhorst B., Reuter B., Stockrahm V., Houtum G.J.V., Mantel R.J., Zijm W.H.M. 2000. Warehouse design and control: Framework and literature review. European Journal of Operational Research 122: 515-533. Van den Berg J.P. 1996. Planning and control of warehousing systems. Ph.D. Thesis. The Netherlands: University of Twente, Fac. Mech. Engrg., Enschede

265 e-Prosiding SAHiConfEd’22 ELSA: The Application's Efficacy As Well As Students' Attitudes towards Its Use Maheswaran A/L Muniandy1 , Grace Gayathri A/P Ramakarsinin2 1 Putrajaya Presint 9 (1) National School, Malaysia 2 Temiang National School, Malaysia [email protected], 2 [email protected] Abstract Speaking skill as the productive skill. To ensure the seamless utterance and delivery of information, additional practise is necessary. The usage of the ELSA speaking application to enhance speaking ability is the main topic of this study. The purpose of this study is to evaluate this application's efficacy as well as students' attitudes toward its use. Quantitative methodology was employed. Test score is used as pre-test and post-test to check on the effectiveness of ELSA application. Along with the comparison of test scores, questionnaire is employed to study on students’ view towards to ELSA application. This research is conducted among 60 students who have smart phone to utilise the ELSA application in both Seremban and Putrajaya district. The study's findings demonstrated that a comparison of the post-test and the pre-test produced favourable results which is an increase of 28.8%. The average score of the 5-point Likert score questionnaire on the effectiveness of the application is 4.209. Students' improvisation is evident in their ability to talk clearly, avoid communication barriers, and provide information that is understandable. By using the applications, students demonstrated a great interest and increased confidence when speaking in English. Teachers can employ pedagogical strategies to have this ELSA speaking application adapt to the demands of students' learning ultimately enhancing learning outside of the classroom and encouraging student involvement in the learning process. Keywords: speaking skill, pronunciation, ELSA, speaking application

266 e-Prosiding SAHiConfEd’22 1. Introduction English is widely used across the world. It is crucial to day-to-day living. English is a language used for international communication and information exchange (Hoge, 2014). Speaking is one of the essential abilities required to express ideas, thoughts, and opinions. Teachers must come up with creative ways to encourage pupils to study and occasionally improvise outside of the classroom as evolution occurs all over the world. The method has changed from chalk and talk to technology in our high-tech age. Technology-based Artificial Intelligence (AI), in addition to traditional classroom instruction, is one of the most effective strategies to promote self-learning, according to Jennings (2019). English Language Speech Assistant (ELSA) application is a technology based application which aids in learning English language across any ages of students. ELSA is an application that encourages learners to acquire language through artificial intelligence (AI) speech recognition. This technology helps learners learn in a fun way, and it is tailored to their needs. ELSA speaking app was founded in 2015. ELSA is helpful, and it can be installed on either IOS and android. ELSA application is compatible to laptop and with smartphone. It is user-friendly, and it can be installed easily. Students can use this application limitlessly and without regard to a time limit. Although there are several installable, commercially viable applications, the ELSA app has many advantages because it is customised to each user's needs and progress. It enables steady development and lets learners pick the subject they want to improvise on. This application provides immediate feedback on crucial language skills like listening, grammar, vocabulary, pronunciation, fluency, intonation, and word stress. It offers recommendations for customised learning plans for each application user. This application combines gamification with real-world discussions to offer a convenient and efficient way to practise English. The language’s productive skill is speaking skill. According to Hossain (2015), this skill is significant as it allows students to perform communicative tasks. These aspects include presentations made orally, studies and reports among others. Pronunciation is the main factor in speaking skill. Yet, many individuals pay the least attention to pronunciation such as the rehearsal of reading pronunciation and speaking pronunciation with the least attention. English is considered the second language in Malaysia, mother tongue of students will affect their pronunciation in English. Pronunciation is an important aspect of speaking a language. The ELSA app is a learning platform for smartphones that links students to virtual instructors. Students can adjust their pronunciation based on the feedback provided by the exercise in this application. It is not a mandatory practise, and students are free to repeat any concepts they find confusing in order to better grasp them. Learning a spoken language necessitates the expression of transactional purpose and the time range for utilising the language (Brown and Yule, 1983). These elements are crucial for making their points and ensuring that listeners can understand them. While it is true that learning a second language or a foreign language is not about theories,

267 e-Prosiding SAHiConfEd’22 it is about ideas, expression, message delivery, and the use of keywords to make sure sentences are clear and understandable. It is unfortunate that students have trouble organising and making sense of the thoughts they want to express. 2. Problem Statement The speaking abilities of the pupils are the main focus of this study because they are learning the language as a second language. As a result, their language proficiency has decreased. Additionally, variables like pronunciation mistakes contribute to this. To solve this problem, an app was chosen to assist pupils in learning proper pronunciation. The goal of establishing proper pronunciation is not to sound like a native speaker; rather, it is the first step towards speaking (Gilakjani, 2017). They should alter the way they pronounce things in order to affect how they speak English. Good pronunciation, which makes the students' speaking understandable even when they make slight mistakes, is according to Fraser (2000) the most important talent. Even when a speaker is speaking accurately in some areas, poor pronunciation makes it difficult to understand them. Pronunciation is the primary factor on which people are evaluated and how it is formally evaluated in other skills. Ramakarsinin and Baskaran (2021) states the importance of mastering proper pronunciation enables students to communicate effectively with others. The ability to allow others to understand and comprehend the speech of the other speakers is more important than having perfect pronunciation like a professional speaker. The classroom context is typically the only resource available to students for pronunciation practise. Students require a smart phone tool at this stage to assist with self-learning. Our lives revolve around our smartphones, which serve several purposes, including education. The benefit of using a smart phone is that it piques pupils' interest in modern technologies. Smart phone accessibility has a big impact and the potential to boost productivity. As a result, it enables students to engage in learning activities at anytime and anywhere. Though pronunciation is stressed in school, the basics of good pronunciation are not optimal. In light of this conversation, the researcher plans to conduct study on tools that support students' English language proficiency learning. Since smart phones are already a need in everyday life, the speaking application from ELSA makes it easier to learn anywhere, at any time. ELSA's application is adequate, to serve as the virtual coach. 3. Purpose of the research This study sought to determine whether primary children' speaking skills could be improved by using the ELSA speaking application. This study is significant because it increases public awareness of the benefits of using technology to learn useful skills.

268 e-Prosiding SAHiConfEd’22 4. Research Objectives The objectives of this study are: i. To evaluate the impact of ELSA application on upper primary students’ speaking skill ii. To analyse students’ attitudes towards the use of the ELSA speaking application The research hypothesis of this study are: HA : ELSA application is effective in improving students’ speaking skill HO : ELSA application isn’t effective in improving students’ speaking skill 5. Literature Review ELSA is an artificial intelligence app that uses automatic speech recognition (ASR), according to Becker & Edalatishams (2019), and which has an impact on the user's pronounciation accuracy. The exercises in this app are adjusted to the students' level of proficiency. Additionally, Becker and Edalatishams (2019) noted that the ELSA app includes the "Progress" function, Word Bank, ELSA Pronunciation Score (EPS), and Evaluation. The dictionary function in this app includes word pronunciations. The assessment feature, which permits recording of up to 13 sentences and provides comments, improves it even more. This study demonstrated the value of a study by Kholis (2021), who confirmed that the application encouraged students to acquire pronunciation and to develop their pronunciation skills while also enhancing their speaking abilities. Consonant clusters, the sound of aspiration, and the schwa are the main topics of these feedbacks. It offers a percentage ranking as well as reports that are thorough enough for pupils to download. The impressive features of the ELSA app shown beneficial effects on the teaching and learning of pronunciation during speaking lessons. According to Yilan (2019), students who utilised the MALL speaking application and ELSA media shared that ELSA helped students learn successfully and made teaching easier for teachers. Another investigation by Samad and Ismail (2020) supports the usefulness of the ELSA speaking app. Pre- and post-test comparisons in this study revealed that students' pronunciation improved with a high t-test score. The first step in learning English is to master the pronunciation. The negative effects of not mastering pronunciation at the beginning of studying include developing bad habits and failing to pay attention to forthcoming courses (Rozina, 2017). The totality of communication is disrupted due to a lack of understanding in meanings as a result of incorrect pronunciation acquired early on. It is impossible to separate learning to speak from studying pronunciation. People are aware that proper pronunciation is essential for effective communication, but anxiousness and carelessness in speaking sometimes lead to awkward conversations.

269 e-Prosiding SAHiConfEd’22 The use of the ELSA speaking application was viewed well by pupils in a research study by Samad and Aminullah (2018). Students believed that this application was appropriate for the teaching and learning processes, according to the research. This app was chosen as one of the top tools for teaching students to speak English fluently and effectively (Educationalappstore, 2022). This application's flexibility enables students to practise speaking whenever is most convenient, and active learning occurs outside of the traditional classroom setting. The ELSA interface is easy to use since it directs students to the topics, abilities, levels, reports, and other key elements. The artificial intelligence (AI) is proactive, accessible, and complete in its environment for teaching and learning processes, according to Ghavifekr and Rosdy (2015). Students who are utilising the ELSA app can record themselves and listen to the sound delivery. ELSA evaluates the recording's accuracy and provides comments (Becker & Edalatishams, 2019). As a result, this application allows students to describe objectives using the capabilities of the app. As a result, it is crucial to combine the ELSA app with this mobile technology for language acquisition. Students have several opportunities to learn using mobile devices in a variety of locations, so they are not limited to studying in the classroom. Students can access the class wherever they want and at their own pace thanks to the app. 6. Methodology 6.1 Research Design This study adopts a quantitative approach with an experimental research design, to be able to compare test results and questionnaire responses.The technique as a research design, in accordance with Creswell & Creswell (2017), aids in the use of quantitative data to analyse the problem. Data were collected through this quantitative study to see how the ELSA app was being used to enhance speaking abilities. Pre-test and post-test designs are used in experimental research as a type of experiment. This experimental study is appropriate because its design enables the researcher to compare the results of the interventions' ratings (Creswell, 2012). The post-test treatment results obtained are more accurate since they compare the pre-treatment conditions. To gauge the pupils' proficiency, the researcher first administered a pre-test. The teacher then designs and manages lessons and teaching strategies using the ELSA speaking application. The researchers then employ the application in the classroom and exhort the pupils to use it outside of class. It is put to the test again two weeks later. After the test, a survey is given to see how students feel about using the ELSA application. The purpose of the questionnaire, according to Tight (2017), is to gain a deeper comprehension of the subject. 6.2 Sample of Research This research was carried out for two weeks. The participants are upper primary school students. The sample of this research are selected from age 10 till 12 years old. Purposive sampling is carried out to select 60 samples from two different schools in Seremban and Putrajaya. This

270 e-Prosiding SAHiConfEd’22 non-random sampling is carried out with a specific objective relating to the investigation (Creswell, 2013). These samples were also chosen because smart phones are widely accessible, enabling users to download the ELSA app and enhance their speaking abilities. Sharma (2014) claims that tiny samples are efficient and successful since they accurately reflect the population. This choice contributes to learning about the effectiveness of ELSA's application to improve speaking skills. In addition, the sample's willingness to participate in the study is taken into account. This will guarantee that the data collected is pertinent. 6.3 Instrument Data collection tools are employed to address the research objectives. Both a test and a questionnaire were employed as study tools. The effectiveness of the ELSA application to enhance speaking skills is evaluated by a test. Pre-test and post-test are the two components of the test. Refer to Appendix A for the Speaking Test Rubric. While questionnaires are used to gauge how students feel about using the ELSA app to practise speaking English. The questionnaire consists of 11 questions. This survey was created based on Gholami (2016) questionnaire (refer to Appendix B). 6.4 Validity and Reliability The questionnaire's reliability is examined. A pilot study is carried out to evaluate the effectiveness of the questionnaire and to collect data needed to meet the goals of the research. 15 students who are not a part of the main study participate in the pilot trial. Analysis of the pilot study yielded a Cronbach alpha score of .825. As a result, the dependability demonstrates that the questionnaire is sound and suitable for use in the study. 6.5 Data Analysis In both sessions, samples are subjected to the tests. Pre-tests are given before ELSA applications are used, and the results are compared with the post-test results after ELSA applications. The rubrics are used to evaluate both tests (refer to Appendix A). The rubrics were gathered from websites for ESL. Following the use of the ELSA application, a questionnaire is given (refer to Appendix B). Pencil and paper are used to collect the study questionnaire's data. The Statistical Package for the Social Sciences (SPSS) programme version 26.0 is used to analyse the data and includes descriptive statistics. Standard deviation and mean are employed in the descriptive analysis. The table below illustrates how the mean score should be interpreted. Zulkifli Awang et al. (2015) provided the interpretation of this mean value, which is displayed in Table 1. Table 1: Mean Score Interpretation Mean score Interpretation level 1.00 to 2.49 Low 2.50 to 3.79 Average 3.80 to 5.00 High

271 e-Prosiding SAHiConfEd’22 7. Findings 7.1 Test scores The finding from the test score will evaluate the impact of ELSA application on upper primary students’ speaking skill. Based on the numerical data gathered there are a significant improvement in these students’ marks. As shown in Table 2, there is a significant increase in mean from 2.28 to 3.72. The overall mean difference between the Pre-test and Post-test which is 1.44 marks (95% CI [-1.74291, -1.12375]). Table 3 shows paired samples correlation shows the bivariate Pearson correlation coefficient (with a two-tailed test of significance) for each pair of variables entered. Table 2 shows that pre-test and post-test marks are significantly positively correlated (r = .710). The positive high score also indicates less standard error in both pre-test and post-test. Table 4 show the scores for paired sample t test. Since the two-tailed P-value, as shown in Table 3, is p=.000 which is lower than .025 (.001<.05), it is safe to the use of the ELSA application as a learning application can improve the speaking skills of level two primary students. The improvement in learning achievement can be seen from the results which shows increase in mean scores. Table 2: Paired Samples Statistics Mean N Std. Deviation Std. Error Mean Pair 1 PreTest 2.2833 60 1.09066 .14080 PostTest 3.7167 60 .71525 .09234 Table 3: Paired Samples Correlations N Correlation Sig. Pair 1 PreTest & PostTest 60 .710 .195 Table 4: Paired Samples Test Paired Differences t df Sig. (2- Mean tailed) Std. Deviatio n Std. Error Mean 95% Confidence Interval of the Difference Lower Upper Pair 1 PreTest - PostTest -1.43333 1.19840 .15471 -1.74291 -1.12375 -9.264 59 .000 7.2 Questionnaire The finding from the questionnaire score will scrutinize students’ attitudes towards the use of the ELSA speaking application. This questionnaire consists of 11 items to find out the student’s views towards the use of the ELSA app. Table 5 shows the descriptive statistic for of the usage of the ELSA application. The findings suggest that overall mean value is (M = 4.2091), where by most of the students agree that ELSA app has helped them in improving their speaking abilities.

272 e-Prosiding SAHiConfEd’22 Table 5: Descriptive Statistics of The Questionnaire Findings Question (Items) N Minimum Maximum Mean Std. Deviation Item 1 60 3.00 5.00 4.3500 .70890 Item 2 60 3.00 5.00 4.3500 .60576 Item 3 60 1.00 5.00 3.1833 1.03321 Item 4 60 3.00 5.00 4.1833 .65073 Item 5 60 3.00 5.00 4.3500 .54695 Item 6 60 3.00 5.00 4.5167 .70089 Item 7 60 2.00 5.00 3.6833 .98276 Item 8 60 3.00 5.00 4.4167 .56122 Item 9 60 3.00 5.00 4.6167 .61318 Item 10 60 3.00 5.00 4.2667 .51640 Item 11 60 3.00 5.00 4.3833 .66617 Valid N (listwise) 60 ** Overall mean value for this questionnaire is 4.2091 Table 6 shows the item analysis based on the responses of the students. 38.3% of students agree and 48.3% strongly agree that they knew about their learning achievement while using the ELSA application meanwhile 13.3% students are unsure. This shows that 86.6% of the participants are approved students who can keep track of their performance. The next item goes along with their monitoring their performance to attain their goal. 51.7% of students agreed on this whereas 41.7% strongly agreed to achieve their meanwhile 6.7% pupils are unsure. For Item 3, 6.7% strongly disagreed, 15.0% disagreed, 41.7% are unsure, 26.7% agreed and 10.0% strongly agreed. The result for this item varied because students are new to the application usage and the duration of the research is only 2 weeks. Table 6: Item Analysis Average Score for Each Item (%) No Items Strongly disagree Disagree Neutral Agree Strongly agree 1 By using ELSA app, I am able to know my achievements in pronunciation skill - - 13.3 38.3 48.3 2 I am able to practice my pronunciation skill until I reach my goal using ELSA app - - 6.7 51.7 41.7 3 I know my weaknesses I pronunciation skill through ELSA app. 6.7 15.0 41.7 26.7 10.0

273 e-Prosiding SAHiConfEd’22 4 I can find any topics I want to learn through ELSA app features - - 13.3 55.0 31.7 5 ELSA app provides an alternative topic to learn freely - - 3.3 58.3 38.3 6 Even though I use ELSA app regularly, I still need the help from teachers to increase my pronunciation skill - - 3.3 51.7 45.0 7 I can improve my pronunciation skill by only using ELSA app / without the help from my teacher - 16.7 18.3 45.0 20.0 8 I would like to choose my own content in learning - - 6.7 25.0 68.3 9 I use ELSA app to increase my pronunciation skill - - 6.7 25.0 68.3 10 ELSA app helps me to get a good score - - 3.3 66.7 30.0 11 ELSA app helps me to improve my pronunciation skills for the future - - 10.0 41.7 48.3 Item 4 to Item 8 shows the effectiveness of learning process. The data proves that along with their learning process, 3.35 are unsure, 55.0% agreed and 31.7% strongly agreed that they can find topics to learn through the ELSA application. 58.3% agreed and 38.3% strongly agreed that they can choose alternative topics to learn freely provided by the app meanwhile 3.3 % are unsure. Data from Item 6 and Item 7 shows, though regular users of this app most students also stated that they help from teachers to increase my pronunciation skill. Based on the overall items, item 8 shows 25.0% agree and 68.3% strongly agreed while 6.7% of them are unsure that students can be autonomous learners. Item 9 to Item 11 shows the effectiveness of using the application. 6.7% are unsure meanwhile 25.0% and 68.3% of students reported that the use ELSA app to increase my pronunciation skill. 66.7% agreed and 30.0% strongly agreed that ELSA app helps them to get a good score while 3.3% are unsure. 41.7% students agreed and 48.3% strongly agreed that ELSA app helps them to improve my pronunciation skills for the future while 10% of them are unsure. According to Chann (2001), learners can make their significant decisions to improvise their ability. They can achieve their targeted aims by overcoming their weaknesses and practice to improvise better by using the application. Based on the data, it is assured that the ELSA app approved much benefits to their users. As in this research, the ELSA app helped learners to achieve their goals in learning pronunciation. This application provides autonomy to their learners to learn their topics of interest and it is versatile to their needs which helps to progress gradually in their performance. According to Ahmadi (2018), this application proves that it builds responsible behaviours to cater to the needs of students and students can achieve better scores and improvements in their learning.

274 e-Prosiding SAHiConfEd’22 8. Discussions The objectives of this research is to investigate effectiveness of ELSA speaking application in improving speaking skill as well as to check on the view of ELSA application usage. It is observable that the ELSA speaking application encourages students to learn pronunciation in a quick and smooth manner. This application is to ensure students acquire pronunciation at an effective rate. It is useful in providing feedback and corrections. As this research proves that it allows words pronunciation improvisation, it is supported in a research by Sarmita Samad (2019) that ELSA speaking application is useful for improving speaking skill. There are many categories of speaking skill related to English proficiency level. References for studying features such as vowels, consonant sounds, syllables and word stress are emphasised in the ELSA speaking application. Students demonstrated enthusiasm for the ELSA speaking application based on their involvement with it. This is based on the results from questionnaire. Attitudes about learning can be moulded and controlled. Students can undertakes independent learning. As supported by a research Haryadi and Aprianoto (2020), technology based applications contains advantages and positive effects for individual learning and active participation. The findings from the questionnaire showed that students felt confident talking and acquired words to convey messages. The outcome of this research showed us that ELSA speaking application provides stimulus and input for learning to take place. It makes students to converse in the classroom. Besides that, this application has features that supports students learning such as choosing lesson tailor to students’ level. The lesson can be tuned from beginner level to advanced level. Teachers can use this application to support speaking lesson and encourage learning outside classroom learning. One of the items in the questionnaire showed students agreed the technology media has the flexibility where students can tailor their learning convenient to them. Carter et al. (2020) stated that technological flexibility in learning online supports students’ learning level. It allows learner autonomy. With insufficient of time in learning English in the classroom, students can cope up with this lacking and progress their learning level with the use ELSA speaking app. 9. Acknowledgements First and foremost, I would like to thank the Almighty to impart the wisdom and patience to complete this article. My sincere appreciation to my supervisor being a guide throughout the completion of this writing.

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277 e-Prosiding SAHiConfEd’22 Appendix Appendix A (Pronunciation Rubrics) Score Pronunciation Description 5 Excellent Pronunciation ⚫ Native-like pronunciation of individual sounds, word stress, word endings, intonation, and rhythm ⚫ Native-like fluency; speaks smoothly without hesitation and with ease ⚫ Pronunciation does not impede communication 4 Good Pronunciation ⚫ Accurate pronunciation of individual sounds, word stress, word endings, intonation, and rhythm ⚫ Occasional non-native pauses and/or hesitations which do not interfere with comprehensibility. ⚫ Pronunciation rarely impedes communication 3 Satisfactory Pronunciation ⚫ Fairly accurate pronunciation of individual sounds, word stress, word endings intonation, and rhythm ⚫ Some non-native pauses and/or hesitations which sometimes interfere with comprehensibility. ⚫ Pronunciation occasionally impedes communication 2 Partially Effective Pronunciation ⚫ Inaccurate pronunciation of some individual sounds, word stress, word endings intonation, and rhythm, which interfere with comprehensibility ⚫ Many non-native pauses and/or hesitations which can interfere with comprehensibility. ⚫ Pronunciation impedes communication 1 Ineffective Pronunciation ⚫ Major inaccuracies with pronunciation of individual sounds, word stress, word endings intonation, and rhythm, which causes significant problems in intelligibility ⚫ Significant pausing, hesitations, and/or short phrases which interfere significantly with comprehensibility. ⚫ Pronunciation severely impedes communication

278 e-Prosiding SAHiConfEd’22 Appendix B (Questionnaire) 1. The aim of this questionnaire is to gain information about views on using ELSA application to improve English speaking skill. 2. This questionnaire is not a test and does not have right or wrong answer. 3. Information provided by students is kept confidential and it is use for the purpose of research. 4. Tick (/) in the scale space provided based on your view because information provided is valuable. 5. I would like to thank all teachers who cooperated and participated. Using the scale from 1 to 5, tick (/) at only one answer. Ensure tick at each statement. Criteria 1 2 3 4 5 1 By using ELSA app, I am able to know my achievements in pronunciation skill 2 I am able to practice my pronunciation skill until I reach my goal using ELSA app 3 I know my weaknesses I pronunciation skill through ELSA app. 4 I can find any topics I want to learn through ELSA app features 5 ELSA app provides an alternative topic to learn freely 6 Even though I use ELSA app regularly, I still need the help from teachers to increase my pronunciation skill 7 I can improve my pronunciation skill by only using ELSA app / without the help from my teacher 8 I would like to choose my own content in learning 9 I use ELSA app to increase my pronunciation skill 10 ELSA app helps me to get a good score 11 ELSA app helps me to improve my pronunciation skills for the future 1 Strongly disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly agree

279 e-Prosiding SAHiConfEd’22 E-module Development to Enhance Student's Ability in Reading Comprehension of Historical Text Chery Julida P. 1*, Yaser A.2 , Wahidah3 1,2,3IAIN Langsa, Indonesia *Corresponding author’s: [email protected] Abstract Most students are bored of reading history books because of the rigid nature of the book, lack of variety, monotony, and as if they have to go back to the past. Fun reading activities and following technological developments can raise the literacy spirit of students. For this reason, learning resources that meet the needs of students in understanding history are necessary. The purpose of this study was to produce an e-module product to deepen the ability to read history texts for elementary school students and to find out the responses of teachers and students after using the developed e-module. The type of research used is the type of research and development concerning the ADDIE development model. The subjects of this research are Teachers and students of class V MIS Al-Ashriyah Langsa. The object of this research is the emodule material, "Leadership of the Prophet Muhammad (p.b.u.h) in Medina," of class V. The instrument of this research is the validity test of the material, media validity, language validity, and a questionnaire to collect data on teacher and student responses to the use of e-modules. The results showed that the average score of the three validity tests was 82.8%, with a highly decent interpretation. The teacher's response from the questionnaire results showed 81.6% in the "practical" category, and getting student responses after using the e-module of 82.1% was also in the same category. Thus, the results of this study can be concluded that the e-module on "Leadership of the Prophet Muhammad (p.b.u.h) in Medina" is very feasible and practical to use to deepen the ability to read historical texts for elementary school students. Keywords: Development, E-Modul, Ability in reading comprehension

280 e-Prosiding SAHiConfEd’22 1. Introduction The COVID-19 pandemic requires teachers to be more creative and innovative to produce learning resources that are easy to apply in blended learning. Teachers' efforts to create varied learning resources will help students get the best learning even in a limited space (Sefriani et al., 2021). Several studies have shown that creative and innovative learning resources directly encourage and improve students' intelligence (Rachmadtullah et al., 2020). The use of Modules in blended learning can increase student motivation and achievement (Al-Ani, 2013). Learning resources are expected to be able to overcome the problems and needs of students in order to be able to learn independently. Learning resources in schools are usually in the form of textbooks. School textbooks are usually only texts and a few pictures without attractive colors. The systematics of the book also seems stiff. Students are bored with reading and bored when studying with such a book. It is in line with research that states that printed books affect reading comprehension, eye fatigue when reading, and different perceptions of each reader (Jeong, 2012). Students are bored and find it difficult to reflect while studying history through printed books. Students prefer to watch some news on television (Loewen, 2018). Hadinata stated that learning is not monotonous with only texts; learning media needs to contain audiovisual multimedia elements, even animation. This element will make it easier for students to understand the material (Hardinata et al., 2018). This statement also applies to learning materials on the prophet's leadership in Medina, as discussed in this study. In addition, subjects that require strong student memory need engaging learning media. Learning history is a lesson that is less interesting, difficult to understand, less challenging, or tedious for most students, likewise with learning the history of Islamic culture. Some students consider these subjects burdensome because they have to memorize past events. This event is even a story that students have never experienced. The situation will be even worse if the teacher teaches historical materials with a monotonous method and teaching material that does not support the creation of students' imaginations. Moreover, the teachers use to fixate on books that are theoretical in nature. Studying history is part of a sign in the rise of a nation. A study concluded that the growth and development of a nation is a continuation of the past (Bahri et al., 2021). Historical events as a justification for insight or views so that they can continue to progress for the better. The development of science and technology in the 21st century does not necessarily get rid of the historical events of Islamic civilization, which has invested a lot in education for the progress of a nation. Islam clearly explains the leadership and progress of the nation in the Qur'an. Islam cultivates the spirit of patriotism, nationalism, and tolerance through the events and characters of the Prophet Muhammad (p.b.u.h). There are many stories about the Prophet's life, about how he led a nation that deserves a role model in the leadership of the Indonesian nation. Elementary

281 e-Prosiding SAHiConfEd’22 school students, the generation who will lead this country, are expected to learn from the leadership of the Prophet Muhammad (p.b.u.h). However, unfortunately, students see this only as a story, not a reflection of the future. The ability of elementary school students is still bound by concrete understanding. They easily understand something that is captured by their five senses. Learning the history of Islamic culture, which is generally only taught through the lecture method (using one sense: hearing) and is abstract, triggers the imagination, which may differ from what the teacher explains. This method is also monotonous and causes student boredom if the teacher does not provide a variety of teaching methods. Students' grades in Islamic cultural history lessons are expected to obtain completeness. Unfortunately, this material full of memorization of history is often considered burdensome for students. Therefore, the learning achievement criteria still needed to be met. Learning media innovation for learning the history of Islamic culture is a necessity. Responding to the problems of studying historical material on Islamic culture, especially the era of the Prophet Muhammad (p.b.u.h), needs knowledge with the integration of Islamic values, as an effort to produce a generation of positive character, skilled in creating creativity and innovation, and knowledge on the base of Islam (Hanif et al., 2016). Teachers must illustrate how Prophet Muhammad (p.b.u.h) led the country to foster students' understanding in responding to today's competitive era. Students will understand the material when being taught with a clear system. To motivate student learning, teachers not only provide material with the lecture method but also need to present exciting books or modules so that they can trigger more profound curiosity. The module contains evaluations to measure students' level of understanding. Modules are learning units designed to achieve learning objectives. Modules are presented systematically (Arum & Wahyudi, 2016), and students can find their shortcomings when learning through evaluation in the module (Wanabuliandari & Ardianti, 2018); the illustrations provided are logically acceptable. The module has five characteristics: self-instruction, selfcontained, stand-alone, adaptive, and user-friendly (Aini et al., 2020). Therefore, animated learning media presenting illustrations of the prophet's leadership are the solution (R. Asyhar, 2011). In the digital era, electronic modules make it difficult to understand the history of the prophet's leadership due to the lack of real learning resources and difficulty imagining things that have never been seen. The use of widespread gadgets in the community facilitates Android-based learning (Suyoso & Nurohman, 2014) because it can visualize abstract material and provide more motivation and interest for students when learning takes place. Learning can also be done independently (Nurdiana & Zainiyati, 2020), equipped with a description of basic competencies, learning objectives, video tutorials, animations, summaries, evaluations, to references (SMA & Menengah, 2017);(Sidiq et al., 2022); (Sugihartini & Jayanta, 2017).

282 e-Prosiding SAHiConfEd’22 2. Problem Statement The role of technology in education is even greater during the COVID-19 pandemic. Burnouts experienced by students need to be minimized by presenting interesting learning media and following students' passion for digital media. The combination of text and animated videos is expected to positively impact student learning outcomes about the history of Islamic culture, which is basically abstract. Integrating digital use with historical texts of the Prophet Muhammad's leadership to instill the spirit of leadership, patriotism, and love for the homeland in e-modules needs to be done to turn abstract concepts into concrete. Therefore, this study seeks to produce e-module products that will later be able to strengthen students' ability to understand the historical text of the leadership of the Prophet Muhammad (p.b.u.h). 3. Research Objective The objectives of this research are: a. Developing e-modules to strengthen students' ability to understand the historical text of the leadership of the Prophet Muhammad (p.b.u.h) b. Knowing the responses of teachers and students after using the developed e-module. 4. Materials and Methods This research uses research and development (R&D) methods. The development model used is the ADDIE (Analyze, Design, Develop, Implement, and Evaluation) model. ADDIE is considered an effective model for developing products, especially in achieving learning objectives (Branch, 2010). 4.1 Analyze In the early stages of the study, an analysis was carried out to obtain data by identifying student problems and needs. Next, the researcher explores the characteristics of students and the teaching materials used in understanding the text. Finally, it becomes a reference for the development of e-modules in the form of curriculum analysis, determining competency standards, and appropriate media in e-modules. 4.2 Design E-modules are designed using the Canva application by systematically designing learning objectives, learning tools, lesson plans, and learning processes till evaluation in e-modules. The instrument's design is in the form of material, language, and media validation sheets to measure the feasibility and quality of the product. The test is given to practice the ability to understand the text. In addition, teacher and student questionnaires were employed to perceive the response after using the e-module. 4.3 Develop

283 e-Prosiding SAHiConfEd’22 At the development stage, the e-module design begins to be produced. First, the material for understanding the text is developed along with practice questions and competency tests. The product was developed with the Heyzine flipbook application. E-module uses animation to make it more interesting. Validity tests are carried out by material, language, and media experts to find out the advantages and disadvantages of e-modules to improve products. The feasibility assessment uses a Likert scale. 4.4 Implement E-modules that have been repaired based on validator input are given to teachers and students to be tested. Then, students are given repeated exercises until there is an increase in the ability to understand the text. At this stage, the level of students' ability to use the product is also observed. 4.5 Evaluation Evaluation is carried out based on the responses of teachers and students who have used the emodules. Teacher and student questionnaires were given to assess the practicality of the resulting e-modules. Improvements to e-modules based on the validation results of media, language, and material experts for product perfection are carried out. The subjects of this study were 28 students and a teacher of class V at MIS Al-Ashriyah Langsa. The research object is an e-module for the history of Islamic civilization in class V with the material "Leadership of the Prophet Muhammad (p.b.u.h) in Medina." The instrument of this research is the test of material validity, media validity, language validity, and a questionnaire to collect data on teacher and student responses to e-modules. The data analysis technique was processed based on the instruments and obtained data. In this study, the data obtained are in the form of qualitative and quantitative data. 5. Results The development of e-modules with the ADDIE model goes through five stages: analyzing, designing, developing, implementing, and evaluating. At the analyzing stage, interviews with the teacher were conducted before making this e-module. The interview results revealed a gap between the lesson plan (Learning Implementation Plan) and student learning outcomes. Student learning outcomes in understanding the historical text of the leadership of the Prophet Muhammad (p.b.u.h) in Medina are below the minimum completeness score. It is due to the teacher who only provides text from school textbooks. These books are also in limited quantities and are only handed to some members of the fifth grade of MIS Al-Ashriyah Langsa. Efforts to improve students' ability to read historical texts begin by analyzing the syllabus of fifth grade on the History of Islamic Civilization subject and the student's character.

284 e-Prosiding SAHiConfEd’22 The e-module was developed based on the results of the analysis. Related materials are designed and developed according to the curriculum and student needs with the Canva application. The results of observations of fifth-grade students of MIS AL-Ashriyah Langsa show that, in general, they like audiovisual teaching materials. Therefore, to improve student character, e-modules were developed by presenting youtube videos, illustrations, and animations that support the material "Leadership of the Prophet Muhammad (p.b.u.h) in Medina." 5.1 Validity The e-module has to be validated to obtain a quality product. The e-module was validated by material experts related to the text about the Leadership of the Prophet Muhammad (p.b.u.h) in Medina, learning media experts, and language experts. The results of the validation of each expert can be seen in the following table: Table 1: Validity of E-modul Aspect Average score Result Material validity 86,2% Very feasible Media validity 83,5% Very feasible Language validity 78,7% Feasible Total average 82,8% Very feasible (Source: data 2022) The table above shows the average value of material, media, and language validation of 82.8% with a "very feasible" interpretation. The production of e-modules with the material "Leadership of the Prophet Muhammad (p.b.u.h) in Medina" as teaching material to strengthen the ability to understand the history of Islamic cultural texts in elementary school students is very feasible to be implemented. Aspects measured on the validity of the material are content feasibility (86.6%), language (80.0%), and presentation (92.0%). The percentage on media validation concluded that the material developed in the e-module was in accordance with the curriculum and student learning outcomes. The material is presented in simple language so that it is easy for students to understand. Based on the results of the interpretation of material experts, this e-module is suitable for strengthening students' ability to read historical texts of Islamic culture on the material "Leadership of the Prophet Muhammad (p.b.u.h) in Medina." The results of the validation of learning media obtained a score of 83.5%, with the interpretation of "very feasible." The indicators for measuring the learning media are ease of use, media effectiveness, and the appearance of the e-module design. Each aspect received a percentage of 84.0%, 85.0%, and 81.5%. Thus, the development of e-modules is said to be very feasible as a

285 e-Prosiding SAHiConfEd’22 learning medium for the material "Leadership of the Prophet Muhammad (p.b.u.h) in Medina" for fifth-grade students of MIS Al-Ashriyah Langsa. The language used in the material of e-module "Leadership of the Prophet Muhammad SAW in Medina" was validated and obtained a "feasible" interpretation with a score of 78.7%. Measurement indicators in the form of sentence effectiveness by 80.0%, the accuracy of spelling and punctuation by 76.0%, and clarity of information by 80.0%. The interpretation shows that the language in the resulting e-module can be implemented in learning. 5.2 User response The e-module was tested on fifth-grade students of MIS Al-Ashriyah Langsa after being revised based on input from the material, media, and language experts. This trial aims to determine the practicality of using e-modules on "Leadership of the Prophet Muhammad (p.b.u.h) in Medina." The practicality test of e-modules for students is assessed by 4 indicators broken down into 25 aspects. The results of student responses to e-modules can be seen in the following table: Table 2: Students’ response Aspect Average score Result Easiness 84,0% Practicable Usefulness 80,0% Practicable Appearance 84,4% Practicable Portability 80,0% Practicable Total average 82,1% Practicable (Source: data 2022) The table above shows that students responded positively after using the e-module with the material "Leadership of the Prophet Muhammad (p.b.u.h) in Medina." The results of the practicality test obtained a value of 82.1%. This figure shows the "practical" interpretation of students using e-modules. In this limited trial, students read the text and watched Youtube, animations, and images presented in the e-module. Students also solve problems in several slides and at the end of the material. Questionnaires were given to students to assess the practicality of the e-module. From the analysis of the questionnaire, students provided input regarding the size of the letters considered less large. This e-module also raises the dilemma of students when they have to provide a quota to use the e-module. This e-module product to deepen students' understanding of reading the historical text of the leadership of the Prophet Muhammad (p.b.u.h) also received a positive response from the fifthgrade teacher of MIS Al-Ashriyah Langsa. The following is the teacher's response to the resulting e-module:

286 e-Prosiding SAHiConfEd’22 The e-module was tested on fifth-grade students of MIS Al-Ashriyah Langsa after being revised based on input from the material, media, and language experts. This trial aims to determine the practicality of using e-modules on "Leadership of the Prophet Muhammad (p.b.u.h) in Medina." The practicality test of e-modules for students is assessed by 4 indicators broken down into 25 aspects. The results of student responses to e-modules can be seen in the following table: Table 3: Teachers’ response Aspect Average score Result Content depth 84,0% Practicable Usefulness 82,8% Practicable Appearance 73,3% Quite practical Test Difficulty Level 80,0% Practicable Presentation 85,7% Practicable Total average 81,6% Practicable (Source: data 2022) The table above illustrates that the teacher positively responded 81.6% to the e-module material "Leadership of the Prophet Muhammad (p.b.u.h) in Medina." This percentage is included in the "practical" category according to the criteria for the percentage of teachers. The display aspect of the e-module gets a lower percentage than other aspects. Suggestions from teachers received the attention of researchers and were revised according to directions for the improvement of emodules. Analysis of the depth of the e-module content is based on the material's suitability with essential competencies and student learning outcomes, the suitability of the material with the presentation of Youtube, animation, and attached images, as well as the suitability of the material with the tests given. Therefore, this e-module is considered practical from the aspect of the content. However, the display aspect of the e-module gets a lower score than other aspects because of the small font size, lack of contrast color effects, and the placement of YouTube not following the subtopics of the material. 6. Discussion E-modules are presented among students to address unsupportive learning situations. The presentation of e-modules supported by the use of computers, laptops, or androids provides convenience and pleasure for students when using them. E-modules have advantages over print modules. The interactive nature of the e-module makes it easy to navigate and allows displaying media images, videos, animations, YouTube, and it is equipped with learning feedback in the form of tests (Suarsana & Mahayukti, 2013). E-modules that are considered attractive can increase students' learning motivation. Youtube links, animations, or videos in e-modules arouse

287 e-Prosiding SAHiConfEd’22 enthusiasm for learning. Learning with the help of innovative media will increase interest in learning so that it affects achievement (Sugihartini & Jayanta, 2017); (Sidiq et al., 2022). The resulting e-module product is a solution to improve learning achievement in understanding the historical text of the leadership of the Prophet Muhammad (p.b.u.h). Curriculum analysis in the early stages of development is carried out systematically (Sidiq et al., 2022). In order to be interactive, this e-module contains material, manual, and evaluation according to the level of complexity (Andi, 2017). The teacher also gave a similar statement to the e-modules produced in this development research. Based on the questionnaire given to the teacher, the e-module material "Leadership of the Prophet Muhammad (p.b.u.h) in Medina" produced has provided an evaluation according to the difficulty level. In addition, several questions were given related to the material presented earlier to determine the level of students' comprehension after reading the material. The competency test at the end of the e-module was also designed to measure student competence. Students stated that the illustrations in the module took them to a past condition so that it seemed as if they witnessed the history of the leadership of the Prophet Muhammad (p.b.u.h) first-hand. The presentation of attractive e-modules increases students' motivation and understanding of the material to build more effective thinking (Whitcombe, 2013). The use of e-modules that is easy to access and flexible in solving the problem of the difficulty of the appropriate learning resources. Students who are accustomed to learning with easy access to the material could have attitudes and activities that are eager to learn. Therefore, e-modules design should be very practical, attractive, applicable, easy to understand, and equipped with targeted evaluations (U.Z. et al., 2019). Based on the results of the validity test of the three experts and the responses of teachers and students, this e-module is very feasible and practical to be used by fifth-grade students. The e-module contains "Leadership of the Prophet Muhammad (p.b.u.h) in Medina" for the subject of History of Islamic Civilization produced to increase student learning resources so that they are varied. 7. Conclusions The validation team considered the e-module "Leadership of the Prophet Muhammad (p.b.u.h) in Medina," which was developed using the ADDIE method, very feasible. The average score of the three validity tests shows the number of 82.8%, based on the study of material, learning media, and the language used, and can be implemented for fifth-grade students. E-modules are not only in the form of texts but also contain videos, Youtube videos, and pictures regarding the leadership of the Prophet Muhammad (p.b.u.h). Teachers and students gave positive responses with practical interpretations after using the emodule "Leadership of the Prophet Muhammad (p.b.u.h) in Medina". A score of 81.6% was obtained from the teacher's response to assessing the practicality of the e-module. The

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