EDUINNOV TION

“Inovasi Pendidikan dalam Era Revolusi Industri 4.0”

INOVASI INOVASI INOVASI

DUNIA FIZIKAL DUNIA BIOLOGI DUNIA DIGITAL

SIDANG EDITOR
MOHD EFFENDI @ EWAN MOHD MATORE
TUAN MASTURA TUAN SOH
HELMI NORMAN
MELOR MD YUNUS

ANJURAN DENGAN KERJASAMA

Fakulti Pendidikan / Faculty of Education

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EDUINNOVATION
Inovasi Pendidikan dalam Era Revolusi
Industri 4.0

SIDANG EDITOR
MOHD EFFENDI @ EWAN MOHD MATORE
TUAN MASTURA TUAN SOH
HELMI NORMAN
MELOR MD YUNUS

Penerbitan bersama

Fakulti Pendidikan
Futurise Center
MaGIC (Malaysian Global Innovation & Creativity
Center)

Universiti Kebangsaan Malaysia

2018
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Cetakan Pertama/First Printing 2018

Hak Cipta Universiti Kebangsaan Malaysia/
Copyright Universiti Kebangsaan Malaysia, 2018
Universiti Kebangsaan Malaysia

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diterbitkan semula, disimpan untuk pengeluaran atau ditukarkan ke dalam
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cara elektronik, gambar serta rakaman dan sebagainya tanpa kebenaran
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All right reserved. No part of this publication may be

reproduced or transmitted in any form or by any means, electronic or
mechanical including photocopy, recording, or any information storage and
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Faculty of Education, UKM.

Diterbitkan di Malaysia oleh/Published in Malaysia by

FAKULTI PENDIDIKAN
UNIVERSITI KEBANGSAAN MALAYSIA
43600 UKM Bangi, Selangor D.E., MALAYSIA
http://www.ukm.my/fpend
e-mel: fpend@ukm.edu.my

EduInnovation – Inovasi Pendidikan dalam Era Revolusi Industri 4.0

Mohd Effendi @ Ewan Mohd Matore, Tuan Mastura Tuan Soh, Helmi Norman & Melor Md
Yunus

eISBN: 978-967-412-726-8
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PENGENALAN EDUINNOVATION
Pengasas World Economic Forum iaitu Professor Dr Klaus Schwab telah menjelaskan bahawa 4IR
dibentuk oleh penggabungan tiga megatrends utama iaitu dunia fizikal, digital, dan biologi.
Sempadan teknologi dunia fizikal seperti robot dan drone, dunia digital seperti cryptocurrency, serta
dunia biologi seperti synthetic biology bergabung bagi membentuk persekitaran 4IR. Inovasi bermula
dari sebuah idea yang bercambah menjadi sebuah realiti. EduInnovation merupakan medium bagi
perkongsian idea dan produk inovasi pendidikan berasakan era revolusi industri ke-4 dan
pertandingan ini terbuka kepada semua pendidik di sektor akademik dan industri. Terdapat
beberapa panduan kriteria bagi setiap tema dalam EduInnovation iaitu mempunyai elemen inovasi
penyelidikan seperti memaparkan ciri-ciri inovatif tinggi seperti kaedah dan eksperimen
pelaksanaan yang benar-benar leading edge dan menggembeleng teknologi 4IR secara berkesan
untuk memperkasa pendidikan, mempunyai kualiti yang signifikan dalam memaparkan keberhasilan
dan potensi berimpak tinggi di peringkat tempatan mahupun antarabangsa, serta menyerlahkan
keberkesanan yang menyumbang kepada faedah secara nyata dengan mempunyai nilai komersial.

Terdapat empat objektif dalam EduInnovation iaitu (i) memperkasa pemikiran serta
kemahiran inovasi dalam sektor akademik dan industri selari dengan Revolusi Industri Ke-4; (ii)
membudayakan penyelidikan yang bersifat reflektif (reflective praxis) dalam mencari penyelesaian
terhadap permasalahan yang dihadapi dalam dunia pendidikan selari dengan era Revolusi Industri
Ke-4; (iii) menjadi medan perkongsian bahan, idea serta pendekatan yang digunakan
bagi menghasilkan pencapaian pendidikan lebih bermakna dalam Revolusi Industri Ke-4; dan (iv)
meningkatkan jaringan strategik dan perkongsian bestari melalui kerjasama akademik dan industri
ke arah Revolusi Industri Ke-4. Buku edisi ini hanya melibatkan melibatkan inovasi yang
memenangi Pingat Emas dalam pertandingan EduInnovation 2018.

EduInnovation adalah bertemakan megatrends dunia. Pertandingan ini berpaksikan tiga megatrends
dunia iaitu inovasi fizikal, digital, dan biologi. Bagi inovasi fizikal, inovasi pendidikan adalah
berbentuk fizikal (e.g. robot, drone) dan inovasi dalam kategori ini termasuk (i) pendekatan
pengajaran dan pembelajaran berbentuk fizikal (e.g. pengunaan qr code dalam pembelajaran); (ii)
pengaplikasian penilaian berbentuk fizikal (e.g. pembinaan instrument); (iii) pelaksanaan proses
industri dan latihan dalam bentuk fizikal (pembinaan model bagi industri); dan (iv) permodelan
dalam pentadbiran berbentuk fizikal Bagi kategori berteraskan dunia digital dan elektronik (e.g
MOOC, mobile learning), inovasi dalam kategori ini termasuk (i) pendekatan pengajaran dan
pembelajaran berbentuk digital (e.g. MOOC, animasi 3D); (ii) pengaplikasian penilaian berbentuk
digital (e.g. penilaian dalam talian); (iii) pelaksanaan proses industri dan latihan dalam bentuk digital
(latihan secara blended - blended training); dan (iv) permodelan dalam pentadbiran berbentuk
digital. Bagi inovasi berbentuk biologi (e.g. penilaian berbentuk fisiologi) termasuk sebagai (i)
pendekatan pengajaran dan pembelajaran berbentuk biologi (e.g. pendekatan melibatkan
pembelajaran konteksual secara nature-based learning); (ii) pengaplikasian penilaian berbentuk
biologi (e.g. penilaian melibatkan aspek persepsi, kognitif, fisiologi); (iii) pelaksanaan proses
industri dan latihan dalam bentuk biologi (latihan melibatkan proses kognitif); dan (iv) permodelan
dalam pentadbiran berbentuk biologi.

Kesimpulannya, EduInnovation membuka peluang kepada semua kakitangan dari institusi akademik
serta industri (bukan pelajar) untuk menyerlahkan bakat inovasi menerusi tiga megatrends utama
iaitu dunia fizikal, digital, dan biologi. Diharapkan bahawa inovasi yang terhasil daripada
EduInnovation mampu pergi lebih jauh dalam kolaborasi bersama pihak industri dan
pengkomersilan bagi tujuan manfaat komuniti sejagat.
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KANDUNGAN
Bil Tajuk Kajian Mukasurat
3D ANIMATED MOVIES & AVATARS FOR PRESENTATION:
1 5
INTEGRATION OF COGNITIVE MULTIMEDIA LEARNING PRINCIPLE
BITESIZE LEARNING: WHATSAPP STATUS FOR
2 8
ENGLISH COMMUNICATION SKILLS
3 BITOBI 11
PERMAINAN SERIUS UNTUK MENINGKATKAN KESEDARAN DALAM
4 14
KESELAMATAN KETIKA KEBAKARAN: BOMBA ALI
5 DEVELOPMENT OF RAF BABY RIDE 17
EDUCATIONAL ASSESSMENT FOR ONLINE ACTIVE
6 20
LEARNING PARTICIPATION VIA SOCIAL NETWORK ANALYSIS
7 EDUGRAM 23
ENHANCING VITAMIN C CONTENT IN FACIAL SERUM PRODUCTION
8 26
USING PHYLLANTHUS EMBLICA
E-SIYAHAH: A CYBERGOGICAL AGENT IN LEARNING ARABIC
9 29
LANGUAGE FOR TOURISM
10 FAM WIRELESS LAWN MOWER 32
11 FLIPGRID DALAM PEMBELAJARAN BAHASA ASING 34
GAME-BASED ASSESSMENT FOR PRE-SERVICE TEACHERS IN
12 37
ACADEMIC WRITING
GAMIFIED SUSTAINABILITY MOBILE APPS FOR ENVIRONMENTAL
13 41
EDUCATION
14 I5 45
15 InstaWrite TO IMPROVE THE CONSTRUCTION OF ESSAYS 48
16 KAHOOT: LEARN GRAMMAR, TOGETHER WE BE GLAMOUR 51
17 KEBERKESANAN RES-Q KIT DALAM AKTIVITI PENDIDIKAN LUAR 54
PEMBINAAN RUBRIK PENTAKSIRAN ON JOB TRAINING (OJT) DIPLOMA
18 58
TEKNOLOGI PEMBINAAN KOLEJ VOKASIONAL
19 PENGGEMBELENGAN TEKNOLOGI DALAM PENGAJARAN IMUNOLOGI 61
PRODUCING WATERMELON ICE CREAM BY USING WATERMELON
20 64
RIND
21 WALKING AROUND IMPROVEMENT KEYS (WALKS) 68
WORD CLOUDS: TURNING A TOY INTO A JOY IN TEACHING WRITING
22 72
FOR ESL LEARNERS
DEVELOPMENT OF SOLAR SYSTEM AUGMENTED REALITY APPS FOR
23 75
PRIMARY SCHOOL STUDENT
AN INTERACTIVE MOBILE AUGMENTED REALITY TEXTBOOK FOR
24 80
LEARNING BIOLOGY
25 DR. WUDUK 83
YOUTUBE: USING YOUTUBE AS AN INTERACTIVE APPROACH TO
26 87
FOSTER CONFIDENCE IN SPEAKING AMONG ESL STUDENTS
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EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

3D ANIMATED MOVIES & AVATARS FOR PRESENTATION:

INTEGRATION OF COGNITIVE MULTIMEDIA
LEARNING PRINCIPLE
Harwati Hashim*, Melor Md Yunus and Helmi Norman
Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, MALAYSIA.
(E-mail: harwati@ukm.edu.my, melor@ukm.edu.my, helmi.norman@ukm.edu.my)

ABSTRACT
Most virtual presenters create a virtual presentation by creating a self-running slide show that
includes a voice narration. Yet, studies have shown that static graphics are found to be
ineffective for presentation due to boredom or contain too much information. In this study, the
use of 3D animated movies and avatars was introduced as an innovative way for creating a story
telling form of virtual presentation for a conference virtual presentation. In creating the 3D
animated movies presentation, cognitive multimedia learning principle was integrated to explore
some conditions under which 3D animated movies presentation is found to be more effective for
a presentation. The 3D animated movies and avatar for presentation was created and the link to
the presentation was given to the organiser of the conference to be presented during the conference.
Survey was conducted among participants and listeners at the end of the presentation session to
look into perceived suitability, perceived comprehensibility and perceived utilisation. The aim of
this study is twofold – to proposed an option for lecturers (especially the young lecturers) who are
not able to present at international conferences due to workload, time management, financial
implication and planning; as well as to create a more engaging and meaningful virtual presentation.

KEYWORDS: 3D Animation; 3D Animated Movies; Avatars; Presentation; Cognitive

Multimedia Learning Principle.

INTRODUCTION
Most virtual presenters create a virtual presentation by creating a self-running slide show
that includes a voice narration. Yet, studies have shown that static graphics are found to be
ineffective for presentation due to boredom or contain too much information. Most presenters
may find PowerPoint to be a convenient software tool they can use to create their presentation.
However, as tools for multimedia increases in sophistication, it becomes easier for presenters
to incorporate a range of animations in their presentation (Weiss, Knowlton & Morrison, 2002;
Hamzat & Abimbola, 2017). According to Robertson at al. (2008), animation together with
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interesting data and an engaging presenter helps the audience understand better. However, one
of the problems in the design of presentation is knowing whether the presentation will
successfully deliver information to an audience. Thus, in this study, cognitive multimedia
learning principle was integrated to explore some conditions under which animations are found
to be more effective for a presentation (Wong et al., 2009).

Figure 1. The Cognitive Theory of Multimedia Learning Principle

(Adapted from Mayor 2005)

The Cognitive Theory of Multimedia Learning Principle (Figure 1) is a theory studied in

depth by Mayer (2005) that states words and graphics are more conducive to learning, rather
than just text or graphics alone. Furthermore, strong message and lesson on education can be
portrayed. In a 3D animated movies presentation, understanding could be enhanced from a
multimedia based simulated environment. In this study, avatars were used as characters.

Figure 2. The process of creating the 3D animated movies and avatars for
presentation

Figure 2 shows how the 3D animated movies and avatars for presentation was created and
presented. During the conference, the session chair presented the video to the audience and
conducted the survey at the end of the session. The presentation was also shared via t he
conference Facebook and Twitter account.
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MAIN RESULTS

Perceived Suitability
Based on the survey, it was found that majority of the respondents (15) agreed and strongly
agreed that the use of 3D animated movies and avatars were suitable for virtual pres entation.
Many of them also agreed that the 3D movies and avatars could replace traditional virtual
presentation. Additionally, more than 50% of the respondents believed that they would attend
a presentation which uses 3D animated movies and avatars.

Perceived Comprehensibility
The results from the survey have found that majority of the respondents believed that the use
of 3D animated movies and avatars was useful to understand the presentations. Majority of them
(17) also agreed that the content was explained clearly. Moreover, it was also found that the 3D
animated movies enhanced the understanding of the presentation.

Perceived Utilization
With regards to perceived utilisation, it was found that all of the respondents believed that the
3D animated movies and avatars for presentation was informative. Majority of them (17) agreed
that the pace in the 3D animated movie was appropriate. It was also found that the use of animated
movies and avatars for presentation was interesting.

CONCLUSIONS
The findings of this study have proven that the use of 3D animated movies and avatars for
presentation is more effective compared to conventional presentation. For future research, the
researchers will look into how the 3D animated movies and avatars presentations could be
implemented in a virtual conference.

REFERENCES
Hamzat, A., Bello, G., & Abimbola, I. O. (2017). Effects of Computer Animation Instructional
Package on Students' Achievement in Practical Biology. Cypriot Journal of Educational
Sciences, 12(4), 218-227.
Mayer, R. E. (2005). Principles for managing essential processing in multimedia learning:
Segmenting, pretraining, and modality principles. The Cambridge handbook of multimedia
learning, 169-182.
Robertson, G., Fernandez, R., Fisher, D., Lee, B., & Stasko, J. (2008). Effectiveness of animation
in trend visualization. IEEE Transactions on Visualization and Computer Graphics, 14(6).
Weiss, R. E., Knowlton, D. S., & Morrison, G. R. (2002). Principles for using animation in
computer-based instruction: Theoretical heuristics for effective design. Computers in Human
Behavior, 18(4), 465-477.
Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper, G. A., Paas, F., & Sweller, J. (2009).
Instructional animations can be superior to statics when learning human motor skills.
Computers in Human Behavior, 25(2), 339-347.
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EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

BITESIZE LEARNING: WHATSAPP STATUS FOR

ENGLISH COMMUNICATION SKILLS
Haida Umiera Hashim1, Melor Md Yunus2 and Harwati Hashim3
1, 2, 3
Faculty of Education, Universiti Kebangsaan Malaysia,
(E-mail: haidaumiera@gmail.com, melor@ukm.edu.my, harwati@ukm.edu.my)

ABSTRACT
University students usually encounter struggles and difficulties with both verbal and written
communication skills. One of the main reasons for such is because they are lack of confidence and
not motivated to learn. Due to that, in order to develop students’ both verbal and written
communication skills, the use of bitesize learning approach via WhatsApp Status was
implemented. Bitesize learning approach was employed due to short attention span and also
because the nature of Gen Z who are globalised and connected to each other. This study employed
WhatsApp Status as the bitesize learning tool among undergraduates’ students of English for
Communication course at a local university. This study involved twenty two students altogether.
Based on the findings, it can be seen that the use of WhatsApp Status as a bitesize learning and
teaching tools has given a significant impact on the students' learning. The tool has helped students
to improve on their vocabulary and grammar, developed students’ self-confidence and enhanced
students’ communication skills.

KEYWORDS: Bitesize Learning; Communication Skills; WhatsApp Status

INTRODUCTION
Communication skills is one of the most important aspects of social skills that a student
needs, especially university students. The ability to communicate well in English language will
help them in reserving a spot at a workplace in the future. In today’s era, it is very important for
university students to have good basic fundamental of communication skills. However, it can be
seen that university students in today’s world usually encounter struggles and difficulties with both
verbal and written communication skills. One of the factors contributing to that is because they are
lack of confidence and not motivated to learn. Due to this matter, hence it is believed that there is
a need for an innovation towards improving students’ communication skills in order to produce
better students outcomes. With the rise of 21st century era and the existence of Education 4.0 in
today’s world, the integration of technology and ICT has becoming a new trend that is widely used
 9

among educators (Wahab et. al, 2018) especially mobile learning. Mobile learning has become
more popular as mobile phone itself has become a crucial part of our daily life, especially among
students. According to Hashim et. Al (2016), mobile technologies are also proven to have the
potential to act as tools in helping students to acquire language learning. The development of
technology and smartphones benefit students as the applications provided such as Telegram and
WhatsApp help them to learn language and interact with other people (Yunus, 2018). WhatsApp
has become one of the communication portals and mediums for us to communicate in this era. The
application has helped to transform the way people communicate (Susilo, 2014).
In a research done by Quresh (2015), she believed that Mobile Assisted Language Learning
(MALL) plays as a powerful motivator and tool that are helpful for teachers and educators in the
ESL classroom. The intervention and integration of mobile learning (WhatsApp) with a face to
face classroom is believed to be helpful in providing students with a platform for them to practice
on their verbal and written communication skills using English language. Yunus (2018) also
agreed on this as she mentioned in her study that the ability to communicate online with people
outside the classroom enables them to practice their communication skills as it will motivate the
students who might not have the chance to converse and communicate in English. This innovation
is supported by a theory of Zone of Proximal Development by Vygotsky (1978) where it is believed
that the WhatsApp status act as a catalysts in pushing students out of their comfort zone and
eventually improving students’ communication skills.

Figure 1 : A theoretical framework adapted from Vygotsky’s Zone of Proximal

Development (1978)

This innovation employed WhatsApp status as an intervention along with the face to face
classroom in an English for Communication course where twenty two undergraduate students were
involved. The concept of WhatsApp status as a bite size learning tool is employed and the impacts
of the intervention in students’ development of English communication skills are observed.

MAIN RESULTS
The findings of the innovation have resulted to a few impacts observed; 1. Students’
vocabulary improvement through interaction, 2. Students develop self-confidence in
communicating using English language, and 3. Students are more interested to learn. The
intervention of WhatsApp status with the face to face interaction has given quite of an impact to
the students’ development of communication skills. Students are to be seen have improved on their
 10

vocabulary through the interaction with the lecturer in relation to the WhastApp status provided.
Students also are seen to have their self-confidence improved as previously they were more afraid
of making grammar mistakes if they were to communicate in English. However, after a few
interactions with the lecturer, students are to be seen more confident in answering questions and
during presentation in the classroom for the face to face interaction. Students are also seen to gain
more interest in learning once the digital learning is involved. Students are more comfortable with
the concept of bite size learning as they do not need to provide long answers and they are also
more relaxed as they are able to learn at their convenience as the WhatsApp Status provides them
with 24-hour duration time before it disappears. The findings of this innovation is parallel to the
findings from the past studies by Yunus (2018) and Quresh (2015) on where it is proven that
mobile learning do help in assisting language learning, especially in English communication skills
as this innovation provides students with the medium for them to practice on their English language
by interacting with the lecturer personally.

CONCLUSIONS
It is believed that this innovation helps teachers and educators to provide meaningful
learning for students and also helps to build trust among teachers and students. Once the trust is
gained, students will be more comfortable to learn and to open up. Other than that, it is also
believed that this employment of Education 4.0 innovation also helps to produce students’
outcomes as it takes practice to develop good communication skills and real interactions platform
is one of the best mediums.

REFERENCES
Hashim, H., Yunus, M. M., & Embi, M. A. (2016). Pre-University English as Second
Language (ESL) learners’ attitude towards mobile learning. Creative Education, 7(08),
1147.
Hashim, H., Yunus, M. M., Embi, M. A., & Ozir, N. A. M. (2017). Mobile-assisted
Language Learning (MALL) for ESL Learners: A Review of Affordances and
Constraints. Sains Humanika, 9(1-5).
Quresh, F. Y. (2015). Opening the Doors for Mobile Assisted Language Learning Mobile Apps
for ESL: Value and Methods.
Susilo, A. (2014). Exploring Facebook and WhatsApp as supporting social network
applications for English learning in higher education.
Yunus, M. M. (2018). Innovation In Education And Language Learning In 21st Century.
Journal of Sustainable Development Education and Research, 2(1), 33-34.
 11

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

BITOBI
Mohd Hanafi Mohd Rasip1, Suzana binti Abd Mutalib2, Mohd Fahmi bin Abd Halim3,
Gan Jin Wan4 & Tio Beng Shee4
1
SK Layang-Layang Kiri, Parit Perak, MALAYSIA.
(E-mail: napie86@gmail.com)
2,4,5
Jabatan Prasekolah IPGK Sultan Abdul Halim, Sg Petani, MALAYSIA.
(E-mail: suzana@ipsah.edu.my)
3
SK Seksyen 19, Shah Alam Selangor

ABSTRAK
BiToBi DIY merupakan versi ke empat daripada siri inovasi BiToBi; dilengkapi dengan kit
panduan untuk pengguna membina sendiri BiToBi DIY. BiToBi DIY memiliki ciri-ciri alat tulis
yang berbentuk pembaris serta mempunyai tambahan elemen teknologi digital untuk pengguna
membuat latihan di mana-mana sahaja menggunakan peranti elektronik seperti telefon pintar dan
komputer riba. Gabungan elemen maujud dan digital ini membawa kepada pembelajaran secara
berterusan kepada murid-murid prasekolah dalam pembelajaran operasi tolak bagi tunjang
matematik awal prasekolah. Peserta kajian adalah seramai 16 orang murid prasekolah bagi melihat
keberkesanan BiToBi DIY. Pemerhatian dan analisis dokumen digunakan untuk mengumpul data.
Dapatan kajian menunjukkan 14 orang murid prasekolah yang menggunakan alat BiToBi DIY
berjaya menjawab 10 soalan kurang daripada 10 minit. Dapatan ini menunjukkan penggunaan
BiToBi DIY berjaya meningkatkan pemahaman murid berkaitan dengan konsep operasi tolak
dalam masa yang singkat.

KATA KUNCI: BIToBi Diy, learning mathematic, early mathematic, preschool education.

PENGENALAN
BiToBi DIY (bilang tolak bilang do it your self) memberi fokus untuk membantu
meningkatkan kemahiran menyelesaikan operasi tolak dalam lingkungan 10 bagi murid prasekolah
seperti mana yang terdapat dalam Dokumen Standard Kurikulum dan Pentaksiran (KSPK) MA 3.2
Menyelesaikan Masalah Operasi Tolak dalam lingkungan 18 dalam Tunjang Sains Dan Teknologi
(Matematik Awal) (KPM, 2017). BiToBi DIY, adalah versi keempat dalam siri pembangunan
BoToBi yang bermula dengan BiToBi V1, BiToBi V2 dan BitoBi Type R seperti yang ditunjukan
dalam Rajah 1. BiToBi DiY berbentuk pembaris 15 cm yang mengandungi 10 bulatan pelbagai
 12

warna ditengah-tengahnya bercirikan bahan maujud dan manipulatif seperti yang ditunjukan
dalam Rajah 2. Elemen digital juga turut ditambah seperti aplikasi BiToBi Android di telefon
pintar dan Windows bagi komputer riba seperti yang ditunjukan dalam Rajah 3. Penambahan
elemen digital ini membolehkan murid-murid prasekolah mengaplikasikan penggunaan BiToBi
secara atas talian disamping meningkatkan pengetahuan dan kemahiran dalam teknologi digital.

Rajah 1. BiToBi V1, BiToBi V2 dan BiToBi Type R

Penambahbaikkan dilakukan terhadap BiToBi Type R dengan mengambil kira fungsi

pergerakan fizikal, kekemasan produk, pembungkusan dan elemen teknologi digital. Rekabentuk
alat tulis pembaris masih dikekalkan, namun fungsi reben telah digantikan dengan kadbod bagi
mengatasi kelemahan dalam BiToBi Type R. BiToBi DIY lebih kepada pembinaan alat secara
kendiri oleh murid. Cara pembungkusan Alat BiToBi DIY juga telah ditambahbaik.

Rajah 2. Alat BiToBi DIY dan alatan yang diperlukan untuk membina BiToBi DIY

Berdasarkan rajah 2, produk BiToBi DIY terdiri daripada sekeping kertas keras berkilat yang
mempunyai cetakan alat BiToBi, Kit Panduan Membina BiToBi dan Kadbod hitam. Dengan
menggunakan kit panduan yang disediakan, murid boleh memasang sendiri Alat BiToBi DIY
mereka.
 13

Elemen Teknologi Digital

BiToBi DIY juga telah ditambah dengan elemen teknologi digital iaitu BiToBI versi
Android dan BiToBI versi Online. Perisian Android ini dibangunkan sepenuhnya menggunakan
pengaturcaraan komputer (programming) menerusi Actionscript 3.0. Perubahan ini dilakukan
sesuai dengan perubahan teknologi semasa di mana masyarakat zaman kini lebih gemar berurusan
menggunakan telefon pintar dan atas talian. Oleh itu, perisian BiToBi ini juga tidak ketinggalan
dengan menampilkan BiToBi versi Android dan Online demi perkembangan kemajuan teknologi
pendidikan. Hal ini memberi peluang kepada murid-murid prasekolah yang telah celik teknologi
terutama telefon pintar untuk memanfaatkan telefon pintar sambil belajar menggunakan perisian
BiToBI versi Android dan Online.

Rajah 3. Perisian BiToBi versi Android dan Online

Rajah 4. QR Code dan pautan bagi penggunaan BiToBi Versi Android dan Online

Berdasarkan rajah 4, murid-murid boleh mengimbas QR Code yang telah disertakan di

belakang alat BiToBi DIY bagi membolehkan murid-murid memasang perisian BiToBi Versi
Android ke dalam telefon pintar. Pautan juga diberikan jika murid-murid ingin membuat latihan
matematik menggunakan BiToBi secara atas talian.

RUJUKAN
-
 14

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

PERMAINAN SERIUS UNTUK MENINGKATKAN KESEDARAN

DALAM KESELAMATAN KETIKA KEBAKARAN: BOMBA ALI
Wan Sarah Yasmin Wan Azhar 1 dan Nazatul Aini Abd Majid *2
1,2
Fakulti Teknologi dan Sains Maklumat, Universiti Kebangsaan Malaysia (UKM), Bangi,
MALAYSIA.
(E-mel: 1wansarahyasmin@yahoo.com, *2nazatulaini@ukm.edu.my)

ABSTRAK
Kebakaran merupakan salah satu malapetaka yang sering berlaku di negara Malaysia. Kerugian
yang sangat besar yang ditanggung bukan sahaja dalam bentuk kewangan bahkan risiko
kehilangan nyawa dan harta benda akibat kejadian kebakaran. Pendidikan keselamatan kebakaran
terhadap kanak-kanak harus diberi penekanan memandangkan kanak-kanak adalah golongan yang
paling terdedah menjadi mangsa kebakaran, maka langkah awal dalam mendedahkan ilmu asas
kebakaran kepada mereka dengan mewujudkan sebuah permainan serius yang mudah difahami.
Objektif pertama kajian ini adalah untuk membangunkan permainan serius yang menarik dan
mempunyai fungsi yang mampu membantu kanak-kanak dan pelajar sekolah cara mencegah
terjadinya kebakaran dalam kehidupan seharian, dan membantu pengguna cara menyelamatkan
diri secara sistematik, cepat dan teratur dari tempat kebakaran. Objektif kedua adalah untuk
menilai permainan serius yang dibangunkan dari segi kebolehgunaan dan keberkesanan sistem
permainan. Kajian eksperimen ini menggunakan kaedah pembangunan incremental, iaitu melalui
dua kitar aliran dimana fasa pertama telah melalui keempat-empat fasa sepenuhnya sebelum
membuat penambahan dan penambahbaikkan hasil daripada soal selidik dengan responden. Hasil
kajian telah menunjukkan lebih daripada separuh pemain telah meningkat kefahamannya dalam
ilmu asas kebakaran. Untuk aspek kebolehgunaan pula, rata-rata telah menyatakan grafik yang
menarik menambah minat untuk bermain permainan asas kebakaran.

KATA KUNCI: Permainan Serius; Ilmu asas kebakaran; Permainan; digital; Keselamatan.

PENGENALAN
Peristiwa kebakaran pusat tahfiz yang meragut ramai nyawa telah meningkatkan
kesedaran untuk memperkasakan penyebaran ilmu asas kebakaran kepada semua peringkat
umur (Nik Min, 2017). Kaedah pembelajaran manual asas kebakaran adalah melalui Kelab
Keselamatan Kebakaran Kanak-kanak (Kelab 3K) yang dikendalikan oleh ahli bomba kepada
kanak-kanak tabika dan sekolah untuk meningkatkan ilmu asas kebakaran. Namun sesetengah
tabika dan sekolah tidak menyertai program Kelab 3K yang menyebabkan kanak-kanak kurang
ilmu asas kebakaran. Maka satu kaedah pembelajaran yang menarik dan mudah diakses harus
diwujudkan untuk memudahkan golongan kanak-kanak menimba ilmu asas kebakaran pada
 15

bila-bila masa dan dimana-mana sahaja. Memandangkan kanak-kanak generasi Z yang lebih
banyak berinteraksi dengan teknologi, maka penggunaan teknologi dimanfaatkan untuk
pembelajaran ilmu asas kebakaran secara digital melalui multimedia. Kelemahan kaedah
pengajaran digital ilmu asas kebakaran yang sedia ada seperti laman sesawang rasmi Jabatan
Bomba dan Penyelamat (BBP) Malaysia dan aplikasi Bomba KL adalah kurang elemen
multimedia dan interaktiviti. Selain itu, permainan digital ilmu asas kebakaran yang sedia ada
atas talian kebanyakkannya adalah dalam Bahasa Inggeris. Perkara ini juga menjadi isu besar
bagi kanak-kanak yang masih kurang pengetahuan dalam Bahasa Inggeris.
Permainan yang mudah difahami iaitu dalam Bahasa Melayu dan permainan
pembelajaran yang menarik harus dibangunkan bagi memudahkan proses pemahaman dan
pembelajaran bagi golongan kanak-kanak. Hasil temubual bersama ahli Jabatan Bomba dan
Penyelamat Bandar Baru Bangi, Penembak Diri-Pertama (PDP) dan permainan jenis aksi
menjadi pilihan majoriti responden dalam menarik minat kanak-kanak untuk bermain sambil
belajar ilmu asas kebakaran. Oleh itu, permainan serius yang menggunakan elemen pengajaran
dan permainan video untuk tujuan bukan hiburan (Charsky, 2010) diterapkan dalam permainan
yang dibangunkan dalam kajian ini iaitu Bomba Ali. Permainan serius ini sesuai kerana
terdapat kajian yang telah menggunakan konsep permainan serius seperti kajian oleh Silva et.
al (2013) untuk latihan pemindahan. Prototaip untuk permainan Bomba Ali dibangunkan
dengan menggunakan perisian Unity 3D. Manakala, model 3 dimensi (3D) dibangunkan
dengan menggunakan perisian Blender, dan beberapa objek telah dibina untuk memberikan
gambaran senario yang lebih realistik, berkualiti dan ambien.

HASIL KAJIAN
Untuk menguji prototaip permainan, seramai 10 kanak-kanak dan pelajar sekolah iaitu dari
lingkungan 6 hingga 12 tahun menyertai eksperimen dan bermain permainan Bomba Ali. Soal
selidik ini diagihkan kepada pemain untuk menilai kefahaman selari dengan objektif kajian iaitu
menilai sistem permainan serius yang dibangunkan dari segi kebolehgunaan dan keberkesanan
sistem permainan. Hasil daripada soal selidik pemahaman menunjukkan bahawa lebih daripada
separuh pemain menjawab soalan pengujian pemahaman dengan betul. Selain bantuan
pergerakkan grafik karakter, suara sokongan juga signifikan dalam membantu proses pemahaman
kanak-kanak. Rajah 1 adalah carta hasil daripada soal selidik kebolehgunaan yang menunjukkan
bahawa secara umum, para peserta menyatakan pendapat permainan ini sangat bermanfaat.
Keseluruhannya, pemain berpuas hati dengan grafik yang mempunyai gaya moden menarik minat
mereka untuk mencuba bermain dan memperoleh tip yang berguna diberikan. Akan tetapi
kebanyakkan peserta bersetuju bahawa pengawalan permainan sukar dikendalikan. Untuk masa
akan datang, permainan untuk kanak-kanak harus menitikberatkan dalam meminimalkan fungsi
pengawalan dan memfokuskan dalam memperkenalkan objek kebakaran.
 16

Rajah 1. Carta hasil soal selidik kebolehgunaan.

KESIMPULAN
Permainan serius Bomba Ali telah dibangunkan untuk meningkatkan kesedaran dalam
keselamatan ketika kebakaran. Keberkesanan proses pembelajaran dengan menggunakan
permainan serius adalah positif dengan adanya reka bentuk grafik yang menarik dan cara
pembelajaran yang berkesan. Tambahan pula, permainan ini meningkatkan kesedaran dalam
keselamatan melalui jalan cerita yang menvisualkan punca kebakaran yang disebabkan oleh
amalan buruk yang sering dilakukan dan yang berisiko untuk mengakibatkan kebakaran di tempat
kediaman. Penyampaian maklumat menerusi Bahasa Melayu dapat membantu pemahaman kanak-
kanak dengan lebih baik. Untuk masa akan datang, perlu wujudnya permainan digital dalam aspek
keselamatan yang menitikberatkan pelbagai bahasa yang terdapat di Malaysia dan menerapkan
lebih banyak ilmu asas kebakaran.

RUJUKAN

Silva, J. F., Almeida, J. E., Rossetti, R. J., & Coelho, A. L. (2013). A serious game for Evacuation
training. 2013 IEEE 2nd International Conference on Serious Games and Applications for
Health (SeGAH). doi:10.1109/segah.2013.6665302
Nik Min, N. A. (2017). Iktibar tragedi kebakaran tahfiz. Retrieved from
http://www.sinarharian.com.my/edisi/pahang/iktibar-tragedi-kebakaran-tahfiz-1.733085
Charsky, D. (2010). From Edutainment to Serious Games: A Change in the Use of Game
Characteristics. Games and Culture, 5(2), 177–198.
https://doi.org/10.1177/1555412009354727
 17

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

DEVELOPMENT OF RAF BABY RIDE

Mohd Shukri Mohd Ghazali1, Norfadhilah Hasan2, Mohd Ridzuan Sunar3,
Abdul Faqih Abdul Rahim4, Muhamad Amirul Hafiz Mohd Maliki5
1, 2
Jabatan Kejuruteraan Elektrik, Politeknik Sultan Mizan Zainal Abidin, Dungun,
Terengganu, MALAYSIA.
(E-mail: mohdshukri@psmza.edu.my, norfadhilah@psmza.edu.my)

ABSTRACT

Over the past few decades, technology has drastically changed the way our people live.
Generations today rely rigorously on new technologies. In many countries, technology has helped
to develop more sophisticated facilities for use in everyday life. With electronic device tools such
as ultrasonic sensors, human life will become easier. RAF Baby Ride has been developed to
address the problem of consumers carrying their babies and at the same time doing activities such
as shopping and sports. Users often encounter problems when pushing the strollers while choosing
items. Thus, this smart stroller is designed using an Arduino system in an effort to replace the
existing barcode technology. Ultrasonic sensors, buzzer, and LED is used likely to understand the
smart baby's needed. In fact, the RAF Baby Ride is capable of working in two ways. One as a
stroller and the other one as a remote control car with the latest application of MIT. With this RAF
Baby Ride, user can save time and money because this product applications are very practical.

KEYWORDS: Arduino, Ultrasonic Sensor

INTRODUCTION
People nowadays like to spend their time in outdoor activities like travel, take a walk at
playground and even go to shopping centers. But, some of this activities will give problem to
families that have babies. For example when they need to push kind of big stroller and when they
need to carry many things when they buy or any travel bag with them. As today technologies is
widely used in our live (Younes, M.B. & Al-zoubi, S., 2015), RAF Baby Ride is created. RAF
Baby Ride is 2 in 1 stroller. Without touch the stroller, it can easily be move. Besides, this RAF
Baby Ride can act as remote car controller by using MIT application. With connection of
Bluetooth, we can handle this car using our handphone.
 18

METHODOLOGY
Basically, this stroller consist of two part. One part using 3 ultrasonic sensors to detect
the movement and one part consist of buzzer for the safety features for the stroller.

Figure 1 – Ultrasonic sensor detection

From Figure 1, we can see the movement of this RAF Baby Ride is control by the
ultrasonic sensor. This stroller will move straight, left or right when it received the signal. For
the safety features, the buzzer will sound when the stroller is far from the user about 3 meter
away.

RESULT AND DISCUSSION

In this work, three ultrasonic is use to detect the movement and buzzer as the alarm when
the stroller is about 3meter from the owner. Table 1 show the condition. Arduino is use as the
heart of the program to control the output from the ultrasonic sensor and it also control the
motor for the stroller (John Nussey, 2013).

Table 1. Configuration of the cases

Case Sensor Condition Explanation
Ultrasonic 1 ON Move Right
1 Ultrasonic 2 ON Move Straight
Ultrasonic 3 ON Move Left
When product is
2 BUZZER ON 3m away from
owner
 19

CONCLUSIONS
Based on our view for this RAF Baby Ride, this product is very useful today as it saves
workforce and time. We do this project to facilitate the work of parents with babies to go anywhere
like shopping centers and sightseeing. It also enhances current economic status and develops
existing technology in the modernization world today. This product is more about upgrading the
baby stroller for the market used by parents. Last but now least, our goal is also that communities
should not waste the rapid development of technology by creating something useful for all
community users.

ACKNOWLEDGMENT
We gratefully thanks to Jabatan Kejuruteraan Elektrik, Politeknik Sultan Mizan Zainal
Abidin for their support to do this works.

REFERENCES

Younes, M.B. & Al-zoubi, S. (2015). The Impact of Technologies on Society: A Review. IOSR J
Humani Soci Sci, 20(2), pp.82–86.
John Nussey (2013). Arduino foe Dummies. John Wiley & Sons Ltd.MIT App Inventor. Retrieved
from http://appinventor.mit.edu/explore/#
 20

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

EDUCATIONAL ASSESSMENT FOR ONLINE ACTIVE

LEARNING PARTICIPATION VIA SOCIAL NETWORK ANALYSIS
Fairus Hamdan1, Helmi Norman1*, Norazah Nordin1,
Nur Shahrulliza Muhammad2, & Hafiz Zaini1
1
Faculty of Education, Universiti Kebangsaan Malaysia
2
Faculty of Business & Management, Universiti Teknologi MARA
(Email: helmi.norman@ukm.edu.my; mhmmdfairus@gmail.com; drnmn@ukm.edu.my;
nurshahrulliza@salam.uitm.edu.my; hafiz87.zaini@gmail.com)

ABSTRACT

In this study we present our assessment tool for visual statistical analysis of learner educational
active participation in social media. Through social network analysis, our aim is to explore the
pattern of edges - the structure of graph by measuring the connectivity among the students. This
automation tool assists online educators and facilitators to identify the level of participation in
social media. In achieving this, NodeXL was used to conduct social network analysis by
integrating graphical presentation of networks element with measurement of centrality and
clustering coefficient as evidences of learner participation levels in virtual class on social media.
Here, social network analysis assisted to understand the relationship in online learning activities
and assess learning patterns in real-time. Our main contribution is a visualization of learning
assessment that enables statistical analysis with presentable graphical edges of vertices and nodes
in an egonetwork. Social media analysis allows for a vaster, deeper and clearer understanding on
real-time active online learning participation in social media with respective centrality values as
evidence for continuous assessment.

KEYWORDS: Social Network Analysis; Social Media Assessment; Online Learning

Participation Levels, Visual Statistical Analysis, Facebook

INTRODUCTION

The purpose of this study is to explore the extent of active learning demonstrated by mapping
learning patterns in social media interactions (Norman et al., 2018a). Assessment is captured via
online learning activities in social media such as comments, likes, and sharing of media (Hamdan
et al., 2017). These activities are represented via edges of the vertices and analysis on egonetworks,
while these edges are measured by their values and proportions connectedness (Hamdan et al.,
2017; Norman et al., 2018b). The aim is to make the online learning networks more understandable
through centrality and clustering coefficient values. In addition, sub-graphs are generated to focus
 21

on individual analysis of online learning activities in social media. The sub-graphs are visualized
via the phases of the ADDIE (analysis, design, development, implementation, evaluation) model.

INNOVATION FOCUS

The focus of this study is visualizing learner educational active participation in social media
using social network analysis. The analysis tool assists educators in investigating levels of
interaction of their students, group of people and data. The social network analysis invents a
mechanism to visualize and analyzed the interactive connectedness for understanding learning
patterns supported with statistical analysis (Hamdan et al., 2017). This approach could be benefited
as the evidence for carrying marks process based on centrality and clustering coefficient values
generated.

DESIGN & METHODOLOGY

The study conducted was based via social network analysis framed on the ADDIE model.
The participants of this study are undergraduates taking the ethnic relations course. Students are
given a task across a semester to develop digital media for raising awareness on ethnic relations.
The network analysis was conducted in the first four phases of the ADDIE model, which was
analysis, design, development, and implementation phases. Online learning interactions that were
assessed included features such as comments, likes, and sharing feature (Norman et al., 2015).
These were conducted throughout the four phases, as discussed.

Figure 1. Graphical edges of vertices visualization of the 20400 of edges and 187 of vertices in
the analysis phase.
 22

Table 1. Network Learning Measurement table of Design Phase. The value of metrics and
centralities were measured on edges of vertices as assessment evidence

Figure 2. Sub-graph of an individual student represent the level of active participation during
online learning on social media during.

CONCLUSIONS
Analysis of learning participation levels through social network analysis can assist educators
in understanding student learning patterns and their participation levels during learning. This can
act as an alternative assessment for design of effective learning interventions based on real-time
statistical data.

REFERENCES
Hamdan, F., Norman, H., Nordin, N., Khalid, F., & Zaini, H. (2017). Understanding Social Roles
of Learners in Transdisciplinary Education via Social Network Analysis. Seminar on
Transdisiplin Education (STEd2017). 16-17 Januari, Fakulti Pendidikan, UKM, 369-375.
Norman, H., Nordin, N., Din, R., Ally, M., & Dogan, H. (2015). Exploring the roles of social
participation in mobile social media learning: A social network analysis. The International
Review of Research in Open and Distributed Learning, 16(4).
Norman, H., Nordin, N., Yunus, M. M., & Ally, M. (2018a). Instructional Design of Blended
Learning with MOOCs and Social Network Analysis. Advanced Science Letters, 24(11),
7952-7955.
Norman, H., Ally, M., & Nordin, N. (2018b). Use of Social Media and Social Network Analysis
for Mobile Learning. In Mobile and Ubiquitous Learning (pp. 249-259). Springer, Singapore.
 23

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

EDUGRAM
Siti Najihah Mohd Anuwi, Nur Husnina Anuar, Nur Syazwani Abd Rahman,
Nur Ain Safwah Saifuzzaman, Adnan Abdullah

Institut Pendidikan Guru Kampus Dato’ Razali Ismail, Kuala Terengganu, MALAYSIA.
(E-mail: najihahanuwi@yahoo.com, nurhusnina51299@gmail.com,
nursyazwaniyarmouk@gmail.com.my, ainsafwah00@gmail.com, adnan@ipgm.edu.my)

ABSTRAK
Edugram merupakan bahan pengajaran yang berasaskan pedagogi masa kini yang mengikut
peredaran zaman. Tema bagi bahan pengajaran ini adalah sepenuhnya berasaskan digital yang
mana menggunakan aplikasi instagram sahaja. Menggunakan fungsi yang pelbagai dalam aplikasi
tersebut, bahan pengajaran ini berjaya dihasilkan dengan dilengkapi oleh grafik yang pelbagai dan
bunyi-bunyian yang menarik. Kebiasaannya, murid sangat susah untuk mengingati tanda waqaf,
di samping mengambil masa yang lama untuk menghafal ke semua tanda waqaf dan mereka tidak
dapat mengaplikasikannya dalam pembacaan al-Quran dengan baik. Bagi menangani masalah ini,
salah satu penyelesaiannya adalah dengan penghasilan bahan pengajaran Edugram ini. Edugram
ini dihasilkan untuk pelajar Tahun 5 khususnya untuk mengingati tanda waqaf melalui penggunaan
warna dan dipaparkan melalui Instagram dengan cara yang lebih mudah dan menyeronokkan.
Penggunaan aplikasi Instagram yang sinonim dalam kalangan masyarakat pada masa kini
terutamanya para guru dapat memudahkan guru-guru untuk menghasilkan bahan pengajaran
seperti ini dalam membantu meningkatkan tahap pencapaian dan pemahaman murid dalam sesuatu
bidang. Walaupun tahap pemahaman antara murid adalah berbeza namun umumnya kanak-kanak
gemarkan grafik yang pelbagai dengan video serta audio yang menyeronokkan bagi menarik
perhatian mereka supaya fokus dalam pembelajaran.

KATA KUNCI: Tanda Waqaf; Instagram; Traffic Light Tanda Waqaf; Edugram.

PENGENALAN

Tanda waqaf di dalam al-Quran merupakan salah satu cabang ilmu tajwid yang amat
penting untuk dipelajari dan difahamai dari awal usia lagi. Penguasaan dalam tanda waqaf dan
diaplikasikan dalam pembacaan al-Quran dengan baik adalah sangat penting dan perlu
dititikberatkan sejak dari zaman dahulu lagi. Firman Allah SWT dalam surah al -Muzammil
ayat 4 yang bermaksud :

“.. dan bacalah al-Quran itu dengan tartil.”

 24

Menurut (al-Ashmuni, 1973) di dalam (Mohd Syafee Salihin et. al, 2014) Saidina Ali
menjelaskan bahawa tartil itu ialah mencantikkan sebutan huruf dan mengetahui tempat-
tempat berhenti.

DAPATAN KAJIAN
Setelah menjalankan pemerhatian di sekolah, kami mendapati bahawa tahap penguasaan
tanda waqaf dalam kalangan murid sangat lemah dan sangat membimbangkan. Mereka
mengambil masa yang agak lama untuk mengingat dan memahami fungsi setiap tanda waqaf
di dalam al-Quran. Oleh itu, penguasaan tanda waqaf sejak dari awal usia amat penting dalam
memastikan pembacaan al-Quran pada tahap yang baik dan memberikan maksud yang
sempurna.
Kami juga turut menjalankan pemerhatian melalui pembacaan al-Quran murid di
sekolah yang terpilih dalam pembacaan beberapa surah yang mana murid mampu membaca al-
Quran dengan lancar akan tetapi pembacaan mereka tidak menepati hukum tanda waqaf dan
masih kurang sempurna. Kami mendapati ramai murid yang melakukan kesalahan dalam
mengenalpasti hukum tanda waqaf yang terdapat di al-Quran, ini dari hasil pemerhatian kami
dari aspek murid memberhentikan pembacaan tidak mengikut tanda waqaf yang telah
ditetapkan.Projek Edugram telah memberikan impak yang besar kepada murid-murid dalam
memahami peranan setiap tanda waqaf. Inovasi ini juga menekankan masalah yang berla ku
bukan hanya pada murid-murid malah turut berlaku dalam kalangan masyarakat Islam pada
hari ini yang kurang mengambil cakna fungsi dan peranan setiap tanda waqaf di dalam al -
Quran, maka dengan adanya inovasi Edugram ini ia lebih memudahkan untuk mereka
mengaplikasikan apa yang dipelajari melalui Edugram dalam pembacaan al-Quran mereka
seharian.

KAJIAN LITERATUR
Berdasarkan kajian yang telah dijalankan berkaitan tanda waqaf menunjukkan bahawa
pentingnya penguasaan tanda waqaf. Kesalahan dalam waqaf dan ibtida’ memberikan implikasi
negatif kepada penyimpangan makna pemahaman al-Quran yang sebenar (Muhamad Syafee et al.,
2017). Pelajar tidak dapat mengingati dan memahami hukum Tajwid dengan baik (Nor Hashidah
et al., 2010). Ini menunjukkan bahawa penguasaan tanda waqaf adalah sangat lemah dan akan
memberikan kesan yang negatif dari segi pembacaan yang memberikan makna pembacaan al-
Quran yang tidak sempurna.
Kajian lepas juga turut menyokong bahawa dengan menekankan unsur multimedia dalam
pengajaran ilmu tajwid dapat membantu murid memahami dengan lebih baik. Penggunaan
multimedia dalam membantu murid memahami tanda waqaf juga sangat penting dan berupaya
membantu murid mengingat dengan lebih baik dan cepat. Hasil gabungan pelbagai aktiviti
pengajaran yang melibatkan strategi, kaedah dan teknik yang tertentu akan membawa kepada
pengajaran yang berkesan (Muhd Nur Adzam et al., 2017).
Penggunaan multimedia pula boleh membantu menarik minat serta meningkatkan lagi daya
ingatan pengguna tentang tajwid dengan bantuan eleman multimedia yang telah disediakan (Nor
Hashidah et al., 2010)
 25

KESIMPULAN
Edugram berkonsepkan pembelajaran berbentuk digital, inovasi ini membantu murid untuk
belajar mengenai tanda waqaf secara interaktif dan mudah. Penggunaan animasi-animasi yang
menarik di dalam Edugram adalah satu cara untuk menarik minat murid-murid dalam mempelajari
tanda waqaf dan dalam masa yang sama murid dapat melibatkan diri dengan aktif ketika sesi PdP.
Dengan penggunaan Edugram ini murid-murid akan lebih termotivasi untuk memahami dan
mengingati tanda waqaf dengan lebih baik pada masa akan datang. Inovasi ini telah meningkatkan
tahap murid untuk mengingati dan memahami tanda waqaf dengan lebih cepat dan tersusun. Jadi,
isu murid yang sering lupa dan keliru mengenai tanda waqaf dapat diatasi dengan proaktif dengan
penggunaan Edugram ini. Inovasi ini menunjukkan bahawa sumber teknologi digital yang
digunakan dengan kreatif oleh guru dapat membantu ramai murid untuk belajar dengan lebih
berkesan semasa proses PdP.

PENGHARGAAN
Sekalung penghargaan dan terima kasih diucapkan kepada Institut Pendidikan Guru Kampus
Dato’ Razali Ismail (IPGKDRI) dalam membantu dari segi dana dalam menyertai Eduinnovation
2018 anjuran UKM pada kali ini dan juga pihak-pihak yang membantu serta memberikan
sokongan terutama dari Jabatan Pendidikan Islam dan Moral (JAPIM), IPGKDRI.

RUJUKAN
Al-Quran al-Karim
Muhammad Syafee Salihin bin Hasan, Khairatul Akmal Ab Latif, Mahmud Lutfi bin Abd. Hadi
& Ahmad Shahir Masdan. 2014. Kemahiran Waqf Dan Ibtida’ Dalam Kalangan Pelajar
Program Sarjana Muda Al-Qur’an Dan Alqiraat (Psmaa) Di Kolej Universiti Islam
Antarabangsa Selangor (Kuis). Kertas kerja yang dibentangkan dalam International Research
Management and Innovation Conference 2014 (IRMIC2014) KL, 17 – 18 November 2014.
Muhammad Syafee Salihin bin Hasan, Mohd Norzi Nasir, Khairatul Akmar ab. Latif, Abdul Aziz
Awang Kechik & Fatin Nazmin Mansor. 2014. Kemahiran Waqf Dan Ibtida’: Kajian Kes
Dalam Kalangan Imam Imam Masjid Di Selangor. Kertas Kerja yang dibentangkan dalam
Persidangan Antarabangsa Pengajian Islamiyyat Kali Ke-3 (Irsyad2017), 2017.
Mohd Nur Adzam Rasdi, Noornajihan Jaafar, Khairul Anuar Mohamad, Nur Badriah Omar,
Norakyairee Mohd Raus, Mahyuddin Hashim, Siti Rahmah Ahmad Razuan (2017). Iqra
Braille Sebagai Modul Asas Pengajaran Dan Pembelajaran Tilawah Al-Quran Braille: Isu
Ketidakseragaman Antara Dua Teks. Jurnal Pendidikan al-Quran Sunnah & Berkeperluan
Khas, 1-6.
Nor Hashidah Mohd Nasir, Fauziah Baharom, Harryizman Harun, Haslina Mohd, Ali Yusny,
Daud, Norida Darus, Ahmad Ghadafi, Azman Yasin. 2010. Model Pembelajaran e-Tajwid
(eTLM) Berasaskan Semantik dan Elemen Multimedia. Kertas Kerja yang dibentangkan
dalam Conference: Regional Conference on Knowledge Integration in ICT, At Kajang,
Selangor, Jun 2010.
 26

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

ENHANCING VITAMIN C CONTENT IN FACIAL SERUM

PRODUCTION USING PHYLLANTHUS EMBLICA
Hamidah Noor Md Yusoh, Izzati Hamidah Sharil, Nur Najihah Jumirin,
Nurul Izzati Salim.

Department of Tourism and Hospitality, Politeknik Merlimau, Melaka, MALAYSIA

ABSTRACT
Phyllanthus emblica or known as Pokok Melaka Fruit contains more than 30 times Vitamin C
compared to oranges. Due to its strong bitter and sour taste, Pokok Melaka Fruit is not a popular
fruit to be consumed in Malaysia. Looking at its potential and benefits to skin, a research has been
conducted to produce a facial serum from Phyllanthus emblica powder. This study is assigned to
determine the presence of Vitamin C and the acceptance level of respondent towards Phyllanthus
emblica facial serum. The High Performance Liquid Chromatography (HPLC) and pH meter has
been used to detect Vitamin C and pH value in the product. 30 respondents were selected randomly
based on their locality. Descriptive analysis was used to analyze data collected using SPSS version
22. Result shows that the acceptance level of respondents towards Phyllanthus emblica facial
serum is at moderate level with mean value 4.16. Result also shows the presence of Vitamin C in
the product. In conclusion, Phyllanthus emblica facial serum is has Vitamin C and accepted
optimistically

KEYWORDS: Phyllanthus emblica, facial serum, Vitamin C, Likert Scale

INTRODUCTION
Malaysia has hot and humid weather throughout the year (Anim Agro Teknologi, 2013)
causing various skin diseases regardless of age, such as rash, acne and wrinkle. These skin
problems can be treated using the facial serum containing Vitamin C and antioxidant that able to
absorb thoroughly to improve the regeneration process of the skin. It also helps increase the
production of collagen of the skin.
The objectives of this study are to produce a facial serum made from Melaka fruit
(Phyllantus Emblica), to study the acceptance level of respondents towards the facial serum and
to determine the amount of vitamin C contains in Melaka fruit facial serum. The facial serum is
proven to have vitamin C based on laboratory results released by Melaka Biotechnology
Corperation and highly accepted by the respondents after the data obtained from questionnaire
were analysed using the Statistical Package for the Social Science (SPSS) version 22.
Main ingredients of this facial serum are powdered Phyllanthus emblica which has one of
the richest source of Vitamin C, enhances nutrient absorption, eliminates free radicals and acts as
 27

a powerful antioxidant. The addition of virgin coconut oil as solvent combined with Melaka fruit
powder to produce facial serum.

MAIN RESULTS

Table lab test result of Facial Serum

TEST DATE OF UNIT TEST METHOD RESULT LIMIT

PARAMETER TESTING
Vitamin C 21 Sept mg/100g AQAC 967.21 & 0.7 Not
2018 GB 5413.18- Applicable
2010

Table lab test result for Powder of Phyllanthus Emblica

DATE OF TEST UNIT TEST METHOD RESULT LIMIT

TESTING PARAMETER
21 Sept Vitamin c mg/100g AQAC 967.21 @ 171.4 Not
2018 5413.18-2010 Applicable

CONCLUSIONS

In conclusion, the Phyllanthus emblica facial serum was confirmed to have naturally
presence of Vitamin C and has proven to treat various type of skin problems. It was also positively
accepted by respondents and is commercialized by a cosmetic company.

ACKNOWLEDGEMENT
Our highest gratitude to our supervisor and Politeknik Merlimau for the knowledge,
guidance and advices in completing this research. We would also like to express our appreciation
to Mutiara Dinamik Maju Sdn Bhd and MyCuisine Cube Sdn Bhd for their, support, and
recommendations along conducting this research. May Allah SWT bless all the effort and
dedication that we have succeed.

REFERENCES
Alexander J. Michels. (2011, September). Oregan State University. Retrieved from Vitamin C and
skin Health: https://lpi.oregonstate.edu/mic/health-disease/skin-health/vitamin-C
Chistova, V. (2018, May 18). Prevent Free Radical Skin Damage with these Antioxidants.
Retrieved from Eldivia: https://eldivia.com/blogs/health-and-beauty-blog/prevent-free-
radical-skin-damage-with-these-antioxidants
Cobb, C. (2018, Febuary 15). How Collagen Can Boost Your Body’s Skin, Muscle, and Gut.
Retrieved from Health Line: https://www.healthline.com/health/collagen-powder-benefits
fact, o. (2018, september 3). What Is Virgin Coconut Oil & What Are Its Benefits. Retrieved from
organic fact: https://www.organicfacts.net/health-benefits/oils/virgin-coconut-oil.html
Field, O. (n.d.). Organic Field. Retrieved from Organic Field: http://organicfield.co.uk/our-story/
 28

M.Anem. (2013, June 1). Pokok Melaka. Retrieved from Anim Agro Teknologi:
http://animhosnan.blogspot.com/2013/06/pokok-melaka.html
Pattanayak. (n.d.). Phyllanthus emblica – Science topic. Retrieved from Research Gate:
https://www.researchgate.net/topic/Phyllanthus-emblica
Phyllanthus Emblica. (n.d.). Retrieved from Revolvy:
https://www.revolvy.com/page/Phyllanthus-emblica
Seghal, A. G. (2016, september 9). 5 Super Health Benefits of Amla - Indian Gooseberry. Retrieved
from Practo: https://www.practo.com/healthfeed/5-super-health-benefits-of-amla-indian-
gooseberry-24447/post
TeresaMathai, R. (2015). Chapter 3 - Amla in the Prevention of Aging: Scientific Validation of
the Ethnomedicinal Claims. Amla in the Prevention of Aging: Scientific Validation of the
Ethnomedicinal Claims, 35.
 29

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

E-SIYAHAH: A CYBERGOGICAL AGENT IN LEARNING ARABIC

LANGUAGE FOR TOURISM
Wan Ab Aziz Wan Daud1*, Mohammad Taufiq Abdul Ghani 2, Ahmad Zaki
Amiruddin1and Mohd Akashah Mohd Yusoff 3

1
Pusat Bahasa dan Pembangunan Insaniah, Universiti Malaysia Kelantan, Kelantan,
MALAYSIA.
(E-mail: abaziz.wd@umk.edu.my, ahmadzaki@umk.edu.my)
2
Fakulti Bahasa dan Komunikasi, Universiti Pendidikan Sultan Idris, Perak, MALAYSIA.
(E-mail: agtaufiq@gmail.com)
3
Fakulti Bahasa Utama, Universiti Sains Islam Malaysia, Negeri Sembilan, MALAYSIA.
(E-mail: akashah.uiam@gmail.com)

ABSTRACT
The pattern of Arab tourist coming to Malaysia keep on increasing from years to years. There are
various purposes they are visiting to Malaysia such as business, study, holiday and others. Due to
this scenario Arabic language has become one of the most important languages for all language
learners in Malaysia. Hence, e-siyahah enables Arabic language practitioners to access teaching
and learning Arabic language for tourism purpose through a mobile device. Hence, this paper
described briefly on the development of e-siyahah.

KEYWORDS: Arabic language; Arabic for Tourism; ADDIE; Cybergogy.

INTRODUCTION
In recent years, the use of technology in teaching and learning process is a necessity in all
fields, including language learning. The inclusion of multimedia in teaching and learning
process is commonly practiced in all level of education, regardless of the student’s level from
primary school until higher education.
E-siyahah is a comprehensive open online course to learn Arabic language for tourism purpose.
It was developed by open learning platform along with the implementation of ADDIE instructional
design model. The lessons presented are very simple, easy-access, and interactive to meet the
beginner’s need who have no basic Arabic language. It is also equipped with the audio
pronunciation for imitation, video animation to improve the information outcome, various of
interactive activities to improve student’s understanding and suitable formative assessment. E-
siyahah give opportunities to practice individual learning which cultivate life-long learning.
 30

THE DEVELOPMENT OF E-SIYAHAH

The iterative ADDIE design framework was applied to develop the e-siyahah. The e-
siyahah development comprises of five stages - Analysis, Design, Development, Implement
and Evaluation. In this light, each stage was iterated based on the feedback, suggestions and
opinions provided by users, developers and subject matter experts. The last iteration was
conducted at the evaluation stage when the perceived learning requirements are fulfilled. The
iterative ADDIE framework is presented in the figure below:

Figure 1. Iterative ADDIE Instructional Design Framework

STAGE 1: NEED ANALYSIS

The first stage is need analysis, which focus on gathering, collecting, analyzing and
summarizing data to design and develop the e-siyahah prototype. This phase is carried out by
administrating questionnaire to the students which consist of a set of questionnaire. The prior
needs analysis for the design and development of this prototype was conducted among 61
students majoring in tourism at UMK and KPTM. The prototype was designed based on
students’ need, opinions and suggestions along with the implementation of multimedia theory.
STAGE 2: DESIGN
The design stage concerns with the conceptual construction of the e-siyahah. In other word,
the process addresses questions such as what is the e-siyahah environment, what it can do and
how to use it in order to fulfil the students’ needs. The design stage is a process which describes
the steps of e-siyahah design by preparing the module, learning objectives, type of asessments,
the storyboards and flowcharts. The function of storyboards is to give clear picture on how the
e-siyahah should look like. Several web tools were added in this phase including the inclusion
of videos by go animate, powtoon and screencast-o-matic, assessments by quizlet, and learning
materials through padlet.
STAGE 3: DEVELOPMENT
The development stage is aimed to develop a prototype of the E e-siyahah based on the
storyboard by using the Open Learning® platform. All the learning materials were uploaded
in the prototype and the first prototype was reviewed by experts in Computer Assisted
Instruction (CAI) and Arabic as a Second Language (ASL). The e-siyahah was then modified
 31

and improved based on experts’ review before it was presented and used in teaching and
learning sessions with the students.
STAGE 4: IMPLEMENTATION
During the implementation phase, the e-siyahah was used and tested by the target students.
This phase involves delivering and distributing the materials to the target students, who consist
of tourism students. This phase allows the materials to be tested to identify if they are well -
functioning and appropriate for the intended audience.
STAGE 5: EVALUATION
A formative evaluation was carried out after the completion of the prototype. This process
was carried out to measure students’ acceptance level of using e-siyahah to learn Arabic
language for tourism purpose. The study found that the majority of the students have positive
view on learning Arabic language for tourism purpose through e-siyahah and many believe
that its use has increased the students’ desire to learn and motivate them to learn Arabic, as
well as providing them with the opportunities to practice self-learning which cultivate life long
learning.

CONCLUSIONS
The study attempts to develop e-siyahah to learn Arabic language for tourism purpose and this
paper presents the development of the e-siyahah along with the implementation of iterative ADDIE
instructional design framework. The implication of the findings suggests that the e-siyahah can be
developed by providing interactive learning contents, exercises, and tests in the form of language
games, high-quality multimedia elements and user-friendly interface.

REFERENCES
Awang, N. A., Mohamed, M. H. & Sulaiman, R. (2013). Enhancing Arabic Speaking Skills among
Malay Students Through Group Work Activities. International Journal of Humanities and
Social Science, 3(21), 212-219.
Bakar, A. Z. (1989). Memahami Psikologi Pembelajaran. Petaling Jaya: Siri Pendidikan Fajar
Bakti.
Mayer, R. E. (2001). Multimedia Learning. New York: Cambridge University.
Mayer, R. E. (2003). The Promise of Multimedia Learning: Using The Same Instructional Design
Methods Across Different Media, Learning and Instruction. UK: Cambridge University
Press.
Zainuddin, N. & Sahrir, M. S. (2015). Theories and Design Principles of Multimedia Courseware
ror Teaching Arabic Vocabulary: An Analytical and Evaluative Study. International Journal
of Technical Research and Applications, 29-32.
 32

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

FAM WIRELESS LAWN MOWER

Fatimah Rusbiahty Ahmad 1*, Mohd Shukri Mohd Ghazali 2,
and Aiman Hilmi Abdullah 3
1, 2
Jabatan Kejuruteraan Elektrik, Politeknik Sultan Mizan Zainal Abidin, Dungun, MALAYSIA.
(E-mail: rusbiahty@psmza.edu.my, mohdshukri@psmza.edu.my)
3
Jabatan Kejuruteraan Elektrik, Politeknik Sultan Mizan Zainal Abidin, Dungun, MALAYSIA.
(E-mail: aimanhilmi2408@gmail.com)

ABSTRAK
FAM WIRELESS LAWN MOWER merupakan mesin yang dibuat untuk bersaing dalam
teknologi mesin pemotong rumput yang semakin berkembang pada era kehidupan zaman kini.
Masyarakat yang gemar pada teknologi moden pada masa kini dalam pembersihan terutamnaya
kawasan sekitar, syarikat utama dalam produk mesin pemotongan rumput,golongan pekerja
pembersihan dan golongan orang kurang upaya mengendali mesin rumput Di dalam projek ini
kami mengabungkan pelbagai unsur seperti Bluetooth, arduino dan motor kawalan. Tujuan mesin
rumput ini digunakan di dalam jarak 10m dengan menggunakan Bluetooth yang ada pada telefon
android sebagai pengawal. Selain itu, mesin rumput ini dapat menyedut rumput yang telah
dipotong masuk ke bekas yang ada dimesin rumput bagi pembersihan. Sensor digunakan bagi
mengesan kadar rumput yang penuh di dalam vacuum. Ini memudahkan pengguna memotong
rumput dan sekaligus membersihkan rumput yang telah di potong. Selain itu, mesin rumput ini
dapat menyedut rumput yang telah dipotong masuk ke bekas yang ada dimesin rumput bagi
pembersihan.

KATA KUNCI: Bluetooth, Arduino, Vacuum

PENGENALAN
Pada masa kini terdapat banyak jenis mesin rumput yang kita boleh dapati dipasaran.
Antara mesin rumput yang sering digunakan ialah jenis galas dan jenis tolak. Kedua mesin rumput
ini menggunakan banyak tenaga kerja untuk menggerakkan mesin rumput tersebut. Oleh itu, mesin
rumput yang telah diinovasikan mempunyai ciri-ciri menarik iaitu ia menggunakan telefon
(android app) bagi mengawal pergerakkan mesin tersebut. Semasa pemotongan dijalankan, telefon
(android app) yang akan menggerakkan motor yang digunakan bagi pemotongan. Dengan adanya
sistem telefon (android app) dapat memudahkan kerja dan tidak membebankan kepada pengguna.
Objektifnya adalah pengurangan tenaga kerja yang digunakan membersihkan kawasan yang telah
dipotong rumput, menjimatkan masa kerana tidak perlu membersihkan rumput yang telah dipotong
 33

dan tidak membahayakan pengguna dan masyarakat sekeliling kerana mesin rumput ini
mempunyai penghadam dan memberi jarak yang jauh untuk mengawal mesin rumput tersebut.

METODOLOGI

Rajah 1 : Carta alir FAM Lawn Mower

REFERENCES
-
 34

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

FLIPGRID DALAM PEMBELAJARAN BAHASA ASING

Nur Amalina Faisal, Melor Md Yunus, Nik Rahimi Nik Yusoff

Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Bangi, Malaysia.

(E-mail: amalinafaisal@gmail.com, melor@ukm.edu.my, nikmrahimi@ukm.edu.my)

ABSTRAK
Pembelajaran bahasa asing telah diperkenalkan sejak di bangku sekolah lagi. Ia dilihat sangat
penting sebagai persediaan pelajar ke institusi pengajian tinggi. Dikatakan bahasa asing mampu
meningkatkan kebolehpasaran pelajar selepas bergelar graduan. Pelbagai teknik diperkenalkan
bagi menghasilkan proses pengajaran dan pembelajaran yang efisyen dan menarik. Oleh itu e-
Pembelajaran dikatakan sudah mula mendapat tempat dan menjadi pilihan di kalangan para
pengajar kini di samping mampu meningkatkan kualiti pengajaran dan pembelajaran sejajar
dengan kemajuan teknologi global. Tujuan kajian ini adalah bagi melihat sejauh mana penggunaan
aplikasi FLIPGRID mampu meningkatkan tahap kefahaman dan keyakinan komunikasi pelajar
terhadap bahasa asing yang mereka pelajari. Kajian telah dijalankan di sebuah sekolah
antarabangsa di Selangor yang telah menawarkan Bahasa Melayu, Arab, Perancis dan Mandarin
sebagai bahasa asing. Seramai 10 orang pelajar dan 4 orang guru telah dipilih sebagai responden
dengan menggunakan kaedah pemerhatian dan soal selidik. Dapatan kajian yang positif telah
ditunjukkan oleh responden yang terlibat. Diharap penggunaan aplikasi ini dapat diteruskan untuk
melahirkan pelajar hebat yang mampu bertutur dalam pelbagai bahasa dengan baik.

KATA KUNCI: e-Pembelajaran ; Flipgrid ; Bahasa Asing

PENGENALAN

Penggunaan teknologi dan digital dalam pembelajaran abad ke-21 ini menjadi sesuatu yang
sangat sinonim dan lebih dikenali sebagai e-pembelajaran. Ia dikatakan sebagai sumber utama
pembelajaran abad ini. Menurut Termit Kaur Ranjit Singh (2014) peranannya dikatakan mampu
melakukan kelainan dan melaksanakan perubahan. Menurut Melor et. al. (2012) pengintegrasian
digital iaitu alat rangkaian sosial mampu meningkatkan keyakinan dan motivasi pelajar dalam
mendalami serta mempelajari bahasa. Turut menyokong kajian dari Norliza et. al. (2013), ia
mampu membangkitkan motivasi dan daya tumpuan pelajar berbanding dengan cara konvensional.
Selain dari pandangan Nik Rahimi (2013) dan Hanis (2015) menjelaskan e-pembelajaran juga
membina persekitaran baharu yang lebih menarik dan mampu meransang pemikiran murid dengan
lebih efektif. Menurut Yunus et. al. (2013) menarik taraf pelajar adalah satu perkara yang penting
di semua peringkat. Ia bertujuan bagi memenuhi permintaan semasa dan keperluan sistem
 35

pendidikan terkini. Walau bagaimanapun kajian menunjukkan tahap penguasaan, kebimbangan

dan motivasi pelajar terhadap bahasa asing masih di tahap tidak memuaskan. Antara puncanya
adalah sikap murid yang malu untuk mempraktikkannya dan cara pembelajaran yang kurang
menarik sehingga mereka menjadi kurang minat dan tidak bermotivasi untuk mempelajarinya.

Aplikasi Flipgrid merupakan contoh e-pembelajaran yang mula mendapat tempat di kalangan
pelajar dan pengajar kini. Ia boleh digunakan secara percuma dan boleh menggunakan dengan
hanya berkongsi sebuah telefon pintar atau komputer. Aplikasi ini bertujuan menjadi medan
pelajar mendapat keyakinan untuk berinteraksi, berkomunikasi dan berkongsi idea, komentar serta
soalan dengan cara bersemuka melalui video secara tertutup. Ia mampu memberi peluang kepada
pelajar untuk berfikir dengan lebih kritikal dan kritis dalam menyelesaikan tugasan yang diberikan
oleh guru melalui Flipgrid. Ia juga mampu menjadi laman berkongsi informasi dan memberi
komentar bukan sahaja antara pelajar dan guru bahkan juga di kalangan pelajar itu sendiri. Hal ini
bertepatan dengan dapatan kajian Melor et al. (2012), alat rangkaian sosial ini mampu menjadi
medan berkongsi ilmu di antara pelajar dan guru. Aplikasi ini juga menyokong pembelajaran
secara anjal dan fleksibel. Menurut Nik Rahimi (2013) salah satu elemen e-pembelajaran adalah
mampu menjalankan pembelajaran yang bersifat anjal dan aktif.

Oleh itu satu kajian telah dijalankan bagi melihat sejauh mana keberkesanan aplikasi Flipgrid
dalam proses pengajaran dan pembelajaran bahasa asing di peringkat sekolah menengah. Seramai
10 orang murid dan 4 orang guru telah dipilih dari sekolah antarabangsa di Selangor yang
mengambil bahasa Melayu, Arab, Mandarin atau Perancis sebagai bahasa asing. Kajian ini
menggunakan kaedah pemerhatian dan temubual. Mereka sekurang-kurangnya telah
menggunakan aplikasi ini sebanyak sekali di dalam atau luar kelas di dalam subjek bahasa asing
yang mereka pelajari.

DAPATAN DAN PERBINCANGAN

Dapatan kajian melalui temu bual menunjukkan semua responden sebulat suara bersetuju
mengatakan aplikasi Flipgrid satu aplikasi yang mudah dan menarik untuk digunakan sebagai
wadah terbaharu di dalam subjek bahasa asing. Bagi pihak pengajar mereka juga mengatakan
bahawa aplikasi ini mampu memberi platform yang terbaik terhadap mereka untuk mengetahui
tahap pengetahuan pelajar sebelum dan selepas pembelajaran dan sekaligus mampu membantu
mereka menjalankan pembelajaran yang menggunakan kaedah ‘differentiated instruction’ di
dalam kelas. Tahap pencapaian ini mampu diperolehi dengan melakukan ujian sumatif dan
formatif terhadap topik yang dipelajari dengan menggunakan aplikasi ini. Kaedah
‘differentiated instruction’ sangat penting kerana menurut Cathy (2018) pelajar kini
mempunyai kemampuan yang berlainan antara satu sama lain oleh itu cara pembelajaran
mereka perlu dipenuhi mengikut keperluan yang bersesuaian dengan mereka. Pelajar akan
menjadi tertekan dan kecewa apabila keperluan mereka tidak dipenuhi ketika proses
pembelajaran berlaku dan akhirnya akan mengakibatkan minat dan motivasi pelajar terhadap
subjek tersebut hilang serta memberi kesan yang buruk terhadap prestasi mereka. Tidak
terhenti di situ, pihak pengajar juga merasakan ia mampu dijadikan sebagai medium yang
terbaik untuk menyokong pembelajaran anjal dan fleksibel serta berterusan (life long learning)
kerana ia mampu digunakan di mana-mana sahaja dan bila-bila masa sahaja.
 36

Manakala bagi pihak pelajar pula rata-rata bersetuju mengatakan aplikasi ini mampu
meningkatkan motivasi, pemahaman dan keyakinan komunikasi mereka terhadap subjek
bahasa asing yang mereka pilih. Aplikasi ini juga memudahkan mereka bertanya apa sahaja
soalan atau kekeliruan yang mereka hadapi di dalam kelas secara tertutup tanpa rasa segan dan
malu. Di tambah pula respon dan maklum balas dari guru juga pantas. Ia mampu menjadi laman
berkongsi informasi dan memberi komentar bukan sahaja antara pelajar dan guru bahkan juga
di kalangan pelajar itu sendiri. Hal ini bertepatan dengan dapatan yan g diperolehi menerusi
kajian yang dijalankan oleh Melor et al. (2012) yang mengatakan bahawa alat rangkaian sosial
ini mampu menjadi medan berkongsi ilmu di antara pelajar dan guru.

KESIMPULAN
Melor et. al. (2012) dengan menggunakan sosial media iaitu salah satu dari contoh alat
teknologi mampu memberi platform yang terbaik kepada guru untuk membuat persiapan secara
efisyen. Persediaan yang lebih teratur dan efisyen akhirnya mampu menghasilkan sebuah kelas
yang memberi sepenuh faedah kepada kedua-dua pihak iaitu guru dan pelajarnya. Akhir sekali,
diharapkan dengan pengenalan aplikasi Flipgrid ini mampu menjadikan sesi pembelajaran bahasa
asing yang lebih bermakna dan bermanfaat bagi kedua-dua pihak (pengajar dan pelajar) dalam
meningkatkan minat dan motivasi sekaligus prestasi pelajar dalam subjek bahasa asing. Dalam
waktu yang sama dapat melahirkan pengajar yang berkualiti dan bertaraf dunia serta pelajar yang
serba serbi berkebolehan bertutur dalam pelbagai bahasa.

RUJUKAN
Chaty, Weselby (2018). What is Differentiated Instruction? Examples of How to Differentiate
Instruction in the Classroom. 10/10/18. https://education.cu-portland.edu/blog/classroom-
resources/examples-of-differentiated-instruction/
Hanis Najwa Shaharuddin. (2015) Pembangunan Modul Pengajaran Dan Pembelajaran
Permainan Bahasa Al-Quran Bermultimedia Di Sekolah Kebangsaan Di Malaysia. Tesis
Sarjana Pendidikan Islam, Universiti Kebangsaan Malaysia.
Melor Md. Yunus, Hadi Salehi, Chen Chenzi (2012). Integrating Social Networking Tools into
ESL Writing Classroom:Strengths and Weaknesses. Canadian Center of Science and
Education
Nik Rahimi (2013) Pengajaran dan Pembelajaran Bahasa Arab Berasaskan Web. Kertas Seminar
Penyelidikan, Universiti Malaya.
Norliza Hussin, Mohamad Sattar Rasul & Roseamnah Abd rauf. (2013) Penggunaan Laman Web
Sebagai Transformasi dalam Pengajaran dan Pembelajaran Pendidikan Islam. The Online
Journal of Islamic Education, 2013, Vol. 1 Issue 2, hlm: 58-73
Termit Kaur. (2014) Technology Enriched Workshop 21st Century Learning. Persembahan
powerpoint. Pulau Pinang: Universiti Sains Malaysia.
 37

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

GAME-BASED ASSESSMENT FOR PRE-SERVICE TEACHERS IN

ACADEMIC WRITING
Nur Yasmin Khairani Zakaria1*, Siti Nazima Zakaria 2 and Muhammad Imran
Muhammad Yazid2 and Hanis Yasreena Zakaria 2

1, 2,3
Centre of Teaching and Learning Innovation, Faculty of Education, UKM, Bangi,
MALAYSIA.
2
Faculty of Education, UKM, Bangi, MALAYSIA.
3
Faculty of Dentistry, UKM, Bangi, MALAYSIA.
(E-mail: yasminzakaria@ukm.edu.my, nazimazakaria@gmail.com, im@siswa.ukm.edu.my,
hanis.yasreena@gmail.com.my)
3
Centre of Teaching and Learning Innovation, Faculty of Education, UKM, Bangi, MALAYSIA.

ABSTRACT
A new shift of teaching and learning emphasizes on the use of technology and to cater the needs
of the future generation. Assessment is perceived as one of the most crucial aspects to be mastered
by any classroom instructors. However, the implementation of conventional assessment in
classroom is rather burdening and less interactive to the students. Students showed less interest
towards formative assessment due to the nature of exam-oriented classroom evaluation. Therefore,
this study aims to implement a game-based learning tool as an assessment for pre-service teachers
in a research methodology course and analyse their performance after the implementation of
Kahoot! as an assessment tool. Results in this study revealed that majority of the students showed
improvement in their research methodology course and almost half of the students maintain their
high scores in the quiz. This study contributes to a new facet of formative assessment for pre-
service teachers by integrating a game-based learning tool for formative assessment.

KEYWORDS: game-based learning; gamification; assessment tool; academic writing.

INTRODUCTION
A shift of new educational dimension highlights gamification as one of the important aspect in
learning. The positive encouragement embedded in gamification able to fuel motivation among
students and reduce learning anxiety in classroom. Mobile game-based application such as Kahoot!
and MOOC are some of the platforms that can be used to incorporate the elements of games in
teaching and learning (Rachels & Rockinson-Szapkiw, 2018). Even though the usage of such
mobile game-based platforms in classroom are expending, studies on the implementation of such
application for learning assessment are still limited.
 38

The conventional method of assessment is still being widely used at school and tertiary
education. Assessment such as final exam and written quizzes could increase students’ anxiety,
thus might affect their performance (Çakıroğlu et al., 2017; Wang & Lieberoth, 2016). The result
of such assessment might not reflect the students’ true ability. Therefore, this study which
employed Kahoot! to portray students’ true capability in real-time context. A study on game-
based learning and English language performance proved that students who actively involved
in classroom showed significant progress in academic performance (Yildirim, 2017). The study
also added that game-based teaching practices have a positive impact upon students’
performances and attitudes in learning. However, the study no discussion was presented on the
types of games preferred by the students. Thus, this study elaborates more about this in
findings. In a study by Reinders and Wattana (2015), gameplay had a number of benefits
among participants of the study. They study how game-based learning context affects
participants’ willingness to communicate. The result showed gamification elements in
particular has lowered their affective barriers to learning and increase their willingness to
communicate. Therefore, this study will investigate how gamification could help them to learn
better in academic writng course.

FINDINGS

Analyses of students’ achievement were recorded after the implementation of Kahoot! as an

assessment for Academic Writing course. Students’ achievement in the course was evaluated at
the beginning of the semester and at the end of the semester. After 14 weeks, students’ achievement
was analysed descriptively according to their scores in Kahoot! As a mobile game-based learning
application, the features in Kahoot! provide students’ scores analysis to evaluate their progress
throughout the course. In this study, four categories of students were identified namely: high
achievers, extremely improved learners, somewhat improved learners and slightly improved
learners. Presentation of these categories delineated learners’ performance in Academic Writing
after the implementation of Kahoot! as an assessment tool. Students were given pseudonyms to
maintain ethical aspects of the research.

Students' Achievement on Research Methodology Class

High Achiever (45%)

Extremely Improved (30%)
Somewhat Improved (20%)
Somewhat Improved (5%)
 39

High Achievers.
High achievers are referred to students who obtained high scores before the implementation
of Kahoot! as an assessment tool and remain the high scores after the course ended. A total of 18
students (45%) achieved high scores throughout the lesson. Students in this category are also
regarded as stagnant learners who maintain their overall at the beginning of the course and at the
end of the course. Çakıroğlu et al. asserted that gamified context could maintain students’ overall
momentum and performance in learning (2017).
Extremely Improved Learners.
Extremely improved learners are referred to students who obtained low score at the beginning
of the course and achieved higher scores after the implementation of Kahoot! as an assessment
tool. Scores and levels in games could highly increase students’ motivation in learning, thus,
improve their overall performance in learning (Reinders & Wattana, 2015). Even though more
than half of the participants generally showed improvement at the end of the course, majority of
the students in this category extremely improved their scores with a 40-55% of scores
improvement.
Somewhat Improved Learners.
Somewhat improved learners are referred to students who obtained low score at the
beginning of the course and achieved somewhat better scores after the implementation of Kahoot!
as an assessment tool. This category of students is referred to students who showed improvement
of scores lower that the extremely improved learners but higher than students from slightly
improved learners. Improvement of students’ scores is between 25-39%.
Slightly Improved Learners.
Extremely improved learners are referred to students who obtained low score at the beginning
of the course and achieved slightly higher scores after the implementation of Kahoot! as an
assessment tool. Percentage of scores improvement for this group of students is lower than 24%.
Therefore, researchers noted only little progress and improvement of the students’ scores.
Nevertheless, only a few participants (5%) showed little improvement after the implementation of
Kahoot! as an assessment tool compared to other categories of students’ performance.

CONCLUSIONS
Previous studies have noted remarkable findings on the use of game-based tool as a mean for
classroom learning. However, limited researches have presented the use of games application as
an assessment tool in a classroom. These results of this study, therefore, contributed to the body
of knowledge for students’ formative assessment in classroom learning. From the analysis, it is
noted that the implementation of Kahoot! as a mean to assess students’ assessment has shielded a
new findings on students’ progress in Research Methodology class. Therefore, four categories of
students’ progress throughout the course were identified: namely the high achievers, extremely
improved learners, somewhat improved learners and slightly improved learners. Results presented
in this study are useful pre-service teachers and researchers to further investigate the aspects of
games that could be integrated as an assessment tool for students in a blended learning context.
The results of this study could generally benefit instructors in a blended learning context to further
 40

improve their teaching. Interesting findings on the transition of students’ category are also
beneficial for the students to further develop their autonomy in managing their own learning.

REFERENCES
Çakıroğlu, Ü., Başıbüyük, B., Güler, M., Atabay, M., & Memiş, B. Y. (2017). Gamifying an ICT
course: Influences on engagement and academic performance. Computers in human behavior,
69, 98-107.
Rachels, J. R., & Rockinson-Szapkiw, A. J. (2018). The effects of a mobile gamification app on
elementary students’ Spanish achievement and self-efficacy. ComputerAssisted Language
Learning, 31(1-2), 72-89.
Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game based
learning. ReCALL, 27(1), 38-57.
Wang, A. I., & Lieberoth, A. (2016, January). The effect of points and audio on concentration,
engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot.
In European Conference on Games Based Learning (p.738). Academic Conferences
International Limited.
Yildirim, I. (2017). Students' Perceptions about Gamification of Education: A Q-Method
Analysis. Egitim Ve Bilim-Education and Science, 42(191), 235-246.
 41

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

GAMIFIED SUSTAINABILITY MOBILE APPS FOR

ENVIRONMENTAL EDUCATION

Siti Nur Diyana Mahmud 1*, Zanaton Ikhsan2 and Syarifah Zarina Syed Zakaria 3
1, 2 Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, MALAYSIA.

3
Institute for Environment and Development, Universiti Kebangsaan Malaysia, Bangi,
MALAYSIA.
(E-mail: diyana@ukm.edu.my, zanaton@ukm.edu.my, szarina@ukm.edu.my)

ABSTRACT
This study investigate the effectiveness of gamified sustainability mobile apps in Environmental
Education in higher education. 48 students enrolled in two environmental related courses were
selected as the participants. The treatment group showed higher impact of activities compared to
the control group. This finding indicate, online teacher presence in the treatment group as an
important factor that encourage the participation of students in gamified sustainability mobile apps.

KEYWORDS: gamification, environmental education, mobile apps, higher education, online

learning.

INTRODUCTION
Gamification, including using smartphone apps to promote friendlier environmental
behaviours, is not new in Environmental Education field. While there are many mobile apps,
including environmental gaming apps, not all are successfully to engage people in pro
environmental behaviour. In this study, the gamified sustainability mobile apps Joulebug was used
in two Environmental Education courses. Joulebug apps is a free downloadable apps. A free
downloadable app was deemed an appropriate method for engaging students in this study given
their constant use of smartphones. A distinct advantage of an app is that it allows tracking of
students’ everyday habits while also providing instant feedback. Joulebug is a sustainability
app that rewards points for players who carry out sustainable action. The players will get more
points if they upload the photo and write the caption for each sustainability action they
performed.

This study was designed based on self-determination theory (Deci & Ryan, 2002) and the
work of Fogg (2009). According to self-determination theory, people need to feel the following
in order to achieve such psychological growth; i) Competence: People need to gain mastery of
 42

tasks and learn different skills, ii) Connection or Relatedness: People need to experience a
sense of belonging and attachment to other people, iii) Autonomy: People need to feel in
control of their own behaviors and goals. Fogg (2009) identified three factors that are
motivation, ability, and trigger that may influence individual to perform sustainable behavior.
In terms of motivation, the app offers fast facts about how much money, carbon, water, waste
able to be save and reduce by the user when they perform sustainable behaviour. The social
fabric of the game creates a supportive environment for sustainable behaviour, encouraging
friendly competition and social pressure. Furthermore the sharing session by the lecturer in a
treatment group students’ Telegram mobile group able to encourage the students to sustain
their activities in Joulebug. In terms of ability, the apps delivers easy-to-follow instructions on
how to earn each badge. The apps breaks down complicated actions into simple steps to keep
users from getting overwhelmed. Through the apps learning process allows users to learn
gradually, and players plug into a strong social network of support and advice. The trigger
element in Joulebug is the apps providing reminders and notifications to players

METHODOLOGY
This study utilised a quasi-experimental design. Students who enrolled in Environmental
Responsibility course and Environmental Education and Sustainability course were selected as the
participants in this study. The 20 students in Environmental Responsibility course were assigned
as the control group, while 28 students in Environmental Education and Sustainability course were
assigned as the treatment group. Figure 1 and 2 shows the research procedures in both groups.

The lecturer shared the

Pre-test survey : students’ leaderboard
Students done activities
Baseline data ranking and students’
in JouleBug.
activities in Telegram
group twice a week

After 4 weeks, students Few students were

took a post-test survey interviewed

Figure 1: Treatment group

 43

Students done After 4 weeks,

Pre-test survey :
activities in students took a
Baseline data
JouleBug. post-test survey

Few students
were
interviewed

Figure 2: Control group

MAIN RESULTS
Table 1 shows the mean for Joulebug activities done by the students in control and treatment
groups.
Table 1. Mean for Joulebug activities for control and treatment groups
Activities Control group Treatment group
Carbon dioxide saved 7.33 kg 107.0 kg
Waste diverted 0.60 kg 4.39 kg
Water saved 117.20 litre 1571.50 litre

The mean for the treatment group are higher than the control group. The Joulebug activities
involved water saving have the highest impact in both groups. Meanwhile, the Joulebug activities
involved waste diversion have the lowest impact in both groups.
From the interviews with the students in control and treatment groups, the drivers and barriers
to perform the sustainable activities in Joulebug were identified.
The drivers were:
- Acknowledgement by the teacher
- Enjoyment
- Competition
- Learning community
- Contentment
The barriers were:
- Time constraint
- Lack of motivation
- Lack of support

CONCLUSIONS
For a conclusion, the online teacher presence in treatment group play an important roles in
motivating the students to sustain their activities in Joulebug. The importance of online teaching
presence is that it contributes to online students’ sense of learning and perception of learning
community in gamification activity. An online teaching presence is the binding element in
cultivating a learning community (Persico, et al, 2010).
 44

REFERENCES
Deci, E. L., & Ryan. R. M. (2011). Self-determination theory. In P. Van Lange, A. Kruglanski &
E. Higgins (Eds), Handbook of theories of social psychology, 1, (pp. 416-433). London,
England: Sage Publications.
Fogg, B. J. (2003). Persuasive Technology: using computers to change what we think and do.
Amsterdam: Morgan Kaufmann Publishers.
Persico, D., Pozzi, F., & Sarti, L., (2010). Monitoring Collaborative Activities in Computer
Supported Collaborative Learning. Distance Education, 31 (1), 5-22.
 45

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

I5

Jasmi Amin dan Sarinah Mohamed

SMK Malim, Melaka, MALAYSIA
(E-mail: ustazjustme@gmail.com)

ABSTRAK
Penulisan kajian ini bertujuan untuk memudahkan proses pembelajaran yang diikuti oleh murid
bagi tajuk rukun Islam menerusi pendekatan abad ke-21. Hasil tinjauan mendapati murid-murid
tidak menguasai perkara asas rukun Islam seperti syahadah, solat, puasa, zakat dan haji. Kajian ini
dijalankan terhadap 22 orang murid tingkatan 3. Pelaksanaan kajian ini dijayakan menerusi
penggunaan inovasi i5 bagi membantu murid-murid menguasai perkara asas dalam rukun Islam
dengan lebih baik. Ujian Pra menunjukkan hanya 2 orang murid menguasai hukum hakam dan
konsep asas rukun Islam. Namun prestasi murid bertambah baik dalam Ujian Pasca di mana semua
dari kalangan mereka (20 murid) berjaya menguasai konsep asas rukun Islam seperti syahadah,
solat, puasa, zakat dan haji dengan lebih baik. Menerusi analisis pemerhatian dan maklum balas
yang diberikan oleh murid, inovasi i5 nyata memberi impak positif dalam kalangan mereka untuk
menguasai konsep asas rukun Islam dengan begitu baik. Murid-murid didapati seronok dan
bermotivasi tinggi sepanjang sesi PdPc sehingga dapat menguasai isi pelajaran menerusi teknik
yang efisien dan selari dengan Pembelajaran Abad Ke-21.

KATA KUNCI: Inovasi i5, PAK21, PdPc

PENGENALAN
Pada tahun 2017 dunia dikejutkan dengan permainan Pokemon Go yang turut memberi kesan
terhadap dimensi pendidikan masa kini. Permainan yang dibangunkan nyata berbeza daripada
permainan yang lain serta mencetuskan fenomena yang tersendiri. Hal ini adalah disebabkan
teknologi AR yang digunakan dalam permainan tersebut. Menyedari pengaruh positif daripada
teknologi tersebut maka saya mula memasang impian untuk membangunkan aplikasi seumpama
itu dalam pembelajaran Pendidikan Islam. Berkat kesungguhan dan sokongan daripada rakan-
rakan akhirnya inovasi i5 telah berjaya disiapkan hasil gabungan antara papan permainan dan
Augmented Reality.
Konsep pembelajaran yang diperkenalkan menerusi i5 adalah berasaskan kepada prinsip
(edutainment) “Didik Hibur” dan berpusatkan murid (student centered). Corak pembelajaran yang
diperkenalkan adalah mudah namun dapat membantu meningkatkan kefahaman murid terhadap
rukun Islam. Perkara ini diakui oleh Wardle (2008) yang menyatakan bahawa kaedah bermain
dapat merangsang fungsi-fungsi otak dan domain pembelajaran berintegrasi antara satu sama lain
 46

secara semula jadi. Bahkan ianya turut dipersetujui oleh Downey & Garzoli (2007) dan Tan (2016)
dalam artikelnya yang menyatakan bahawa kaedah bermain dapat merangsang proses
pembelajaran menjadi lebih bermakna dan mengurangkan tekanan.

Inovasi yang dihasilkan ini mengambil kira semua konsep asas rukun Islam yang akan
membantu murid-murid menguasainya dengan mudah. Reka bentuk aplikasi serta papan
permainan yang dihasilkan telah diperhalusi agar dapat menarik minat dan perhatian murid-murid
sama ada dari aspek ilustrasi, susun atur bahan dan lain-lain lagi. Perkara ini dititikberatkan oleh
saya agar ianya bertepatan dengan pandangan Moyles (2005) yang menyatakan bahawa kaedah
bermain adalah pengalaman pengajaran dan pembelajaran yang terbaik jika dirancang dengan
sebaiknya. Gabungan antara papan permainan serta teknologi AR Code (Augmented Reality)
menjadikan inovasi ini bersifat interaktif dan lebih menarik. Murid-murid mempelajari perkara-
perkara asas rukun Islam serta hukum hakam yang berkaitan dengannya menerusi pendekatan yang
menghiburkan. Pembelajaran akan berlangsung dalam keadaan yang menyeronokkan serta
bermakna meskipun guru hanya bertindak sebagai fasilitator (Rosnanaini et. al 2014). Namun apa
yang lebih bermakna, murid-murid dapat menguasai konsep asas rukun Islam dengan lebih baik
berbanding sebelumnya.

HASIL KAJIAN
Jadual 1. Analisis soal selidik inovasi i5
Bil Item Nilai min
1 Permainan Islamik i5 adalah menyeronokkan. 4.94
2 I5 membantu saya menguasai rukun Islam dengan lebih baik. 4.90
3 Saya suka bermain dengan permainan i5. 4.88
4 Permainan i5 meningkatkan motivasi saya untuk belajar tentang 4.92
rukun Islam.
5 Inovasi ini TIDAK sesuai dijadikan aktiviti pengukuhan dalam 4.89
aktiviti pembelajaran dan pengajaran.
MIN KESELURUHAN 4.90

Jadual 2. Ujian pra dan pasca inovasi i5

Bil murid Pra test Post test
Menguasai Tidak menguasai Menguasai Tidak menguasai
22 2 20 22 0

PENUTUP
Hasil analisis yang diperolehi jelas menunjukkan bahawa i5 memberi impak positif terhadap
pembelajaran murid serta pencapaian mereka. Murid-murid jelas dapat menguasai konsep asas
rukun Islam meskipun dilakukan dalam keadaan santai dan berkonsepkan didik hibur
“edutainment”. Tiada apa yang dapat saya zahirkan selain bersyukur kepada Allah kerana
memberi saya ilham untuk membantu murid-murid saya di sekolah. Walaupun inovasi yang saya
hasilkan ini bukanlah sesuatu yang besar, namun saya benar-benar berharap agar inovasi i5 ini
memberi impak positif terhadap semua murid yang menggunakannya. Hal ini kerana tiada apa
 47

yang lebih bermakna selain melihat murid-murid dapat belajar dan menguasai hukum hakam rukun
Islam walau di mana mereka berada.

PENGHARGAAN
Sekalung penghargaan diucapkan buat ibu tersayang Nilam binti Hashim, isteri tercinta
Sarinah binti Mohamed serta anak-anak tersayang yang menjadi inspirasi buat diri saya untuk terus
menghasilkan inovasi Pendidikan Islam demi manfaat ummah keseluruhannya.

RUJUKAN
Downey, J. & Garzoli, E. (2007). The effectiveness of play-based curriculum in early childhood
education. Sonoma State University. http://teachplaybasedlearning.com/8.html. [2 April
2011]
Moyles, J. (2005). The excellence of play. New York: Open Press University.
Rosnanaini binti Hj Sulaiman dan Rosmini binti Mat Aisha. (2014). Pengajaran dan pembelajaran
kreatif dan inovatif pemangkin keberhasilan Pelan Pembangunan Pendidikan: Jurnal
Pendidikan MPSM Melaka. Melaka: Bintang Printing Sdn. Bhd.
Tan Wee Hoe. (2016). Gamifikasi dalam pendidikan. Perak: UPSI
Wardle, F. (2008). Play as curriculum.
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleI D=127. [6 April
2011]
 48

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

InstaWrite TO IMPROVE THE CONSTRUCTION OF ESSAYS

Tan Ming May1*, Muhammad Asyraf Khaja Mohideen 2 and Melor Md Yunus 3
1
Sekolah Jenis Kebangsaan Cina Machap Umboo, Melaka, Malaysia
(E-mail: esthermaytan@gmail.com)
2
Sekolah Kebangsaan Palong 5 (Felda), Negeri Sembilan, Malaysia.
(E-mail: asyrafkhaja@gmail.com)
3
Universiti Kebangsaan Malaysia, Bangi, Malaysia.
(E-mail: melor@ukm.edu.my)

ABSTRACT
English is important especially for Year 6 pupils who will undergo the Ujian Penilaian Sekolah
Rendah (UPSR) especially in the area of writing. However, the concerns are that the responses
from teachers to pupils take more time. The purpose of this action research was to determine the
extent to which the use of Instagram can encourage and improve writing essays among a group of
Year 5 pupils in primary schools in Alor Gajah, Melaka and Jempol, Negeri Sembilan. This
teaching tool named InstaWrite was created to help pupils write paragraphs and form essays based
on specific contexts in a fun environment. Pupils write one paragraph daily in Instagram with
feedbacks from both peers and teacher followed by compiling them to form an essay on the fifth
day. The research participants were fourteen pupils with low to intermediate proficiency levels.
The instruments used for data collection comprised document analysis. After the use of InstaWrite,
results of the study showed that there was an increase in the number of paragraphs sentences
constructed correctly while adhering to Subject-Verb Agreement (SVA) structure. The study
revealed that InstaWrite was indeed a suitable teaching tool to enhance pupils’ writing of
paragraphs to form essays.

KEYWORDS: InstaWrite; Writing.

INTRODUCTION

Reflection on Past Teaching Experience

This action research was carried out as the researchers realised that the pupils could not write
essays while adhering to Subject-Verb-Agreement (SVA) structure. In addition, essays that are
administered to the pupils take a long time in marking resulting into slow feedbacks from the
 49

teachers to the pupils. Hence, the researchers agreed to find a method to enable pupils to receive
instant feedback wherever they are.

RESEARCH ISSUE / WHAT WE HAVE LEARNED

Writing is a multifaceted job that involves the use and coordination of many processes
(Gillespie and Graham, 2012). Many pupils felt that writing was challenging as it is very
complex. As teachers, the researchers experienced the same problem in teaching writing lessons.
In addition, slow feedbacks from the educator to the pupils have also resulted in slow
improvement in the pupils’ construction of essay as pupils have forgotten what they have
written.
As Nowacek (2011) put it succinctly, writing is the primary basis upon which your work, your
learning, and your intellect will be judged—in college, in the workplace, and in the community.
For primary pupils, writing is important for them to pass and score in ‘Ujian Penilaian Sekolah
Rendah’ (UPSR). By permeating technology into English writing lessons, it is hoped that pupils
will be interested to write grammatically correct sentences to form paragraphs and later on essays.
It is hoped that this method will enhance learning and enable them to learn in a fun and interesting
manner.

RESEARCH PARTICIPANTS
Purposive sampling was used to select fourteen Year 5 pupils that had difficulty in writing
essays.

ACTION AND DATA COLLECTION METHODS

Action
McNiff’s model (as cited in Goh, 2012) was used in conducting this research. The intervention
that is intended is to use Instagram. Using the platform, a picture will be posted daily and pupils
can write according to the picture with keywords given. The picture will also be in line with the
UPSR Paper 2 Section 2 format to enable them to be used to it. Teacher and their peers will help
to correct sentences posted in Instagram. Feedbacks will be given on that very day. At the end,
pupils will write the corrected essay on their workbook and hand in to the teacher.

Data Collection Methods

The researchers collected data by using document analysis (worksheet) and observation
(observation checklist).

ANALYSIS AND INTERPRETATION OF DATA

The data was collected using document analysis (worksheet) and observation (observation
checklist). The results have shown positive improvement in constructing sentences to form essay
after using InstaWrite.
 50

MAIN RESULTS
Learning advances to the degree that it arises out of the process of reflection (Goh, 2012).
From the analysis of the contents in the worksheet and observation, pupils were able to construct
grammatically correct sentences while adhering to SVA. Hence, it is proven that InstaWrite indeed
helps in enabling pupils to construct sentences.

CONCLUSIONS
It is proven that the use of InstaWrite helps in construction of essays. Another way to modify
it will be to use other types of essays beside narrative essays. Going forward, the use of Higher
Order Thinking (HOTs) will also be included to allow them to think critically. This is important
to gear them for the global workforce in the future. Since InstaWrite is proven to be effective, it is
hoped that many more pupils will be able to benefit from it.

REFERENCES
Gillespie, A., & Graham, S. (2012). Evidence-based practices for teaching writing. Retrieved from
http://education.jhu.edu/PD/newhorizons/Better/articles/Winter2011.html.
Goh, L. H. (2012). A practical guide to writing your action research. Teluk Intan: CIPTA Printing
& Publishing.
Nowacek, R. (2011). What makes writing so important? Retrieved from
http://www.marquette.edu/wac/WhatMakesWritingSoImportant.shtml
Smialek, M. A. (2015). How do children learn? Retrieved from
http://www.maryannsmialek.com/resources/articles/how_learn.html
 51

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

KAHOOT: LEARN GRAMMAR, TOGETHER WE BE GLAMOUR

Sowbaakawathy Ganesan, Mohd Iskandar Idris and Melor Md Yunus

1, 2
Faculty of Education, University Kebangsaan Malaysia, Bangi, Malaysia.
(E-mail: bakiyaganesan17@gmail.com, is.skp@btpnsel.edu.my)
3
Faculty of Education, University Kebangsaan Malaysia, Bangi, Malaysia.
(E-mail: melor@ukm.edu.my)

ABSTRACT
Grammar as one of the important foundations of learning English has a pivotal aspect in every
students’ life. It helps the students to develop the habit of using their four main skills – speaking,
writing, reading and listening perfectly. However, in Malaysian school context, grammar teaching
techniques has no positive impact in students as it always been traditional instructional method.
Thus, the teachers has an important role to make the grammar lessons to be fun for students. This
research was conducted to identify the effectiveness of KAHOOT as a teaching tool for grammar
lesson. This research took place in SK PUCHONG on 41 Year 3 pupils. A pre and post as well as
observation were used as data collection method. The findings has indicated that the students
showed positive response in their post-test.

KEYWORDS: Technology-based learning, Game-Based Learning, Grammar, Competition

INTRODUCTION

Even in the 21st-century learning, there has been an on-going debate about grammar in ESL
teaching and learning in schools. The inconclusive debate about the best way to teach grammar
has a significant influence on the development of language teaching practice. As a result, different
views, approaches and methodologies to grammar teaching have emerged for ESL teachers to
choose to suit their learners and classroom environment. Integrating technology in the classroom
to teach has increased recently. Kahoot, an online game-based learning platform is an example of
technology in education. This innovation utilised Kahoot in teaching grammar to enhance teaching
and learning process for both teachers and learners.
There are many advantages regarding the use of ICT in the teaching of ESL in schools. It is
reported that using ICT could help to meet the teachers’ teaching objectives as ICT aids the
teaching process. This comment resonates with Melor Md Yunus (2007) finding that ICT could be
a learning tool in education. The educational benefits of ICTs in teaching and learning are well
catalogued (Tok & Sora 2013; Yunus, Nordin, Salehi, Embi & Salehi 2013). Such benefits include
 52

their positive impact on catalysing teaching practice thoughts; language acquisition; motivating
learners; enhancing students’ academic performance and enhancing pedagogy. Moreover,
according to Melor et al, (2016), Computer Assisted Language Learning (CALL) can be used to
improve other vocabulary acquisition. It is clear from the study that CALL application in
vocabulary learning is more beneficial and helpful for the learners.
This research utilised the action research method whereby pre and post-test were employed.
Kahoot came into play in between the two tests. Three grammatical items chosen were ‘Simple
Present’, ‘Simple Past’ and ‘Conjunctions’. The researchers built the content of the Kahoot by
uploading videos containing the explanations of the grammatical items followed by ten multiple
choice questions. An image was uploaded to accompany each question to enhance students’
understanding. Scores are displayed at the end of each game and teachers saved the information in
a digital document. This element is obviously a motivating factor for the learners. The learners
who also known as players in this classroom context are not required to register for a Kahoot!
account but instead they were provided with a game PIN in prior to joining a specific game at
https://kahoot.it/#/. They can register themselves using their nicknames.

MAIN RESULTS
There is a significant difference between the two tests after the application of Kahoot.
Almost 66% or 27 out of 41 students showed improvement in the test on Simple Present Tense.
Followed by a test on Simple Past Tense, 78% or 32 out of 41 students displayed positive
changes. Finally, 61% or 25 out of 41 students have shown improvement in their scoring for
the test on Conjunction. Here, it is very clear that Kahoot has shown tremendous change to the
students’ in their understanding of learning grammar.

90
80
PRE
70
POST
60
50
40
30
20
10
0
SIMPLE PRESENT TENSE SIMPLE PAST TENSE CONJUNCTIONS

Figure 1: The result students obtained from the pre and post-test.
 53

CONCLUSION
In conclusion, Kahoot as a technology has shown positive impacts on both teachers and
students. It eliminates the students fear in learning English or grammar as it provided competition
among the students to understand the grammar element better in terms to reach the top three in the
result board. The results above clearly stated the effectiveness of Kahoot in teaching and learning
as it allows the lesson to be more engaging, interesting and rewarding for the students. Nearly 80%
of the students benefitted from this learning platform and it has implemented a great experience
for the students as they were involved in a game-based learning classroom. The fun and exciting
environment kept the students engaged and dwell with the lesson. Kahoot! as a game-based
technology will be an excellent tool to use in class for future teachers as it promotes an engaging
environment where the students are keen on learning as it also promotes competition.

ACKNOWLEDGMENT
We would like to express our appreciation to the Headmistress and the Senior Assistant
Teacher of SK Puchong for their permission and support in executing this research. Your
cooperation is highly appreciated.

REFERENCES
Noor Saazai Mat Saad, M. M. (2015). Environmental Conditions for English Language
Learning. European Journal of Language and Literature Studies , 1-12.
Siew Ming Thang, P. K. (2006). Malaysian Students' Perceptions of the Environement Contents
in Their English Language Classes. Electronic Journal of Foreign Language Teaching , 1-
19.
Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). The use of information
and communication technology (ICT) in teaching ESL writing skills. English Language
Teaching, 6(7), 1.
Yunus, M. M. (2007). Malaysian ESL teachers’ use of ICT in their classrooms: expectations and
realities. ReCALL, 19(1), 79-95.
Yunus, M. M., Salehi, H., & Amini, M. (2016). Impact of Using CALL on Iranian EFL Learners'
Vocabulary Knowledge. English Language Teaching, 9(1), 173-187.
 54

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

KEBERKESANAN RES-Q KIT DALAM AKTIVITI

PENDIDIKAN LUAR
Zul Aizam Yassin 1*, Wan Roslan Wan Ramli 2 dan Hasmadi Ghaza3

1,
IPG Kampus Dato’ Razali Ismail, Terengganu, MALAYSIA.
(zulaizam@ipgm.edu.my)
2
Pejabat Pendidikan Daerah Marang, Terengganu, MALAYSIA.
(wanroslanramli@yahoo.com)
3
SMK Seberang Marang, Terengganu, MALAYSIA.
(madimarang@yahoo.com.my)

ABSTRAK

Kelewatan memberikan bantuan awal dan kekurangan pengetahuan berkenaan rawatan boleh
mengakibatkan kematian. Ini selaras dengan kenyataan bahawa setiap kecederaan dan
kemalangan, pertolongan cemas adalah perlu kerana pertolongan cemas dapat membantu
mengurangkan morbiditi dan mortaliti (Bennion & Olsen, 2002). Res-Q Kit merupakan hasil
inovasi yang diilhamkan oleh pengkaji bagi memberi perspektif baru dalam proses memberi
rawatan bantu mula. Data kajian terhadap kit pertolongan cemas sedia ada memberi maklumat
awal kepada pengkaji untuk mencipta reka bentuk baru yang menepati ciri-ciri yang dikehendaki
iaitu reka bentuk yang fleksibel, jaminan keselamatan ubatan, kos yang murah dan mudah dibawa
ketika bantuan bantu dilakukan.

KATAKUNCI: bantu mula; pendidikan luar; pertolongan cemas; reka bentuk

PENGENALAN

Pendidikan luar boleh didefinisikan sebagai sebarang proses pengajaran dan pembelajaran
yang merentasi pelbagai matapelajaran dan dijalankan sama ada di dalam atau di luar bilik kuliah
(Baker, 2016). Aktiviti ini merangkumi pelbagai ilmu pengetahuan yang berkaitan secara langsung
dengan alam persekitaran dan situasi hidup sebenar di luar bilik darjah. Pendidikan luar
menumpukan kepada penggunaan teknik pembelajaran secara ‘hands-on’, untuk mendapat
pengetahuan. Gabungan elemen kognitif, psikomotor dan afektif akan menyumbang kepada
pembinaan penghargaan diri (self-esteem), ke arah pembentukan pelajar yang sihat mental dan
fizikal (Allen & Barcelona, 2011). Pada masa kini pelbagai kajian yang menekankan konsep
pendidikan luar adalah terdiri daripada aktiviti mencabar, aktiviti fizikal, aktiviti mengembara atau
aktiviti persekitaran (McCurdy, Winterbottom, Mehta, & Roberts, 2010 ). Pendidikan luar juga
merupakan proses yang berasaskan pada aktiviti berstruktur yang mana menggunakan alam
semulajadi atau persekitaran tiruan untuk menentukan kekuatan individu. Fokus pendidikan yang
 55

berbentuk cabaran (adventure education), kombinasi risiko dan kemahiran digunakan untuk
menjana proses pembelajaran yang aktif dalam kalangan pelajar.

PERMASALAHAN KAJIAN
Seringkali didengari bahawa pihak penyelamat bantu mula mempunyai kesukaran memberi
bantuan awal kerana alatan bantu mula sukar dibawa terutamanya untuk aktiviti luar seperti
berkayak, berbasikal, aktiviti pendakian dan sebagainya. Kajian yang dijalankan ini adalah
bertujuan mengkaji tentang reka bentuk peti pertolongan cemas yang digunakan seperti yang
terdapat dalam pasaran semasa. Peti pertolongan cemas secara umumnya berfungsi membekalkan
ubat-ubatan dan peralatan asas yang digunakan semasa memberi pertolongan cemas.
Kebanyakan peti pertolongan cemas yang biasa terdapat dalam pasaran meyukarkan
pergerakan dan sukar dibawa apabila berhadapan dengan keadaan fizikal aktiviti luar yang
mencabar. Selain bentuk fizikal yang kurang praktikal dengan keadaan, ianya juga dikhuatiri
mudah karat dan pecah seterusnya memberi kesan kepada keselamatan ubatan bantu mula yang
dibawa.
Kajian ini bertujuan bagi menyelesaikan masalah dan memudahkan bantuan pertolongan
cemas dengan pantas dan mudah. RES-Q KIT yang diinovasikan oleh kajian ini dapat
memudahkan pergerakan semasa proses bantu mula kepada pesakit dan memberi keutamaan
kepada reka bentuk baru. Selain itu, kajian ini adalah untuk menyelaraskan isi kandungan yang
perlu ada pada peti pertolongan cemas serta meletakkan identiti koporat setiap pasukan pada peti
pertolongan cemas yang dihasilkan.

METODOLOGI KAJIAN
Kajian terhadap hasil inovasi ini memberi penekanan terhadap aspek:
a) reka bentuk yang fleksibel
b) jaminan keselamatan ubatan dan mudah diguna.
c) menggunakan kos yang murah
d) mudah dibawa ketika bantuan bantu dilakukan.

RES-Q KIT yang yang diasaskan bertujuan memberi keselesaan dan perlindungan kepada
pemakai atau pembawa khususnya kepada jurulatih, pelajar, paramedik dan pasukan penyelamat
semasa merawat pesakit. Alat bantuan dan ubat-ubatan diletakkan mengikut susunan yang kemas,
teratur dan selamat. Ruang simpanan yang selamat dan kalis air dapat memberi perlindungan dan
kawalan yang cekap dan berkesan.

RES-Q KIT

RES-Q KIT boleh digunakan oleh penyelamat untuk semua aktiviti luar yang memerlukan
bantuan awal atau bantu mula. Mempunyai rekabentuk selamat, pengendalian yang mudah serta
senang dibawa seiring dengan tema RES-Q KIT iaitu murah, mudah dan selesa.
Mempunyai rekabentuk yang efektif, susunan ubat untuk bantu mula ditempatkan di dalam
ruang simpanan yang selamat, kemas dan kalis air serta disusun mengikut keperluan. Ruang
simpanan yang berada di bahagian hadapan dan belakang, memudahkan pergerakan apabila
melakukan aktiviti tanpa menganggu pergerakan penyelamat untuk penyelamat mangsa.
 56

Dalam rekaan yang dianjurkan, ianya membantu pemakai atau penyelamat untuk terapung
kerana meterial yang di masukkan dalam rekaan adalah menyamai jaket keselamatan (PFD) yang
digunapakai oleh penggiat sukan air. Dalam masa yang sama, balang oksigen yang di letakkan di
belakang rekaan, secara tidak langsung akan membantu apungan bagi pemakai.
RES-Q KIT ini juga mempunyai system penyelarasan yang efisyen bagi memudahkan serta
memberi keselesaan mengikit selera pemakai. Penyelarasan ini diletakkan disebelah sisi.
Penyelarasan ini tidak akan menggagu pergerakan pemakai sekiranya aktiviti berkayak sekiranya
pemakai melakukan kayuhan.

Rajah 1 : Pandangan depan dan belakang RES-Q KIT

KESIMPULAN
Secara keseluruhannya, RES-Q KIT ini membantu penyelamat untuk melakukan rawatan
bantu mula dengan selesa tanpa memberi kesan untuk sama-sama melakukan aktiviti sebagaimana
peserta lain melakukan aktiviti. Kebiasaannya penyelamat akan terkecuali dalam melakukan
aktiviti disebabkan alatan yang perlu dibawa menyukarkan pihak penyelamat. Dengan terciptanya
RES-Q KIT ini, penyelamat tidak lagi terkecuali dalam melakukan aktiviti disamping dapat
menjaga serta meningkatkan keyakinan dan keberkesanan semasa memberi rawatan. Dalam proses
PdP pendidikan bantu mula turut diterapkan dan RES-Q KIT dapat memudahkan proses ini kerana
ianya mudah dibawa dan boleh digunakan dalam semua situasi.
 57

PENGHARGAAN
Pengkaji ingin merakamkan penghargaan kepada pihak pengurusan IPG Kampus dato’ Razali
Ismail serta Jabatan Pendidikan Negeri Terengganu serta Pejabat Pendidikan Daerah Marang
khususnya di atas kerjasama yang diberikan sehingga RES-Q KIT ini dapat dihasikan.

RUJUKAN

Allen, L. R., & Barcelona, R. J. (Eds.). (2011). Recreation as a Developmental Experience: Theory
Practice Research: New Directions for Youth Development, Number 130 (Vol. 107). John
Wiley & Sons.
Baker, M. W. (2016). Policy development of outdoor education in Scotland. (Doctoral
Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/21018
Bennion, J., & Olsen, B. (2002). Wilderness writing: Using personal narrative to enhance outdoor
experience. Journal of Experiential Education, 25(1), 239-246.
McCurdy, L. E., Winterbottom, K. E., Mehta, S. S., & Roberts, J. R. (2010). Using nature and
outdoor activity to improve children's health. Current problems in pediatric and adolescent
health care, 40(5), 102-117.
 58

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

PEMBINAAN RUBRIK PENTAKSIRAN ON JOB TRAINING (OJT)

DIPLOMA TEKNOLOGI PEMBINAAN KOLEJ VOKASIONAL

Nurhafizah Abdul Musid 1*, Haryanti Mohd Affandi 2, Nurul Eizzaty Sohimi3,
Siti Hamidah Husain4 dan Mohd Firdaus Mustaffa Kamal5

1
Bahagian Perancangan dan Penyelidikan Dasar Pendidikan, KPM, Putrajaya, MALAYSIA.
(E-mel: nurhafizah.musid@moe.gov.my)
2,3,4
Fakulti Pendidikan, UKM, Selangor, MALAYSIA.
(E-mel: haryantima@ukm.edu.my, neizzaty89@gmail.com, sitihamidahhusain@yahoo.com)
5
Fakulti Teknikal dan Vokasional, UPSI, Perak, MALAYSIA.
(E-mel: firdaus.mk@ftv.upsi.edu.my)

ABSTRAK
Rubrik pentaksiran On Job Training (OJT) (Organisasi) merupakan instrumen yang digunakan
bagi mentaksir prestasi pelajar semasa menjalani OJT di organisasi latihan. Namun, rubrik
pentaksiran OJT (Organisasi) sedia ada lebih memberi tumpuan kepada aspek kemahiran insaniah.
Oleh itu, kajian ini bertujuan membina rubrik pentaksiran On Job Training (OJT) (Organisasi)
Diploma Teknologi Pembinaan Kolej Vokasional. Kajian ini menggunakan pendekatan kaedah
gabungan penerangan berurutan yang menggunakan instrumen soal selidik dan protokol
perbincangan kumpulan berfokus. Fasa kuantitatif bertujuan mengenal pasti kesahan dan
kebolehpercayaan elemen rubrik pentaksiran OJT dengan menggunakan Model Pengukuran
Rasch. Fasa kualitatif pula bertujuan mengenal pasti kriteria dan skala yang dianalisis secara
manual. Dapatan kajian ini menghasilkan rubrik pentaksiran OJT (Organisasi) yang meliputi
kemahiran teknikal dan kemahiran insaniah dengan jumlah 32 elemen. Kemahiran teknikal yang
terdapat dalam rubrik pentaksiran ini mempunyai 3 konstruk iaitu pelaksanaan pentadbiran tapak
pembinaan, pelaksanaan kerja kejuruteraan struktur, dan pelaksanaan pengurusan pembinaan
awam dan struktur. Bagi kemahiran insaniah pula, terdapat 5 konstruk iaitu kemahiran
berkomunikasi, pemikiran kritis dan kemahiran menyelesaikan masalah, kemahiran berpasukan,
etika dan moral profesional dan kemahiran kepemimpinan . Oleh itu, kajian lanjutan dicadangkan
untuk mengkaji kesahan dan kebolehpercayaan rubrik pentaksiran OJT (Organisasi) yang
dihasilkan ini.

KATA KUNCI: Rubrik pentaksiran; On Job Training; Diploma Teknologi Pembinaan.

 59

DAPATAN KAJIAN
Rubrik pentaksiran On Job Training ini dibina berdasarkan konstruk kemahiran teknikal dan
kemahiran insaniah. Dalam bidang pembinaan, kompetensi bagi tenaga kerja merupakan
kombinasi teknikal (hard skills dan pengetahuan) dan sikap/ bukan teknikal (soft skills dan
kebolehan) (Hassan et al., 2010). Subkonstruk kemahiran teknikal dibina berdasarkan enam
tanggungjawab penyelia pembinaan Tahap 3 Pengurusan dan Penyeliaan Tapak Pembinaan NOSS
(Jabatan Pembangunan Kemahiran, 2016). Subkonstruk kemahiran insaniah pula dibina dengan
merujuk kepada Kurikulum Standard Kolej Vokasional (Bahagian Pendidikan Teknik dan
Vokasional, 2017). Manakala, elemen-elemen subkonstruk kemahiran teknikal dan kemahiran
insaniah diperoleh daripada Tahap 3 Pengurusan dan Penyeliaan Tapak Pembinaan NOSS, Hasil
Pembelajaran Kursus (HPK) OJT dan HPK Diploma Teknologi Pembinaan. Jadual 1
menunjukkan konstruk, subkonstruk dan elemen yang diterima dalam rubrik pentaksiran OJT
(Organisasi) setelah dianalisis menggunakan Model Pengukuran Rasch.

Jadual 1. Konstruk, subkonstruk dan elemen rubrik pentaksiran OJT

Konstruk Subkonstruk Elemen

Kemahiran Pelaksanaan Membantu dalam pentadbiran pengurusan projek pembinaan
teknikal pentadbiran Menyusun jadual kerja harian awam dan struktur
tapak Mengekalkan diari tapak bina (site diary)
pembinaan
Pelaksanaan Menyelia kerja-kerja siling mengikut prosedur yang betul
kerja Menyelia kerja-kerja asas
kejuruteraan Menyelia kerja reinforce concrete structure
struktur Menyelia kerja struktur penahan tanah
Pelaksanaan Menyelia kerja-kerja kejuruteraan awam berdasarkan Master
pengurusan Work Program
pembinaan Mengumpul rekod kemajuan kerja struktur dan awam
awam dan Mengumpul senarai kecacatan pembinaan
struktur Melaksanakan keperluan keselamatan dan kesihatan
Melaksanakan kawalan kualiti bahan
Melaksanakan kawalan kualiti mutu kerja
Kemahiran Kemahiran Berbincang untuk menentukan keperluan bahan, jentera,
insaniah berkomunikasi peralatan (sumber pembinaan) berdasarkan work scheduling
untuk kerja-kerja perobohan
Membincangkan penyeliaan kerja-kerja struktur dalam laporan
kemajuan
Berkomunikasi dalam pasukan untuk menyelia kemudahan
sementara berdasarkan pelan tapak pembinaan
Berhubung dengan kakitangan lain di tapak
Pemikiran Mengaplikasi pengetahuan dan kemahiran yang berkaitan di
kritis dan tempat kerja
kemahiran Mengenal pasti jentera yang sesuai dan peralatan untuk
menyelesaikan kegunaan di tapak pembinaan
masalah
 60

Subkonstruk Elemen
Kemahiran Bekerjasama dalam perancangan lanjutan dan pengubahsuaian
berpasukan kerja-kerja berdasarkan keadaan tertentu
Mengambil bahagian dalam mesyuarat tapak untuk aktiviti
kerja-kerja pembinaan berdasarkan jadual kerja utama
Mengatur pelaksanaan penyataan kaedah kerja awam dan
struktur
Mengambil bahagian dalam mesyuarat teknikal
Etika dan Membantu menghasilkan laporan kemajuan awam dan struktur
moral bagi permohonan kelulusan
profesional Menyediakan tuntutan kemajuan berdasarkan pelbagai kerja-
kerja pembinaan
Memantau kemajuan kerja-kerja awam dan struktur mengikut
keperluan keselamatan dan kesihatan
Memantau kemajuan kerja-kerja awam dan struktur mengikut
keperluan alam sekitar
Memantau kemajuan kerja-kerja awam dan struktur mengikut
keperluan kewangan
Memantau kemajuan kerja-kerja awam dan struktur mengikut
keperluan kualiti
Mengamalkan dasar kualiti dan prosedur dalam kerja-kerja
pembinaan
Kemahiran Menyelia prestasi pekerja tapak
kepemimpinan Menyelia disiplin pekerja tapak

RUMUSAN DAN KESIMPULAN

Rubrik pentaksiran OJT (Organisasi) ini diharap dapat membantu pihak industri mentaksir
prestasi pelajar semasa OJT agar melahirkan graduan Teknologi Pembinaan yang berkualiti dan
kompeten. Para pelajar juga dapat merujuk kepada elemen untuk mengetahui tugasan semasa OJT.
Maka, dapat membantu pelajar bersedia untuk memperoleh keputusan cemerlang. Institusi
pendidikan yang menawarkan Diploma Teknologi Pembinaan boleh menambah baik kurikulum
berdasarkan elemen kemahiran teknikal dan kemahiran insaniah.

RUJUKAN
Bahagian Pendidikan Teknik dan Vokasional. (2017). Kurikulum Standard Kolej Vokasional.
Putrajaya: Kementerian Pendidikan Malaysia.
Hassan, F., Samad, Z., Hassan, S., Che Mat, M., & Isnin, Z. (2010). Training the Construction
Workforce: A Case Study of Malaysia. Conference Proceeding W089- Special Track 18th CIB
World Building Congress, 230-241. Salford: CIB Publication 340.
Jabatan Pembangunan Kemahiran. (2016). National Occupational Skills Standard (NOSS)
Registry. Cyberjaya, Selangor: Jabatan Pembangunan Kemahiran, Kementerian Sumber
Manusia.
 61

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

PENGGEMBELENGAN TEKNOLOGI DALAM PENGAJARAN

IMUNOLOGI
Nazlina Ibrahim*, Norefrina Shafinaz Md Nor dan Fareed Sairi
Pusat Pengajian Biosains dan Bioteknologi, Fakulti Sains dan Teknologi,
Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, MALAYSIA
(E-mail: nazlina@ukm.edu.my, efrina@ukm.edu.my, fareed@ukm.edu.my)

ABSTRAK
Memahami prinsip asas yang kompleks dalam ilmu imunologi merupakan cabaran terbesar dalam
pengajaran dan pembelajaran kursus ini. Dalam era revolusi industri 4.0, pelajar memerlukan
pendedahan kepada teknologi sedia ada dalam membantu pembelajaran walaupun mereka
mempelajari kursus berasas biologi seperti imunologi. Maka, penggembelengan teknologi dalam
pengajaran dilihat sebagai satu usaha positif untuk menyokong proses P & P dalam kursus
Imunologi di Universiti Kebangsaan Malaysia.

KATA KUNCI: Web 2.0, Trello, Ifolio, Imunologi

PENGENALAN
Perkembangan dalam imunologi di dunia pesat berkembang namun prinsip asas yang
mendasarinya amat penting untuk difahami. Proses pengajaran-pembelajaran boleh ditambah baik
melalui penggunaan perisian percuma seperti Virtual Immunology (Berçot et al. 2013). Dengan
adanya program bersifat interaktif, penggunaan multimedia serta lain-lain input sokongan dapat
membantu dalam meningkatkan motivasi, minat dan pemahaman pelajar dalam kursus imunologi
yang bersifat kompleks. Dalam era revolusi industri 4.0, pelajar perlu didedahkan kepada teknologi
sedia ada walaupun mereka mempelajari kursus berasas biologi seperti Imunologi. Pelantar sedia
ada iaitu Ifolio sering terganggu dengan masalah sistem yang kurang stabil serta simpanan data
yang terhad. Kertas ini membincangkan bagaimana penggembelengan teknologi dilaksanakan bagi
proses pengajaran, pembelajaran dan penilaian kursus Imunologi di UKM yang menjalankannya
dalam Bahasa Melayu.

HASIL

Penilaian melalui pembentangan berkumpulan

Salah satu aspek penilaian kursus ini adalah penghasilan persembahan secara berkumpulan
berdasarkan tajuk yang diberi oleh pensyarah. Penghasilan persembahan melalui video boleh
menggunakan perisian Web 2.0 seperti Videoscribe, Powtoon atau Prezi. Pelajar perlu
menggunakan inisiatif mereka sendiri bagi menggunakan perisian tersebut yang kebanyakannya
percuma. Kelebihan penilaian seperti ini adalah pelajar perlu memahami perkara yang mereka
 62

ingin bentangkan untuk diterjemah ke dalam bentuk persembahan. Pelajar juga belajar
berkerjasama dalam kumpulan dengan syarat-syarat yang ditetapkan pensyarah. Selepas mendapat
maklum balas daripada pensyarah, pelajar boleh berkongsi pembentangan pelajar di laman maya
seperti di Facebook atau YouTube (https://www.youtube.com/watch?v=fAPQ9U78UO4) (Rajah
1).

A B
Rajah 1: Hasil pembentangan pelajar dalam bentuk video yang dihasilkan dan dimuatnaik dalam
A) YouTube atau dikongsi di dalam B) Facebook.

Perkongsian bahan pengajaran

Perkongsian bahan pengajaran, penghantaran tugasan, pengumuman serta lain-lain urusan di

UKM adalah melalui Ifolio (https://ifolio.ukm.my) dan Malaysia Massive Online Openlearning
Courses (MOOC) (https://www.openlearning.com/malaysiamoocs). Masalah yang timbul adalah
kekerapan berlaku gangguan sistem Ifolio dan kegagalan memuatnaik bahan sama ada oleh pelajar
atau pensyarah. Bagi mengatasi masalah ini, pensyarah telah menggunakan pelantar Trello sebagai
pelantar sampingan selain Ifolio. Trello memerlukan pengajar membuka akaun untuk kursus
imunologi (Immunology: https://trello.com/b/sR9FEXNa/immunology) bagi membolehkan
interaksi pengajar dan pelajar secara maya (Rajah 2A). Senarai pelajar dijemput untuk berada di
dalam akaun kursus ini (Rajah 2B). Pelantar ini lebih mesra pengguna dan perkongsian bahan lebih
mudah dilaksanakan. Ianya pelantar yang boleh diakses secara percuma dan tiada kekangan
simpanan data. Trello boleh digunakan untuk memuat naik nota kuliah (Rajah 2C) atau video
(Rajah 2D) dengan paparan yang jelas. Selain itu, Trello membenarkan pemantauan terhadap
aktiviti pembelajaran pelajar secara langsung. Sekiranya pelajar memuat naik nota, memberi
komen atau melihat video yang dipaparkan, aktiviti tersebut akan direkod. Pelantar ini juga boleh
dihubungkan kepada Ifolio untuk membolehkan pelajar memaklumkan sebarang tugasan yang
telah dilaksanakan.

Penilaian pelajar
Walaupun mengalami masalah ketidakstabilan sistem, Ifolio masih boleh digunakan sebagai
pelantar untuk penilaian. Ujian Pertengahan Semester dimasukkan dalam Folder Quizzes di dalam
Ifolio. Pelajar diberi masa 1 jam 30 minit untuk menjawab soalan. Kebaikan penggunaan Quizzes
ini adalah pelajar boleh terus mendapat maklum balas markah yang mereka peroleh. Disamping
 63

itu, inovasi ini dapat mengurangkan penggunaan kertas dan kos percetakan kertas ujian hampir
tiada.

A B

C D

Rajah 2: A) Akaun Trello yang dibuka oleh pensyarah. B) Keahlian dalam akaun Immunology.
C) Senarai bahan yang dikongsi iaitu kuliah (Lectures), tayangan (Movie) dan papan
perbincangan (Discussion Board).D. Paparan video yang dimuat naik dalam Trello.

KESIMPULAN
Penggunaan teknologi Web 2.0, pelantar teknologi seperti Trello dengan gabungan Ifolio dapat
membantu pelajar meningkatkan pemahaman kursus Imunologi. Peluang penggunaan teknologi
yang diberikan dalam proses pembelajaran ini dapat memberikan pendedahan serta persediaan
menghadapi Revolusi Industri 4.0. Bagi kajian akan datang, penggunaan simulasi 3 dimensi (3 D)
dapat digabungkan bersama teknologi sedia ada bagi menjadikan kursus ini lebih mudah dihayati.

PENGHARGAAN
Kajian ini sebahagiannya dibiayai oleh Geran RCRP 2016-001 daripada UKM.

REFERENCES
Berçot, F. F., Fidalgo‐Neto, A. A., Lopes, R. M., Faggioni, T., & Alves, L. A. (2013). Virtual
immunology: software for teaching basic immunology. Biochemistry and Molecular Biology
Education, 41(6), 377-383.
 64

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

PRODUCING WATERMELON ICE CREAM BY USING

WATERMELON RIND
Hamidah Noor Md Yusoh, Nurul Ain Khairi, Siti Najihah Jamanlon,
Wan Nur Asiyah Wan Mohd Azmi

Department Of Tourism and Hospitality,Halal Food Service,

Politeknik Merlimau, Melaka, MALAYSIA
(E-mail: fresca_pmm@gmail.com)

ABSTRACT
Citrullus lanatus also known as watermelon that normally consumed raw. Apart from benefits of
its flesh, less people know that watermelon rind also contains some nutrients. Looking at it
potential and benefits to health, a research has been conducted to produce a juice from the inner
thick layer of watermelon skin. Therefore, objective of this study are to avoid wastage of inner
thick layer of watermelon rind and to determine the acceptance level of ice cream made from inner
thick layer of watermelon skin and to determine the nutrition content of juice made from inner
thick layer of watermelon rind. Hedonic scale was used as a quantitative instrument. 30
respondents were selected among students and lecture in Polytechnic Merlimau, Melaka.
Descriptive analysis was used to analyse the data collected using SPSS version 23.0. Results
showed that the respondents accept this ice cream at high level 4.28. In conclusion, this ice cream
is highly accepted by respondents and has commercial value.

KEYWORDS: Citrullus lanatus, ice cream, Hedonic Scale.

INTRODUCTION
Garbage is defined as material that can be disposed of as it is not used or are no longer needed
by man not have economic value, resulting from the daily activities of man. Moreover, according
to the study Flintoff (1976), garbage was solid materials and liquids produced by the industrial,
agricultural, mining, business, from home and domestic. These include the skin of watermelon
thrown away, which is included in the category of solid waste. Watermelon rind is rich in the
amino acid L-citrulline, which can also help dilate your blood vessels and improve blood
circulation. Citrulline also has antioxidant properties, which may protect you against free-radical
damage (Plinttoff 1976).
 65

MAIN RESULTS

Sections Headings

Research Methodology

Standard Recipe of Watermelon Rinds Ice Cream

Table1. Cost of Standard Recipe of Watermelon Rinds Ice Cream
Quantity RM/Unit Cost (RM)
Ingredient
Fresh Milk 750g 2L/13.10 RM4.91
Ovalette 7.075g 100g/2.65 RM0.21
Sugar 28.3g 1kg/2.95 RM0.083
Watermelon 250g 1kg/2.29 RM0.57
rind
Gelatin 14.15g 250g/4.80 RM0.26
Total for 10 portions RM6.03
Total for 1 portion RM0.603

Method of Preparation
Watermelon Ice Cream:
1. First, measure all the ingredients following the standard recipe.
2. Then, pour some ice into the large mixing bowl then add some rock salt to make
sure the ice will not melts easily.
3. Next, pour 750g of fresh milk, 7.08g of ovalette, 28.3g of sugar, 250g of
watermelon rind extract and 14.15g of gelatine into bowl.
4. Beat all the mixture together until it becomes smooth and fluffy.
5. Moreover, pour the mixture into the container.
6. Lastly, store the ice cream mixture in a freezer with temperature 0 to -18 degree
Celsius from 6 to 8 hours.

Preparation for making Watermelon Ice Cream

Research Finding

Table 2. Table for Mean of Freasca ice cream

Colour Texture Smell Flavour
Mean 4.03 4.23 4.00 4.43
Level Good Good Good Good
Interpretation High High High High
 66

4.5

4.4

4.3

4.2

4.1 Mean

3.9

3.8

3.7
Colour Texture Smell Flavour

Figure 1. Mean of Fresca Ice cream

CONCLUSIONS
The conclusión is to innovate a variety of ice cream derived from watermelon rind and
determine the acceptance level of ice cream made from watermelon rind. Lastly, to determine the
nutrition content of ice cream made from inner thick layer of watermelon rind.

ACKNOWLEDGMENT
I would like to express my deepest appreciation to all those who provided me the possibility
to complete this report. A special gratitude I give to our final year project supervisors Puan
Hamidah Noor Binti Md Yusoh, whose contribution in stimulating suggestions and
encouragement, helped me to coordinate my project especially in writing this report.
Furthermore I would also like to acknowledge with much appreciation the crucial role to our
lectures, who gave the permission to use all required equipment and the necessary materials to
complete the task “Fresca Ice cream”. Special thanks go to my team mate, who help me to
assemble the parts and gave suggestion about the task “Fresca Ice cream”. Last but not least, many
thanks go to my family, whose have invested their full effort in guiding the team in achieving the
goal. I have to appreciate the guidance given by other supervisor as well as the panels especially
in our project presentation that has improved our presentation skills thanks to their comment and
advices.

REFERENCES
Brian Krans(2015), Retrieved from https://www.healthline.com/health/food-
nutrition/watermelon-rind-benefits#1
Azhan(2017), Retrieved from http://www.azhan.co/apa-itu-ovalette/
 67

Dew_Shinoda. (2007) What Is Emulco and Ovelette. Retrieved from

https//www.dianasdessert.com/website/forum/printthread.cfm?Forum=9&Topic=347
Farlex (2018), Retrieved from https://www.thefreedictionary.com/gelatin
Farlex (2018), Retrieved from https://en.wikipedia.org/wiki/Gelatin
Mercola (2013), Retrieved from https://articles.mercola.com/sites/articles/archive/
2014/01/01/top-10-articles-of-2013.aspx
Milk (2018), Retrieved from https://en.wikipedia.org/wiki/Milk Organic facts (2018), Retrieved
from https://www.organicfacts.net/watermelon-rind.html
Plintoff (1976), Retrieved from http://agris.fao.org/agris-
search/search.do?recordID=US201300399859
Wikipedia (2018) Sugar. Retrieved from https://en.wikipedia.org/wiki/Sugar
 68

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

WALKING AROUND IMPROVEMENT KEYS (WALKS)

Redzuan Jantan 1* and Yong Kwai Ying2
1
Pusat Pembangunan Pengurusan Pendidikan, Institut Aminuddin Baki,
Negeri Sembilan, MALAYSIA.
(E-mail: redzuanj@iab.edu.my)
2
SMK Tun Mutahir, Melaka, MALAYSIA
(E-mail: yongkwaiying@gmail.com)

ABSTRAK
Pemimpin sekolah sering menggunakan konsep Management by Walking around (MBWA)
dalam pengurusan sekolah. Konsep meronda sekolah untuk melihat persekitaran seringkali tidak
berkesan kerana tiada rekod dan data yang boleh dijadikan rujukan. Sekolah yang dijadikan
sampel kajian sering berdepan dengan ketiadaan data untuk dirujuk selepas proses MBWA
dilaksanakan untuk tujuan penambahbaikan. Walking around Improvement keyS (WalkS)
dihasilkan selepas melihat permasalahan ini. Hasil inovasi WalkS telah berjaya menjadi
instrumen untuk memantapkan proses Pembelajaran dan Pemudahcaraan (PdPc) dan
meningkatkan elemen pengurusan sekolah yang lain seperti tahap kebersihan, keceriaan dan
keselamatan di SMK Tun Mutahir Melaka. Dapatan pada bulan April 2018 menujukkan berlaku
peningkatan yang ketara pada setiap elemen yang dipantau menggunakan instrumen ini. WalkS
juga telah berjaya disebarluaskan dan dijadikan budaya pengurusan sekolah.

KEYWORDS: LCML; Walking around Improvement keyS; WalkS; Penambaikan sekolah;

PENGENALAN
Guru Kanan Mata Pelajaran (GKMP) merupakan pemimpin pertengahan iaitu lapisan kedua
selepas penolong-penolong kanan di sekolah menengah. GKMP seringkali tidak dilibatkan dalam
program-program pengurusan di sekolah selain daripada mengurus bidang masing-masing.
Menyedari hakikat ini pengkaji telah menggunakan kemahiran yang diperoleh dari Kursus
Leadership Course For Middle Leaders (LCML) anjuran Institut Aminuddin Baki Kementerian
Pendidikan Malaysia pada tahun 2016 untuk membantu pihak pengurusan menjalankan tugas
menyelia dengan lebih mudah dan data laporan senang diakses untuk tujuan intervensi.
Berdasarkan pemerhatian pengkaji amalan Management By Walking Around (MBWA) yang
sering digunakan di sekolah SMK Tun Mutahir tidak efektif kerana ketiadaan catatan dan data
yang boleh dijadikan sandaran untuk tujuan penambahbaikan. Pengkaji telah mencipta satu
instrumen untuk memudahkan pentadbiran sekolah mendapatkan data di samping dapat
memantau pengurusan sekolah setiap hari. Instrumen ini dinamakan Walking Around
Improvement Keys (WalkS). WalkS ialah instrumen yang digunakan untuk memungut data
 69

pemerhatian dalam bilik darjah. WalkS mengandungi 6 konstruk utama iaitu pembelajaran abad
ke-21, papan putih, kawalan kelas, keceriaan kelas, disiplin dan melindungi masa instruksional
(MMI). WalkS bukan sahaja merangkumi pemerhatian pembelajaran dan pemudahcaraan dalam
bilik darjah, malah merangkumi penyeliaan pentadbiran dan perskitaran sekolah. Elemen yang
turut dipantau terdiri daripada kantin sekolah, pengawal keselamatan, jalinan dan jaringan serta
aktiviti kokurikulum. Kajian yang dijalankan memberi sumbangan yang amat penting untuk
pentadbir membuat refleksi terhadap kualiti bimbingan dan penyeliaan yang dijalankan. Walks
juga menggunakan teknologi terkini kerana pengisian data menggunakan boring elektronik yang
boleh diakses secara maya. Data WalkS dianalisis secara automatik dan diterjemahkan dengan
menggunakan análisis jurang untuk menilai semua item-item yang dikaji. Data ditafsir dengan
analisis jurang untuk mencari perbezaan terbesar. Maklumat ini penting untuk mengenalpasti isu
yang perlu diberi keutamaan dalam merancang program penambahbaikan. Jurang yang terbesar
akan diatasi melalui program intervensi di peringkat sekolah.

HASIL KAJIAN

Penyelidik telah menjana analisis jurang untuk mengenalpasti isu atau masalah utama yang
memerlukan penambahbaikan dan intervensi. Rajah 1 menunjukkan laporan analisis jurang bulan
Januari dapat mengenalpasti 6 isu atau masalah dalam pembelajaran dan pemudahcaraan (PdPc)
iaitu kreativiti, pemikiran kritis, guru menulis objektif pembelajaran, kriteria kejayaan, guru
menuis nama murid dan hasil kerja murid. Dengan ini, usaha penambahbaikan dan intervensi dapat
dibuat menghala intervensi dan bimbingan berterusan ke atas kekurangan yang dikenal pasti
melalui WalkS. Inntervensi yang dibuat telah dapat merapatkan jurang kecuali pemikiran kritis.
Rajah 2 menunjukkan laporan analisis jurang bulan April selepas instrumen WalkS digunakan
selama 4 bulan oleh pengurusan sekolah SMK Tun Mutahir. Semua item menunjukkan
peningkatan yang ketara selepas intervensi dijalankan untuk merapatkan jurang yang besar. Walks
telah dapat membantu pentadbiran SMK Tun Mutahir mengesan elemen yang masih memerlukan
perhatian. Rajah 2 juga menunjukkan bahawa elemen pemikiran kritis merupakan isu utama dalam
PdPc yang masih perlu diberi keutamaan dan perlu diberi perhatian perancangan program
penambahbaikan dan intervensi pada bulan Mei. WalkS bukan sahaja membantu pengurusan
dengan memantau dan menyelia PdPc di semping meningkatkan kualiti persekitaran sekolah,
malahan dapat melibatkan keseluruhan pentadbir sekolah dari Pengetua, Guru Penolong Kanan
dan Guru Kanan Matapelajaran (GKMP) dalam proses kepimpinan yang mengutamakan
kepentingan sekolah. Selepas melihat data dan laporan mereka semakin memiliki keinginan dan
usaha untuk meningkatkan kualiti PdPc dan persekitaran sekolah. WalkS telah berjaya
meningkatkan kesedaran pentadbiran sekolah untuk menambahbaik pengurusan sekolah dan
meningkatkan pencapaian murid. Disamping itu persekitaran pembelajaran yang kondusif turut
berjaya ditingkatkan.
 70

Rajah 1. Graf Analisis Jurang WalkS bulan Januari 2018

Rajah 2. Graf Analisis Jurang WalkS bulan April 2018

KESIMPULAN
WalkS merupakan instrumen penyeliaan yang digunakan untuk pemerhatian, penyeliaan
pengoperasian sekolah secara berterusan ke arah pencapaian kualiti sekolah bertahap tinggi.
Selepas kajian dilakukan, perubabahan yang besar pada proses PdPc dan persekitaran sekolah telah
dapat dilihat. WalkS telah menjadi budaya pengurusan sekolah di SMK Tun Mutahir kerana
WalkS telah membantu memudahkan pengoperasian sekolah untuk memantau dan menyelia
sekolah sepanjang tahun.

PENGHARGAAN
Penyelidik ingin merakamkan terima kasih kepada Pn Mistrine Binti Radin, Timbalan
Pengarah Khidmat Latihan, Institut Aminuddin Baki, Bandar Enstek, Negeri Sembilan, En. Abdul
Mu’ti Bin Ahmad, Ketua Pusat Pembangunan Pengurusan Pendidikan IAB dan En K.
Pathemanathan A/L Krishnankutty, Pengetua SMK Tun Mutahir.
 71

RUJUKAN
Bates, R. 2004. A critical analysis of evaluation practice: The Kirkpatrick model and the principle
of beneficence. Evaluation and Program Planning, 27,341-347.
Birkinshaw, J. 1995. Encouraging entrepreneurial activity in multinational corporations. Business
Horizons, May-June, 32-38.
Fitzpatrick, J. L., Sanders, J. R. & Worthen, B. R. 2004. Program evaluation - alternative
approaches and practical guidelines (3rd ed.). Boston: Allyn and Bacon.
Fleming, P. 2000. The art of middle management in secondary schools: A guide to effective subject
and team leadership. David Fulton Publisher: New York.
Institut Aminuddin Baki. 2009. Kompetensi Pemimpin Sekolah Malaysia (KOMPAS), Institut
Aminuddin Baki, Kementerian Pelajaran Malaysia.
Wooldridge, B., Schmidt, T., & Floyd, S. (2008). The middle management perspective on strategy
process: contributions, synthesis, and future research. Journal of management, 34 (6), 1190-
1221.
 72

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

WORD CLOUDS: TURNING A TOY INTO A JOY IN TEACHING

WRITING FOR ESL LEARNERS
Aina Hafizah Zakaria 1, Thaneshiny Murugan2 and Melor Md Yunus 3

1
SK Putrajaya Presint 5(1), Putrajaya, MALAYSIA.
2
Chong Hwa High School, Kuala Lumpur, MALAYSIA.
(E-mail: annezakaria18@gmail.com, shiny.educator@gmail.com)
3
Faculty of Education, University Kebangsaan Malaysia, Selangor, MALAYSIA.
(E-mail: melor@ukm.edu.my)

ABSTRACT
Aligned with the demand of 21st Century Learning, Word Clouds offers teachers and pupils to
make full use of ICT while enhancing their writing skills through fun and meaningful teaching and
learning. The traditional teaching approaches implied by teachers in classroom resulted in
students’ lack of interest in writing lessons. Therefore, this innovation is aimed to investigate the
effectiveness of Word Clouds in enhancing primary school students’ writing skills. The study had
been carried out on Year Four pupils in one of urban schools located in Putrajaya. Word Clouds
enables the pupils to be proactive during learning process. The outcome was analysed based on
the pupils’ performance based on before and after the treatment and a Likert-scale questionnaire
on their attitude towards the use of word clouds. The results indicate using Word Clouds has
enhanced the Year Four pupils writing skills’.

KEYWORDS: Word Clouds; teaching writing; ESL learners; 21st century

INTRODUCTION

The advanced development in the country has also changed the education environment from
traditional methods into e-learning. This research explores how by integrating the use of ICT;
which is the Word Clouds in ESL classroom can help pupils to improve their writing. Word Clouds
is one of the most popular forms of data visualisation (Baralt, Pennestri and Selvandin 2011). Our
interest in the topic stems from our experience in teaching writing to ESL learners of different
proficiency levels and our desire to build pupils’ engagement in 21st century technology-based
classroom. This is supported by Bakar et. al (2008), that says teacher plays a dominant role in
integrating the ICT based teaching
 73

This quasi-experimental study was carried out on a group of Year Four pupils from a school
in Putrajaya district. They were separated into controlled and experimental group. A pre-test and
post-test were used in conducting this study. The experimental group was exposed to the Word
Clouds application while the controlled group continued the lesson in the usual way conducted by
their English teacher. Both lessons were on writing simple sentences based on a selected topic
where pictures given as guidance. This is to see if there were any improvements due to the
treatment conducted towards the experimental group as well as to compare the findings with the
controlled group. A post-test was then given to both groups, days later with the same topic but
different pictures and sequences to assess their improvement. Questionnaires based on Likert scale
were given to the experimental group pupils to find out their perceptions towards the usage of
Word Clouds application in enhancing their writing skills

MAIN RESULTS

Based on the data collected, the experimental group showed impressive improvement in
the post - test compared to the controlled group pupils.

Table 1: Results of questionnaire questions

Question Question Pupils responses
Number

1 Do you like learning English? 83.3% 10.0% 6.7%

2 Do you enjoy picture -guided 90.0% 6.7% 3.3%
writing?
3 Do you enjoy using computer to 100% 0% 0%
write sentences?
4 Do you like writing sentences with 100% 0% 0%
attractive words?
5 Do you enjoy using Word Clouds 96.7% 3.3% 0%
for English writing lessons?
6 Do you find writing sentences 96.7% 3.3% 0%
easier with Word Clouds?
7 Do you enjoy creating word tags 100% 0% 0%
using Word clouds generator?
8 Do you enjoy the colours, shapes, 96.7% 3.3% 0%
fonts, sizes presented before
writing sentences?

Afendi, Mohamed Amin and Haslinda (2012) agreed that the use of technology in learning
English has generally revealed positive influence. 75% pupils in the experimental group able
to construct the sentences correctly, meanwhile in the controlled group it was only 25%. The
usage of Word Clouds application in teaching of writing skills might not seem to be perfect
 74

method in immediate effect, however it is clearly proven that with the improvement in pupils’
sentence construction it has greater impact and potential to be implemented as an effective
method in teaching of writing skills. This further suggested by Lowther et al. in Fu (2013) as
cited in Melor Yunus and Ashairi (2014), that to develop good quality in teaching and learning;
autonomy, capability and creativity with ICT are important. The first quality implies where
students will be in control of their own learning with the use of ICT. As supported by Enghag
and Niedderer (2008), learning is more effective if students can take ownership of the learning.
The second characteristics signifies the capability to apply and transmit knowledge at the same
time applying new technology whenever they have confidence in learning processes. ICT also
helps students in boosting their creativity in writing. The pupils were asked to show their
perceptions towards using World Clouds in sentence construction through a simple Likert -
scale questionnaire and the result from the questionnaire were as follow:

CONCLUSIONS
As a conclusion, the usage of Word Clouds application enhances Year Four pupils’ writing
skills in English lesson. It is suggested for primary teachers to consider the usage of this application
in their lessons as it is free, accessible and autonomous to both pupils and teachers. The application
is entirely free and cost effective as it only needs a gadget and internet connection to get started
with. Word Clouds is applicable to all levels as it is topic- based learning. It also encourages for
collaborative learning. Pupils are required to continue practice writing sentences on different topic
at home. This allows teachers to guide pupils outside of classroom in writing simple sentences.
Parents are given a QR Code to be scanned in their smartphones at home which then directs them
to a document with a picture given for pupils to write sentences. This engages parents in the lesson
as they will be aware of their children’s learning process. Future researchers are suggested to
conduct the same study in a larger scale within a longer period of time as it will provide a more
valid and reliable outcome.

REFERENCES
Afendi Hamat, Mohamed Amin Embi, & Haslinda Abu Hassan. (2012). The use of social
networking sites among Malaysian university students. International Education
Studies. 5(3), 56-66.
Bakar, Z. A., Rajuddin, M. R., Ibrahim, M. A., Wahid, N. H. A., & Hassan, Z. (2008). Pengenalan.
In Z. A.Bakar, M. I. Kamaruddin, M. A. Ibrahim, & R. S. A. Samad (Eds.), Kemahiran ICT
Di Kalangan Guru Pelatih IPTA Malaysia. Selangor: Arah Publication
Baralt, M., Pennestri, S. & Selvandin, M. (2011). Action research- using wordles to teach foreign
language writing. Language Learning & Technology (pp 12-22), 15(2). Florida.
Enghag, M., & Niedderer, H. (2008). Two dimensions of student ownership of learning during
small-group work in physics. International Journal of Science and Mathematics Education,
6(4), 629-653.
Yunus,M.M, & Ashairi Suliman. (2014). Information & communication technology (ICT) tools in
teaching and learning literature component in Malaysian secondary schools. Canadian
Center of Science and Education, 10(7), 137-138. doi: 10.5339/ass.v10n7p136
 75

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

DEVELOPMENT OF SOLAR SYSTEM AUGMENTED REALITY APPS

FOR PRIMARY SCHOOL STUDENT
Mohamad Aiman Bin Shahran, Azrin Bin Amran and
Nurul Najihah Binti Khairul Najmy

Department of Information Technology, Center for Diploma Studies,

UTHM, Bandar Universiti Pagoh, Muar, Johor, MALAYSIA
(E-mail: aifanshahran@icloud.com, azrinamran22@gmail.com, najihahnajmy16@gmail.com

ABSTRACT
The primary school students are required to register for Science subject in their Ujian Penilaian
Sekolah Rendah (UPSR). However, students sitting for the science course become tiresome and
apathetic due to the traditional self-learning aids which are textbooks and exercise books and it is
not interactive, and fun. One of the many interesting things that humans keen to know more about
is astronomy. Therefore, the purpose of this study is to develop an application with the technology
of AR that will published for students or kids that can be access through their parents’ smartphone
or their own smartphone. To evaluate this app’s effectiveness and usability, the students from year
4 were asked to learn with the app and answer a pre-test and post-test, and fill out a survey.

KEYWORDS: application, AR, smartphone, Ujian Penilaian Sekolah Rendah

INTRODUCTION
Technology is part of our daily life. Be surrounded by technology and the products of science
every day affect our lives to always make decisions based in scientific evidence. According to
Programme for International Student Assessment (PISA) on 2015 average scores ranking for
science as compared to other countries recorded Malaysia rank at the 47th [1]. Science,
Technology, Engineering, and Mathematics (STEM) Movement was established in both schools
and universities in Malaysia and it is an ever-increasing role in Malaysians’ lives and the economy
of our nation pushes new frontiers in the digital revolution. Based on Vision 2020 by YAB Tun
Dr. Mahathir Mohamed, The fourth & seventh Prime Minister of Malaysia, the sixth challenge is
 76

to establishing a scientific and progressive society, a society that is innovative and forward-
looking, one that is not only a consumer of technology but also a contributor to the scientific and
technological civilisation of the future [2]. By the vision 2020, we know that how important
Science and technology are for the students.
Nowadays, Ujian Penilaian Sekolah Rendah (UPSR) questions seems to be too challenging to
the primary school students especially for Science subject. Based on the newspaper article [3], one
of the scientist analysed the questions and he shocked by the difficult questions purposely created
for our 12-year-olds students. As one of those priority subject in our education blueprint [1], we
need change in the way of learning. Combination of technology and self-learning for students
especially for primary school should be done. The generation Z and Gen Alpha now is too
connected with gadget or even some of them are too obsessed with the technology of Smartphones,
Tablets or any other devices that play graphical user interface (GUI) until they been known as the
generation gadget [4].
They can fast-learn the syllabus and they can score more than ever they did. Therefore, the
purpose of this project is to develop Solar System AR Apps for the use in science subject among
primary school students especially student age between 9-12 years old. This project is to develop
the application that will published in App Store for students or kids that can be access through
their parents’ smartphone or their own gadget. This apps focus on one of the syllabus in the science
subject (primary school) called ‘Solar System’. The students can learn the solar system and get
access to look to all those objects in solar system by the technology of AR.

MAIN RESULTS
This app was tested by 30 students among the year 4 of Primary School from Sekolah
Kebangsaan Kampong Raja located at Pagoh, Muar, Johor Darul Takzim. The students take the
same pre-test and post-test consisting with 10 questions related to the topic. They must answer the
pre-test then they can play the app. After playing, they may answer the post-test. Results are
summarised in Table 1.
Table 1: Comparison between pre-test and post-test.
Question Subtopic Result
Pre Post Pre Post Change
Correct Incorrect
1 Ahli Sistem Suria 14 29 16 1 +
2 Putaran & Peredaran Planet 25 28 5 2 +
3 Ahli Sistem Suria 22 28 8 2 +
4 Ahli Sistem Suria 21 22 9 8 +
5 Ahli Sistem Suria 17 27 13 3 +
6 Ahli Sistem Suria 22 24 8 6 +
7 Ahli Sistem Suria 28 30 2 0 +
8 Urutan Planet dalam Sistem Suria 23 29 7 1 +
9 Urutan Planet dalam Sistem Suria 21 30 9 0 +
10 Ahli Sistem Suria 21 29 9 1 +
 77

Based on results, all questions show positive change where the number of incorrect turns
decreased after playing the app. To evaluate game usability, students need to answer the questioner
consists with 12 questions. There has five-point scale from strongly disagree to strongly agree.
Results are summarised in Table 2.
Table 2: App usability
Question Strongly Disagree Neutral Agree Strongly
Disagree (%) (%) (%) Agree
(%) (%)
This application is interesting. 0.00 0.00 3.33 36.67 60.00
The quiz session is interesting. 0.00 3.33 33.33 13.33 50.00
Suitable colour and theme. 3.33 0.00 0.00 10.00 86.67
The language used is easy to understand. 0.00 0.00 0.00 0.00 100.00
This application is user-friendly. 0.00 0.00 0.00 13.33 86.67
The concept is creative. 0.00 0.00 0.00 0.00 100.00
The font used is interesting and 0.00 0.00 36.67 46.67 16.67
appropriated.
Button used is easy to understand. 0.00 0.00 6.67 60.00 33.33
The graphic used helps teaching and 0.00 0.00 0.00 0.00 100.00
learning process.
The audio used clear to heard. 0.00 0.00 0.00 0.00 100.00
The application’s content is suitable with 0.00 0.00 0.00 0.00 100.00
the syllabus in the textbook.
This application helps you to understand the 0.00 0.00 3.33 0.00 96.67
topic.

Average (%) 0.666 0.666 16.666 180.000 186.002

Based on the summary, by percentage, we know that most probably students choose to
strongly agreed with the questions given. But, there are some issues with the button. Regarding
button issues, students commented that the colour is too bright as the buttons seemed to blend with
warm colours. Overall, most students felt positive about the application.

Literature References
According to several news article and statistics shown, the Mathematics and Science papers
saw a decrease in students scoring Grade A by 1.3% for UPSR. The main cause of this is because
students are facing difficulties in tackling the questions especially with the current curriculum
where there are Higher Order Thinking Skills (HOTS) [5]. Higher Order Thinking Skills (HOTS)
is a thinking process, which involves complicated procedures and various skills such as analysis,
synthesis, comparison, inference, interpretation, assessment that is based on the concept of Blooms
Taxonomy [6]. HOTS have been introduced in Malaysia since 2013 with the initiative to produce
students that can create new knowledge and make appropriate and logical decisions. Some
 78

arrangements have been made by the Ministry to achieve this aspiration. The curriculum,
examinations and assessments for all Science, Technology, Engineering and Mathematic (STEM)
subjects has been revised to suit the broader KSSR, KSSM and higher-order thinking reformation.

CONCLUSIONS
The technology of AR and Graphic User Interface (GUI) showed a positive result to students’
year 4 of primary school. This technology really helps students to know and gain their knowledge
of Solar System very clearly. As for primary schools’ teachers especially for year 4 educator, this
app can be used as a teaching aid to make it more fun and interesting for students to be learned.
The app product, if implement as the lecture source, can make the classroom lectures more
informative and more exciting. This research was an effort to simplify the way of learning and to
gain the interest of students with Science subject for the generation X and Alpha that are tend to
be with gadgets.

ACKNOWLEDGMENT
We would like to express our sincere gratitude to our supervisor Madam Ida Aryanie Binti
Baharudin and Miss Shelena A/P Soosay Nathan from Technology Information Department for
the help that they provided during the course of this work.
REFERENCES
[1] M. Malaysia Education Blueprint, “Malaysia Education Blueprint 2013 - 2025,” Educ.
Bluepr., vol. 27, no. 1, pp. 1–268, 2013.
[2] “Wawasan 2020,” Barisan Nasional, 2014. [Online]. Available:
https://www.barisannasional.org.my/blog/2014/12/15/wawasan-2020-tun-dr-mahathir-
mohamad/. [Accessed: 30-Mar-2018].
[3] Baltimore, “UPSR science questions too challenging,” The Star Online, p. 1, 2016.
[4] Farah Ghuznavi, “The Gadget Generation,” The Daily Star, p. 1, 28-Jun-2013.
[5] “UPSR Questions Are Tough Even For Parents, What Must Be Done?” .
[6] F. Smith, To think : in language, learning and education. Routledge, 1992.
[7] Victoria Ward, “Children using internet from age of three, study finds,” The Telegraph, p.
1, 01-May-2013.
[8] J. F. Clark, “Mobile Apps for Education,” University of Kentucky.
[9] Robert Gibson, “7 Tips for Designing Mobile Apps for Education,” 2012.
[10] “Role of Mobile Apps in Education,” iNurture.
[11] MarketsAndMarkets, “Mobile Applications Market,” 2011.
[12] S. Mann et al., “Wearable Computing, 3D Aug* Reality, Photographic/Videographic
Gesture Sensing, and Veillance,” in Proceedings of the Ninth International Conference on
Tangible, Embedded, and Embodied Interaction - TEI ’14, 2015, pp. 497–500.
[13] J. P. Rolland, F. Biocca, F. Hamza-Lup, Y. Ha, and R. Martins, “Development of Head-
Mounted Projection Displays for Distributed, Collaborative, Augmented Reality
Applications,” Presence Teleoperators Virtual Environ., vol. 14, no. 5, pp. 528–549, Oct.
2005.
 79

[14] Hana Stewart-Smith, “Education with Augmented Reality: AR textbooks released in

Japan,” ZDNet, Japan, 04-Apr-2012.
[15] Smarter Learning, “Augmented reality in education,” Smarter Learning, 2011. [Online].
Available: https://smarterlearning.me/2011/11/10/augmented-reality-in-education/.
[Accessed: 31-Mar-2018].
[16] M. Kesim and Y. Ozarslan, “Augmented Reality in Education: Current Technologies and
the Potential for Education,” Procedia - Soc. Behav. Sci., vol. 47, pp. 297–302, Jan. 2012.
[17] Todd Nesloney, “Augmented Reality Brings New Dimensions to Learning,” Edutopia, p.
1, 04-Nov-2013.
[18] Heather Swick, “Augmented Reality in Education: How AR is Improving Learning,”
Onefire, p. 1, 18-Mar-2016.
 80

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

AN INTERACTIVE MOBILE AUGMENTED REALITY TEXTBOOK FOR

LEARNING BIOLOGY

Nor Hafizah Adnan* and Muhammad Taufiq Ali 2

1, 2
Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Bangi, MALAYSIA.
(E-mail: norhafizah@ukm.edu.my, taufiq.ali5463@gmail.com)

ABSTRACT
This article describes the development of an interactive mobile augmented reality textbook
(IMART) for high school students in learning biology. IMART aims to help students get a visual
representation and deeper understanding of difficult and abstract biology concepts such as the
topics of the circulatory system and the heart, lungs and pulmonary system, and human skeleton.
This interactive tool consists of four main components: built-in camera to capture or track the real
environment, mobile device screen display for virtual augmentation, physical textbook in the real
environment and markers as tracking target. The physical biology textbook is embedded with
hidden infrared-absorbing QR codes that are invisible to the human eye to act as augmented reality
markers. A mobile device with built-in camera recognizes a medium size marker from a distance
of one meter. Students can email or share their ‘lab result’ on social media, and save learning
activities for future revision. Mobile augmented reality can transform a passive biology lecture
into an active learning experience.

KEYWORDS: Augmented Reality; Mobile Augmented Reality Textbook; Biology Education.

INTRODUCTION
Biology education aims at producing active learners (MOE, 2006). For this purpose, high
school students are given opportunities to engage in scientific investigations through
experimentations and hands-on activities. The scientific inquiry emphasizes constructivist ideas
which include problem solving and thinking skills throughout the teaching and learning process.
Most studies show that biology is among the most difficult science lessons and challenging (Khan
& Masood, 2014), especially on the topics of the circulatory system and the heart, lungs and
pulmonary system, and human skeleton that is often taught at a high level of abstraction.
Apparently, lessons that are not interesting and difficult will not motivate students to learn and
subsequently will affect their performances. According to Malaysia Examination Council (Osman,
Hiong, & Vebrianto, 2013), students’ biology performance in the Malaysian Higher School
Certificate between 2005 and 2010 has decreased.
 81

The advent of Information and Communication Technology (ICT) changes the learning styles
of the Net Generation since technology is a second nature to them. Therefore, teachers need to be
aware of the multiple intelligences that exist among students. The use of a variety of teaching and
learning methods can enhance students’ interest in biology. In a traditional classroom, teachers
convey biology concepts and encourage rote learning which fail to train students in solving
complex problems. Today’s technology such as computer simulation carries out an action that
resembles the real situation, and make the teaching and learning of biology more interesting
(Osman et al., 2013). However, in simulation, user interaction is limited to graphical user interface
(GUI) through the use of mouse and keyboard to control the events running on the computer
desktop.
One solution to this learning problem is an interactive mobile augmented reality textbook or
IMART. This invention provides high school students’ complementary active learning experience
fully integrated into the existing biology curriculum, and augmented reality lab experience that
more closely mimic real labs compared to computer simulation.

CONCEPTUAL DESIGN
IMART is an effective tool for learning abstract or difficult biology concepts. The integration
of mobile augmented reality with a physical biology textbook converts a static reading experience
into a dynamic, enjoyable and engaging experience for the students. Thus, moving toward mobile
augmented reality textbook is potential in enhancing a physical textbook and learning experience.
Interactive learning environment can turn passive into active students that are fully engaged.
Furthermore, engaging students in the learning process can translate into greater learning of the
circulatory system and the heart, lungs and pulmonary system, and human skeletons.

Figure 1. Conceptual design of IMART

 82

CONCLUSIONS
The interactive design of IMART within the physical textbook will likely create a motivating
and engaging experience, and therefore increase students’ understanding in learning biology.
Students will be more engaged and learn quicker as they are now able to connect directly with
entire visual learning environments, images, and animations. Students who are visual learners can
grasp concepts easily through IMART, which in turn allows them to improve their grades. The
mobile augmented reality textbook developed in this study will be evaluated and refined through
expert reviews. Experts could provide suggestions on what could be done to improve this academic
textbook. Other than that, it is important to conduct experiments to investigate the effect of
IMART. Eventually, we hope to replicate this study in Chemistry education, another challenging
and difficult science lessons.

REFERENCES
Behzadan, A. H., & Kamat, V. R. (2013). Enabling discovery‐based learning in construction using
telepresent augmented reality. Automation in Construction, 33(0), 3-10.
Billinghurst M, Kato H, Poupyrev I. (2001). Collaboration with tangible augmented reality
interfaces. Proceedings HCII2001, 2001(1), 797–803.
Cheng, K., & Tsai, C. (2014). Children and parents' reading of an augmented reality picture book:
Analyses of behavioral patterns and cognitive attainment. Computers & Education, 72(0), 302-
312.
Khan, F. M. A., & Masood, M. (2014). Potential of interactive multimedia learning courseware
using three different strategies in the learning of biology for matriculation students in malaysia.
Procedia - Social and Behavioral Sciences, 116(0), 2521-2525.
Martín-Gutiérrez, J., Luís Saorín, J., Contero, M., Alcañiz, M., Pérez-López, D. C., & Ortega, M.
(2010). Design and validation of an augmented book for spatial abilities development in
engineering students. Computers & Graphics, 34(1), 77-91.
Ministry of Education Malaysia. (2006). Biology form 4. Retrieved June 2, 2018, from
http://spp.moe.edu.my/
Osman, K., Hiong, L. C., & Vebrianto, R. (2013). 21st century biology: An interdisciplinary
approach of biology, technology, engineering and mathematics education. Procedia – Social
and Behavioral Sciences, 102(0), 188-194.
Rohaya, D., Rambli, A., Matcha, W., Sulaiman, S., & Nayan, M. Y. (2012). Design and
development of an interactive augmented reality edutainment storybook for preschool. IERI
Procedia, 2(0), 802-807.
Tomi, A. B., & Rambli, D. R. A. (2013). An interactive mobile augmented reality magical
playbook: Learning number with the thirsty crow. Procedia Computer Science, 25(0), 123-
130.
Vekli, G. S., & Cimer, A. (2012). Evaluating computer assisted problem based learning
environment for endocrine system in human beings in view of professionals. Procedia - Social
and Behavioral Sciences, 47(0), 218-224.
 83

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

DR. WUDUK
Juwairiah Abdullah1*, Mohammad Rusdi Ab. Majid2, Nor Suraya Ahmad3,
Izzatul Iffah Ahmad Sabri 4, dan Maryam Sakinah Hanafi5

1,2,3,4,5
Institut Pendidikan Guru Kampus Dato’ Razali Ismail, Kuala Nerus, Terengganu.
(E-mail:awaiya5@gmail.com, sedie2003@yahoo.com)

ABSTRAK
Inovasi ini memberi fokus kepada cara untuk memahami ibadat wuduk dengan kaedah yang
menyeronokkan. Tumpuan inovasi ini kepada ibadat wuduk memandangkan ianya merupakan
antara syarat sah bagi solat yang dikerjakan oleh seseorang. Pada masa yang sama, banyak kajian
menunjukkan wujudnya masalah yang dihadapi oleh pelajar dalam memahami dengan baik abadat
ini terutamanya dalam aspek pelaksanaannya secara sempurna. Kaedah yang digunakan dalam
inovasi ini adalah berdasarkan idea daripada fenomena masa kini terhadap permainan atas talian
iaitu “Mobile Legends”. Inspirasi ini telah diterjemahkan kepada proses pengajaran ibadat wuduk
dengan menggunakan kad pelbagai bukaan “Mobile Legends” dalam aplikasi pengajaran. Setiap
bukaan pada kad Dr. Wuduk telah ditetapkan perkara yang dicatatkan sehingga setiap bukaan akan
melengkapkan seluruh keperluan bagi memahami ibadat wuduk. Di samping itu, peranan teknologi
maklumat seperti aplikasi QR Code, YouTube dan juga Instagram telah dijadikan sebagai asas
utama kaedah ini dilaksanakan. Melalui aplikasi-aplikasi yang telah digunakan ternyata ianya
sangat menarik dan berjaya memberi impak kepada kejayaan proses pengajaran. Dr. Wuduk telah
diuji di dua buah sekolah iaitu SK Institut Pendidikan Dato’ Razali Ismail dan SMK Kompleks
Mengabang Telipot, Kuala Nerus, Terengganu. Daripada ujian yang telah dijalankan, dapatan
ujian jelas menunjukkan perubahan yang sangat memberangsangkan hasil daripada penggunaan
Dr. Wuduk terhadap kefahaman pelajar dalam memahami pelaksanaan ibadat wuduk.

KATA KUNCI: Kad; Ibadat Wuduk; Dr. Wuduk.

PENDAHULUAN
Proses penyucian merupakan salah satu asas utama dalam agama Islam. Dalam agama Islam
terdapat berbagai-bagai cara untuk menyuci dan membersihkan diri sama ada dari segi zahir atau
batinnya. Salah satu daripada cara tersebut adalah dengan mengambil wuduk. Amalan wuduk
sebelum mengerjakan solat merupakan amalan yang utama kepada setiap umat Islam sebagaimana
yang disebut di dalam sebuah hadis. Qathm bin Tammam atau Tamman bin Qathm daripada
bapanya melaporkan bahawa Rasulullah s.a.w bersabda “Sekiranya tidak menyukarkan umatku,
tentulah sahaja Aku memerintahkan mereka mengambil wuduk untuk setiap sembahyang dan
bersugi di setiap wuduk” (Ahmad, 1994). Wuduk juga merupakan syarat sah bagi ibadat solat.
 84

Memahami tentang pentingnya ibadat ini kepada ibadat solat maka kesempurnaan dan kefahaman
yang baik diperlukan oleh setiap mukmin apabila ingin melaksanakan ibadat solat (al-
Nawawi,1981; Kamarul Azmi Jasmi, 2007). Di samping itu proses pengajaran juga merupakan
antara perkara yang perlu diberi perhatian supaya proses pengajaran dijalankan dengan cara yang
menarik dan mampu memberi kesan yang maksimum. Justeru, inovasi ini diperkenalkan adalah
sebagi satu alternatif kepada pelaksanaan proses pengajaran yang menarik dan menyeronokkan
untuk memudahkan proses kefahaman pelajar terhadap ibadat wuduk.

PELAKSANAAN

Dr. Wuduk merupakan inovasi yang sangat menarik dan istimewa kerana ianya
menggabungkan elemen kreativiti di samping elemen teknologi maklumat. Elemen kreativiti
ditonjolkan dengan ciri kad pelbagai bukaan. Dalam inovasi ini terdapat empat bukaan utama yang
diisi dengan keperluaan bagi ibadat wuduk. Setiap bukaan akan ditampilkan dengan isi yang
berbeza mengikut keperluan ibadat wuduk. Penampilan setiap bukaan adalah sangat menarik dan
mudah digunakan. Rajah 1 di bawah menunjukkan contoh kad bukaan Dr. Wuduk.

Rajah 1. Kad Bukaan Dr. Wuduk

Dr Wuduk juga telah menerapkan elemen teknologi semasa seperti aplikasi QR Code,
YouTube dan juga Instagram sebagai asas utama kaedah ini dilaksanakan. Rajah 2 menunjukkan
bagaimana Dr. Wuduk telah dijana oleh elemen teknologi maklumat.

Rajah 2. Aplikasi YouTube, QR Code dan Instagram

 85

DAPATAN KAJIAN
Berdasarkan ujian yang telah dilakukan di Sekolah Kebangsaan Institut Pendidikan Guru
Dato’ Razali Ismail dan Sekolah Menengah Kebangsaan Kompleks Mengabang Telipot, projek
ini didapati sangat membantu para pelajar dalam memahami konsep wuduk. Para pelajar lebih
mudah mengingati konsep ini dengan adanya tutorial dan kuiz. Pada masa yang sama juga
inovasi ini telah berjaya menarik minat para pelajar untuk lebih memberi fokus dan mengikuti
sesi pengajaran yang dijalankan tanpa menunjukkan rasa bosan. Lebih memberangsangkan
juga apabila ujian pra dan post yang dijalankan jelas menunjukkan perubahan terhadap
keberkesanan inovasi Dr. Wuduk. Di samping itu inovasi ini juga membantu para guru dalam
memudahkan sesi pengajaran dan pembelajaran (PdP).

KEISTIMEWAAN
Terdapat beberapa keistimewaan dan kelebihan yang ada pada inovasi ini, antaranya:

a. Boleh dijadikan alat bahan bantu mengajar yang sangat menarik dan interaktif di dalam
proses PdP.
b. Inovasi ini dibekalkan dengan kad yang pelbagai saiz bagi memudahkan lagi sesi PdP.
c. Penggunaan kaedah interaktif dalam aktiviti penerangan dan kuiz.
d. Gabung jalin elemen teknologi maklumat terkini seperti QR Code, YouTube dan
Instagram.

KESIMPULAN
Dr. Wuduk merupakan satu inovasi yang sangat menarik kerana menggabungkan elemen
kreativiti dan teknologi maklumat terkini. Gabungan ini penting dalam sesuatu inovasi bagi
memastikan impak yang berkesan terhadap sasaran yang telah ditetapkan. Dr. Wuduk telah
membuktikan bahawa ianya sangat menarik dan berkesan hasil daripada ujian yang telah
dijalankan kepada sasaran yang telah ditetapkan. Pada masa hadapan Dr. Wuduk mensasarkan
untuk maju selangkah ke hadapan dengan menggunakan aplikasi yang lebih menarik dan terkini.

PENGHARGAAN
Dr. Wuduk dengan berbesar hati ingin memberi penghargaan yang besar maknanya kepada mentor
projek ini iaitu Dr Muhammad Rusdi Ab. Majid atas sumbangan idea dan bimbingan beliau
sehingga inovasi ini diberi penghargaan Pingat Emas dalam pertandingan EDUINNOVATION
2018,UKM. Penghargaan juga ditujukan kepada Ketua Jabatan JAPIM, IPGKDRI, Ustaz
Muhamad Fauzi Hassan, Penyelaras Inovasi Japim, Dr Aznida Aziz dan semua pensyarah Japim
IPGKDRI. Tidak dilupakan dan penghargaan yang tidak bertepi ditujukan khusus kepada
Pengarah IPGKDRI, Dr Azman Jusoh, Timbalan Pengarah dan semua staff IPGKDRI atas
sokongan dan motivasi untuk kejayaan yang bermakna ini. Juga tidak mungkin dilupakan para
pensyarah dan juga kawan seperjuangan yang sentiasa menjadi semboyan pembakar semangat
untuk kejayaan bersama ini. Terima Kasih Semua.
 86

RUJUKAN
Al-Quran
Al-Hadith
Ahmad Hambal, Abu ‘Abdullah ibn Muhammad ibn Hambal ibn Hilal al-Shaibani. (1994).
Musnad li al-Imam Ahmad ibn Hambal. Juz. 1-12. Mesir: Dar al-Ma’arif.
Al-Nawawi, Abu Zakariyya Muhyi al-Din Sharaf. (1981). Sahih Muslim bi Sharh al-Nawawi. Juz.
1- 18. Riyad: Maktabah al-Riyad al-Hadisah. Dutton, W. H. (2013).
Kamarul Azmi bin Jasmi (2007). Pendidikan Wuduk Mazhab Al-Shafii. Johor Bahru: Penerbit
Universiti Teknologi Malaysia.
Ruhaida Abdullah, Nuru Ilyana Muhd Adnan. (2018). Pelaksanaan Program Amali Solat Dalam
Perkara Asas Fardu Ain (PAFA) Dalam Kalangan Pelajar Tingkatan 2. Jurnal of Advanced
Research in Social and Behavioural Sciences II. Issue 1. 1-16.
 87

EDUINNOVATION 2018
Universiti Kebangsaan Malaysia, Bangi, Malaysia 18 Oktober 2018

YOUTUBE: USING YOUTUBE AS AN INTERACTIVE APPROACH TO

FOSTER CONFIDENCE IN SPEAKING AMONG ESL STUDENTS

Sakina Bibi Binti Mohd Shariff 1,Hasniza Binti Basri2 and Melor Md Yunus 3
1,3
SMK Sultan Tajul Ariffin Manong Perak, 2,3SK Bebuluh W.P.Labuan
(E-mail: bssakina@yes.my, hasnizabasri@yes.my)
3
Fakulti Pendidikan,Universiti Kebangsaan Malaysia
(E-mail: melor@ukm.my)

ABSTRACT

Teaching of English as a Second Language has always been plagued by students who fail
to give good support, shy and almost non-responsive in their learning. Carrying out Oral skills
like a simple dialogue can evolve into a Third World War if involve students in certain areas
where English is least used and viable. The usage of Drama Techniques is a precursor to the
student’s involvement in learning of the English language and to up their self-confidence and
the medium of fun learning Therefore this dynamic innovation “Be It all- Director or Actor”
provided concerted efforts on students’ performance in Oral skills such as Speaking with good
intonation and sound articulation which are enhanced through the usage of application Social
Medias like YouTube which is tailored in tasks as directors and actors in simple dramas that
are performed and a short video is made and uploaded on the application of You Tube. This
can be done to promote fun learning in the learning environment. Students are able to give
comments and to like thus becoming interactive. This later brought on to better learning
environment through self -criticism.

KEYWORDS: YouTube, drama, interactive, comments, self-confidence, self-criticism, fun

learning

INTRODUCTION

Fun Learning is the word for greater education nowadays. Using digital means like
YouTube put a greater emphasis and value to it.Undeniably nowadays students are exposed to
social Medias and to giving comments or liking substances on Social Medias. Educating them
involves managing a digital world and the meaning of fun learning promotes a level of better
education. Thus education in today’s world must keep up with these digital changes that the
modern world has imposed. Today’s modern educators need to reach out to students by using
the same devices and techniques the students are using. The idea of creating videos and
uploading on YouTube too can be used extensively in their learning as a way of getting them
motivated and bringing fun as to foster improvements in their learning strategies.. Therefore,
 88

this research aims to integrate You Tube, an ICT application, as a tool to foster self confidence
in a convenient, creative and attractive way. Here, Fun learning and self-criticism were two
elements that were integrated to bring about the success of this study. The schedule below
shows the time and duration that was well spent in achieving the desirable results. In about 7
weeks a change in the motivation level of the students were seen by getting them ready to
perform small drama acts which was recorded and posted on You Tube. Salman Khan in”Let’s
use videos to reinvent education” coud be refered to.

A posting of the video on the application of YouTube

Later on students posted their comments and likes

The link was shared among students and parents too

MAIN RESULTS
The action results which used Calhoun’s Action Research Cycle showed the marker for
self-confidence and motivation level in class participation was significantly higher han before
the students’ involvement in this You Tube project.
 89

The participants agreed that what they have gone through a phase of resourceful learning
in creating the YouTube video and the posting it on YouTube application has somehow made
them to be more self-critical of themselves. Although they were shy and felt left out but soon
they realized that the comments and likes they got from fellow students made them more aware
of being resourceful in their learning environment.
The students believed it was an essential part of learning for them. It has brought changes
in themselves being more positive and able to be self-critical in order to move to higher level
of learning.The study found that their class participation in other subjects also improved. The
students were able to get their parents to watch the videos on You Tube at home. In a way this
brought the parents to commit time to their children learning and word of courage spread to
enhance their children motivation.

CONCLUSION

This study concludes that level of self-confidence has been raised due to the student’s
participation using YouTube by the source of using the technique of drama participation. This
also paved the way for them to be more self-critical and self-aware of their learning
enironment. It could be possible that this could be ventured into other lessons lik e
Mathematics, Science or any other subjects. In addition videos that could be saved and referred
back stimulates the mind of young learners. By sharing on YouTube it can be monetized.
Parents are better informed of their children progress as well as directly involved in their
children learning progress.

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