KEBERKESANAN CALCULADDER TERHADAP KEBIMBANGAN MATEMATIK DAN MOTIVASI MURID SEKOLAH MENENGAH
THE EFFECTIVENESS OF CALCULADDER ON MATHEMATICS ANXIETY AND MOTIVATION OF SECONDARY SCHOOL STUDENTS
DOI:
https://doi.org/10.35631/IJEPC.1164044Keywords:
Calculadder, Gamifikasi (Gamification), Kebimbingan Matematik (Mathematics Anxiety), Motivasi Murid (Student Motivation), Pembelajaran Matematik (Mathematics Learning)Abstract
Kajian ini bertujuan menilai keberkesanan Calculadder, iaitu inovasi pembelajaran berasaskan gamifikasi, terhadap motivasi, kebimbangan Matematik, penglibatan murid dan persepsi kebergunaannya dalam kalangan murid sekolah menengah. Kajian menggunakan pendekatan kuantitatif dengan reka bentuk tinjauan deskriptif yang melibatkan 314 orang murid sekolah menengah. Data dikumpulkan menggunakan soal selidik yang merangkumi empat konstruk utama, iaitu motivasi, kebimbangan Matematik, penglibatan murid dan kebergunaan Calculadder, sebelum dianalisis menggunakan statistik deskriptif. Dapatan kajian menunjukkan bahawa motivasi (min = 4.12), penglibatan murid (min = 4.10) dan persepsi terhadap kebergunaan Calculadder (min = 4.08) berada pada tahap tinggi. Konstruk kebimbangan Matematik turut merekodkan skor min yang tinggi (min = 3.87), menunjukkan bahawa murid berasa lebih tenang dan kurang tertekan semasa pembelajaran menggunakan Calculadder. Secara keseluruhannya, dapatan kajian membuktikan bahawa Calculadder merupakan pendekatan pembelajaran berasaskan gamifikasi yang berkesan dalam mewujudkan pengalaman pembelajaran Matematik yang lebih interaktif, menyeronokkan dan berpusatkan murid, sekali gus berpotensi meningkatkan motivasi serta mengurangkan kebimbangan Matematik.
This study examined the effectiveness of Calculadder, a gamification-based learning innovation, in enhancing students' motivation and engagement, reducing mathematics anxiety, and evaluating its perceived usefulness among Malaysian secondary school students. A quantitative descriptive survey design was employed involving 314 secondary school students. Data were collected using a questionnaire comprising four constructs: motivation, mathematics anxiety, student engagement, and the perceived usefulness of Calculadder, and were analysed using descriptive statistics. The findings revealed high levels of motivation (mean = 4.12), student engagement (mean = 4.10), and perceived usefulness of Calculadder (mean = 4.08). Mathematics anxiety also recorded a high mean score (mean = 3.87), indicating that students felt calmer and less anxious while learning Mathematics using Calculadder. Overall, the findings demonstrate that Calculadder is an effective gamification-based learning approach that promotes a more interactive, enjoyable, and student-centred Mathematics learning environment while enhancing motivation and reducing mathematics anxiety.
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References
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