Persepsi Pelajar Semester Dua Diploma Kejuruteraan Mekatronik di Politeknik Sultan Azlan Shah Terhadap Pelaksanaan Pembelajaran dan Pengajaran (PdP) Pengaturcaraan C Menggunakan Kaedah Gamifikasi.
DOI:
https://doi.org/10.55642/taveij.v4i1.619Keywords:
Pengaturcaraan C, Gamifikasi; Persepsi Pelajar, MekatronikAbstract
Kajian ini bertujuan untuk menilai persepsi pelajar terhadap penggunaan gamifikasi dalam pengajaran dan pembelajaran Pengaturcaraan C. Pengaturcaraan C merupakan subjek yang penting dalam kurikulum kejuruteraan mekatronik. Pengajaran dan pembelajaran dalam subjek ini sering dijalankan secara tradisional. Namun, silibus kursus Pengaturcaraan C yang terkini menyarankan aktiviti pengajaran dan pembelajaran dilaksanakan dengan menggunakan kaedah interaktif. Oleh itu, pensyarah kursus Pengaturcaraan C di Politeknik Sultan Azlan Shah telah menggunakan kaedah gamifikasi pada setiap topik untuk tujuan pengukuhan pemahaman pelajar. Selanjutnya, borang soal selidik berskala likert diedarkan kepada pelajar kelas berkenaan untuk mengetahui persepsi mereka terhadap penggunaan gamifikasi dalam pengajaran dan pembelajaran Pengaturcaraan C. Kajian ini melibatkan 16 orang pelajar semester dua Diploma Kejuruteraan Mekatronik. Tujuh elemen telah dinilai iaitu daya saing, keseronokan, cabaran, tanggapan kebergunaan, kepuasan, impak individu dan penggunaan berterusan. Analisis mendapati bahawa elemen keseronokan mendapat nilai purata yang paling tinggi iaitu 4.687 manakala elemen penggunaan berterusan mendapat purata terendah iaitu 4.425. Penemuan ini memberikan maklumat yang jelas kepada pensyarah bahawa penggunaan kaedah gamifikasi dalam pengajaran dan pembelajaran subjek Pengaturcaraan C mendatangkan kegembiraan, kepuasan, dan semangat dalam kalangan pelajar. Kajian ini memberi sumbangan kepada pemahaman mengenai keberkesanan penggunaan gamifikasi dalam konteks pengajaran dan pembelajaran Pengaturcaraan C.
Downloads
References
Al-Balushi, S. M., & Al-Aamri, S. S. (2014). The effect of environmental science projects on students’ environmental knowledge and science attitudes. International Research in Geographical and Environmental Education, 23(3), 213-227.
Alshammari, M. T. (2020). Evaluation of gamification in e-learning systems for elementary school students. TEM Journal, 9(2), 806-813.
Battal, A., Kayaduman, H., & Polat, H. (2023). The Use of Gamification Elements in an Online Introduction to Programming Course. In Shaping the Future of Online Learning: Education in the Metaverse (pp. 284-300): IGI Global.
Betts, B. W., Bal, J., & Betts, A. W. (2013). Gamification as a tool for increasing the depth of student understanding using a collaborative e-learning environment. International Journal of Continuing Engineering Education and Life Long Learning, 23(3-4), 213-228.
Bohari, L. (2020). Improving speaking skills through small group discussion at eleventh grade students of SMA Plus Munirul Arifin NW Praya. Journal of Languages and Language Teaching, 7(1), 68-81.
Buehl, D. (2017). Classroom strategies for interactive learning: Stenhouse Publishers.
Fauzi, I. (2017). Improving students’ speaking ability through small-group discussion. Journal of ELT Research, 2(2), 130-138.
Flores-Aguilar, G., Prat-Grau, M., Fernández-Gavira, J., & Muñoz-Llerena, A. (2023). “I Learned More Because I Became More Involved”: Teacher’s and Students’ Voice on Gamification in Physical Education Teacher Education. International Journal of Environmental Research and Public Health, 20(4), 3038.
Gary, K. (2015). Project-based learning. Computer, 48(9), 98-100.
Intan Marfarrina Omar, Nur Iylia Liyana Zulazmi, & Muhammad Firdauz Mohd Zainal. (2020). Extrinsic Motivational Factors And Teachers ’ Job Performance In Kepala Batas ’ S Secondary Schools , Pulau Pinang. Malaysian Online Journal of Psychology and Counselling, 7(1), 27–47.
Joseph A. Gliem, R. R. G. (2003). Calculating, Interpreting, and Reporting Cronbach’s Alpha Reliability Coefficient for Likert-Type Scales. 2003 Midwest Research to Practice Conference in Adult, Continuing, and Community Education. https://doi.org/10.1016/B978-0-444-88933-1.50023-4
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19(3), 267-277.
Krejie, R. V., & Morgan, D. W. (1970). Determining Sample Size for Research Activities, Education and Psychological Measurement. Sage Publications. Inc.
Loos, L. A., & Crosby, M. E. (2017). Gamification methods in higher education. Paper presented at the Learning and Collaboration Technologies. Novel Learning Ecosystems: 4th International Conference, LCT 2017, Held as Part of HCI International 2017, Vancouver, BC, Canada, July 9-14, 2017, Proceedings, Part I 4.
Lutf, A., Aftinia, F., & Permani, B. E. (2023). Gamification: Game as a medium for learning chemistry to motivate and increase retention of student learning outcomes. JOTSE, 13(1), 193-207.
Prasetiyo, R., & Yunarta, A. (2023). The Effect of Reward and Punishment on Learning Motivation in Physical Education Learning. JOURNAL RESPECS (Research Physical Education and Sports), 5(1), 109-114.
Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in human behavior, 63, 50-58.
Rahman, M. H. A., Ismail, D., Noor, A. Z. B. M., & Salleh, N. S. B. M. (2018). Gamification elements and their impacts on teaching and learning–A review. The International Journal of Multimedia & Its Applications (IJMA) Vol, 10.
Siripipatthanakul, S., Muthmainnah, M., Siripipattanakul, S., Sriboonruang, P., Kaewpuang, P., Sitthipon, T., . . . Jaipong, P. (2023). Gamification and Edutainment in 21st Century Learning. Taslim, et. al (Ed.), Multidisciplinary Approaches to Research, 2, 210-219.
Sotos-Martinez, V. J., Tortosa-Martínez, J., Baena-Morales, S., & Ferriz-Valero, A. (2023). Boosting Student’s Motivation through Gamification in Physical Education. Behavioral Sciences, 13(2), 165.
Tan, W. K., Sunar, M. S., & Goh, E. S. (2023). Analysis of the college underachievers’ transformation via gamified learning experience. Entertainment Computing, 44, 100524.
Tobias, S., Fletcher, J. D., & Wind, A. P. (2014). Game-based learning. Handbook of research on educational communications and technology, 485-503.
Wirani, Y., Nabarian, T., & Romadhon, M. S. (2021). Evaluation of continued use on Kahoot! As a gamification-based learning platform from the perspective of Indonesia students. Procedia Computer Science, 197(2021), 545–556. https://doi.org/10.1016/j.procs.2021.12.172
Zhan, Z., He, L., Tong, Y., Liang, X., Guo, S., & Lan, X. (2022). The effectiveness of gamification in programming education: Evidence from a meta-analysis. Computers and Education: Artificial Intelligence, 100096.
