Analisis Deskriptif bagi Penggunaan Aplikasi Quizizz ke atas Guru dalam Penilaian Prestasi Murid bagi Subjek Matematik

Descriptive Analysis of the Use of Quizizz Applications on Teachers in Student Performance Assessment for Mathematics Subjects

  • Rafiee Jamian Fakulti Sains dan Matematik, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia
  • Nurul Hafizah Zainal Abidin Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, Perak Branch Tapah Campus, Perak, Malaysia
  • Roslah Arsad Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, Perak Branch Tapah Campus, Perak, Malaysia

Abstract

Quizizz adalah salah satu alat penilaian pembelajaran berasaskan permainan yang membantu memantau pemahaman murid. Guru sebagai elemen utama dalam proses pengajaran dan pemudahcaraan harus meningkatkan keupayaan mereka untuk mengikuti perkembangan teknologi. Tujuan kajian ini adalah untuk mengkaji keberkesanan tahap penggunaan aplikasi, cara dapatan markah penilaian dan pandangan dalam kalangan guru yang menggunakan Quizizz sebagai salah satu platform pembelajaran berasaskan permainan dalam talian. Hasil kajian menunjukkan tiga puluh guru sekolah rendah di Daerah Batang Padang dipilih sebagai kumpulan sasaran untuk kajian ini. Sebahagian besar guru (>90%) bersetuju menjawab bahawa latihan yang diberikan adalah bermanfaat. Hasil kajian juga menunjukkan bahawa penilaian prestasi melalui aplikasi Quizizz adalah positif, ini berdasarkan kepada purata min bagi setiap aspek mencapai pada tahap yang tinggi (min > 4.02).

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Published
2020-11-21
How to Cite
JAMIAN, Rafiee; ZAINAL ABIDIN, Nurul Hafizah; ARSAD, Roslah. Analisis Deskriptif bagi Penggunaan Aplikasi Quizizz ke atas Guru dalam Penilaian Prestasi Murid bagi Subjek Matematik. Mathematical Sciences and Informatics Journal, [S.l.], v. 1, n. 2, p. 87-97, nov. 2020. ISSN 2735-0703. Available at: <https://myjms.mohe.gov.my/index.php/mij/article/view/14197>. Date accessed: 07 dec. 2022. doi: https://doi.org/10.24191/mij.v1i2.14197.
Section
Articles

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