Hubungan Penggunaan Alat Interaktif dengan Efikasi Kendiri Murid Sekolah Rendah
Abstract
Abstrak: Efikasi kendiri adalah kemampuan diri sendiri untuk melakukan sesuatu tugasan terutama di dalam aktiviti pembelajaran. Kajian ini bertujuan mengkaji hubungan antara penggunaan alat interaktif terhadap efikasi kendiri murid dalam pendidikan matematik. Seramai 138 orang murid Tahap 2 di sebuah sekolah kebangsaan Daerah Petaling Perdana dipilih secara rawak sebagai responden kajian. Terdapat dua aspek yang dikaji iaitu kekerapan penggunaan alat interaktif dan hubungan antara penggunaan alat interaktif terhadap efikasi kendiri murid. Kajian ini menggunakan ujian ANOVA dan Korelasi Pearson untuk menjawab soalan kajian. Hubungan penggunaan alat interaktif dalam pembelajaran matematik berdasarkan umur dikaji dengan menggunakan analisis varian sehala (ANOVA). Hasil dapatan menunjukkan bahawa [F(2, 136) = 0.77, p = 0.47]. Terdapat perbezaan yang signifikan antara penggunaan alat interaktif dalam pembelajaran matematik berdasarkan umur. Bagi menjawab soalan kajian kedua, ujian Korelasi Pearson telah digunakan. Hasil dapatan menunjukkan bahawa (r = .69, p < 0.05), terdapat hubungan yang signifikan penggunaan alat interaktif terhadap efikasi kendiri murid dalam kelas matematik. Kesimpulannya, efikasi kendiri murid bergantung pada penggunaan alat interaktif dalam pembelajaran matematik.
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Abykanova, B., Nugumanova, S., Yelezhanova, S., Kabylkhamit, Z., & Sabirova, Z. (2016). The use of interactive learning technology in institutions of higher learning. International Journal of Environmental and Science Education, 11(18), 12528–12539.
Adam, A. M. (2020). Sample Size Determination in Survey Research. 26(5), 90–97. https://doi.org/10.9734/JSRR/2020/v26i530263
Alqurashi, E. (2016). Self-Efficacy In Online Learning. 9(1), 45–52.
Arpaci, I. (2017). The role of self-efficacy in predicting use of distance education tools and learning management systems. Turkish Online Journal of Distance Education, 18(1), 52–62. https://doi.org/10.17718/tojde.285715
Bahçekapılı, E., & Karaman, S. (2020). A path analysis of five-factor personality traits, self-efficacy, academic locus of control and academic achievement among online students. Knowledge Management and E-Learning, 12(2), 191–208. https://doi.org/10.34105/j.kmel.2020.12.010
Balentyne, P., & Varga, M. A. (2017). Attitudes and Achievement in a Self-Paced Blended Mathematics Course. 3, 55–72.
Bandura, A. (1995). Self-efficacy : the exercise of control. New York: W.H. Freeman.
Cai, S., Liu, E., Yang, Y., & Liang, J. C. (2019). Tablet-based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self-efficacy. British Journal of Educational Technology, 50(1), 248–263. https://doi.org/10.1111/bjet.12718
David A. (2019).Survey Research; 130:192–202
Ebert, J. F., Huibers, L., Christensen, B., & Christensen, M. B. (2018). Paper- or Web-Based Questionnaire Invitations as a Method for Data Collection : Cross-Sectional Comparative Study of Differences in Response Rate , Completeness of Data , and Financial Cost Corresponding Author : 20, 1–13. https://doi.org/10.2196/jmir.8353
Elstad, E., & Christophersen, K. A. (2017). Perceptions of digital competency among student teachers: Contributing to the development of student teachers’ instructional self-efficacy in technology-rich classrooms. Education Sciences, 7(1). https://doi.org/10.3390/educsci7010027
Ha, Y., & Im, H. (2020). The Role Of An Interactive Visual Learning Tool And Its Personalizability In Online Learning: Flow Experience. Online Learning Journal, 24(1), 205–226. https://doi.org/10.24059/olj.v24i1.1620
Harrison, T. R., & Lee, H. S. (2018). IPads in the mathematics classroom: Developing criteria for selecting appropriate learning apps. International Journal of Education in Mathematics, Science and Technology, 6(2), 155–172. https://doi.org/10.18404/ijemst.408939
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers and Education, 153(September 2018), 103897. https://doi.org/10.1016/j.compedu.2020.103897
Ichinose, C., & Bonsangue, M. (2016). Mathematics Self-Related Beliefs and Online Learning. Learning Assistance Review, 21(1), 55–70.
Irawan, E. (2019). Development of blended learning based on Google Classroom with osing culture theme in mathematics learning https://doi.org/10.1088/1742-6596/1165/1/012017
Junpeng, P., Marwiang, M., Chiajunthuk, S., Suwannatrai, P., Chanayota, K., Pongboriboon, K., Tang, K. N., & Wilson, M. (2020). Validation of a digital tool for diagnosing mathematical proficiency. International Journal of Evaluation and Research in Education, 9(3), 665–674. https://doi.org/10.11591/ijere.v9i3.20503
Kent, P., & Directorate, T. (2014). Using Interactive Whiteboards to Enhance Mathematics Teaching Using Interactive Whiteboards to Enhance Maths Teaching. October.
Krejcie, R.V., & Morgan, D.W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610
Krejcie, R.V., & Morgan, D.W., (1970). Determining Sample Size for Research Activities.
Educational and Psychological Measurement.
Kundu, A. (2020). Toward a framework for strengthening participants’ self-efficacy in online education. Asian Association of Open Universities Journal, 15(3), 351–370. https://doi.org/10.1108/aaouj-06-2020-0039
Letwinsky, K. M. (2017). Examining the Relationship between Secondary Mathematics Teachers ’ Self - efficacy , Attitudes , and Use of Technology to Support Communication and Mathematics Literacy.
Mascia, M. L., Perrone, S., Bardi, D., Agus, M., Penna, M. P., & Lucangeli, D. (2018). Digital Life , Mathematical Skills And Cognitive Processes. Celda, 2016–2019.
Önal, N., & Demir, C. G. (2017). The Use of the Interactive Whiteboard in Mathematics and Mathematics Lessons from the Perspective of Turkish Middle School Students. 6(3), 195–208. https://doi.org/10.5430/ijhe.v6n3p195
Papadopoulou, A., & Palaigeorgiou, G. (2016). Interactive Video , Tablets and Self-paced learning in the classroom : Preservice teachers ’ perceptions. 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016), October, 195–202.
Rahi, S. (2017). Research Design and Methods : A Systematic Review of Research Paradigms , Sampling Issues and Instruments Development International Journal of Economics &. 6(2). https://doi.org/10.4172/2162-6359.1000403
Ramadhani, R., & Umam, R. (2019). The Effect of Flipped-Problem Based Learning Model Integrated with LMS-Google Classroom for Senior High School Students. 7(June), 137–158.
Regmi PR, Waithaka E, Paudyal A, Simkhada P, van Teijlingen E. Guide to the design and application of online questionnaire surveys. Nepal J Epidemiol. 2016;6(4); 640-644.
Rutberg, S., & Bouikidis, C. D. (2018). Exploring the Evidence. 45(2), 209–214.
Sevgi, S. (2020). European Journal of Education Studies Exploring Middle School Students Mathematics Self-Efficacy And Mathematics Anxiety. 41–61. https://doi.org/10.5281/zenodo.3718470
Taipjutorus, W., Hansen, S., & Brown, M. (2012). Linking between learner control and self-efficacy of online learners in a New Zealand postgraduate online programme. Australian Association for Research in …, 1–7. http://files.eric.ed.gov/fulltext/ED542514.pdf
Tärning, B., & Silvervarg, A. (2019). “I didn’t understand, i’m really not very smart”—How design of a digital tutee’s self-efficacy affects conversation and student behavior in a digital math game. Education Sciences, 9(3). https://doi.org/10.3390/educsci9030197
Vita, M. De, Verschaffel, L., & Elen, J. (2014). Interactive Whiteboards in Mathematics Teaching : A Literature Review. 2014(i).
Yavuzalp, N., & Bahcivan, E. (2020). The online learning self-efficacy scale: Its adaptation into turkish and interpretation according to various variables. Turkish Online Journal of Distance Education, 21(1), 31–44. https://doi.org/10.17718/TOJDE.674388
Zucker, L., & Fisch, A. (2019). Play and Learning with KAHOOT!: Enhancing Collaboration and Engagement in Grades 9-16 through Digital Games. Journal of Language and Literacy Education, 15(1).
Published
2022-01-31
How to Cite
RAJANDRAN, Lishalini; MAAT, Siti Mistima.
Hubungan Penggunaan Alat Interaktif dengan Efikasi Kendiri Murid Sekolah Rendah.
Jurnal Dunia Pendidikan, [S.l.], v. 3, n. 4, p. 424-435, jan. 2022.
ISSN 2682-826X.
Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/17043>. Date accessed: 04 oct. 2024.
Section
Articles
