KERANGKA KONSEPTUAL PEMBELAJARAN BERASASKAN PERMAINAN BUKAN DIGITAL DAN EFIKASI KENDIRI SAINS MURID TAHUN 5 DI SEKOLAH JENIS KEBANGSAAN TAMIL DI MALAYSIA
A CONCEPTUAL FRAMEWORK FOR NON-DIGITAL GAME-BASED LEARNING AND SCIENCE SELF-EFFICACY AMONG YEAR 5 PUPILS IN TAMIL NATIONAL-TYPE PRIMARY SCHOOLS IN MALAYSIA
DOI:
https://doi.org/10.35631/IJEPC.1164066Keywords:
Efikasi Kendiri Sains (Science Self-Efficacy), Kerangka Konseptual (Conceptual Framework), Murid Tahun 5 (Year 5 Pupils), A.P.D, Permainan Bukan Digital (Non-Digital Games)Abstract
Artikel ini mencadangkan kerangka konseptual yang menghubungkan pembelajaran berasaskan permainan bukan digital dengan efikasi kendiri sains murid Tahun 5 di Sekolah Jenis Kebangsaan Tamil (SJKT) di Malaysia. Kerangka ini memberi tumpuan kepada pembelajaran A.P.D (Act, Play, Do), yang merangkumi simulasi tubuh, permainan kad dan pembinaan model fizikal bagi tajuk fasa Bulan. Kerangka disusun melalui sintesis literatur dengan merujuk teori Piaget, Bandura dan Kolb. Setiap peringkat A.P.D dijangka menyediakan pengalaman yang berkaitan dengan empat sumber efikasi kendiri, iaitu pengalaman penguasaan, pengalaman melalui pemerhatian, pujukan lisan dan keadaan emosi. Artikel ini memetakan tiga aras analisis, iaitu ciri permainan, pengalaman murid dalam A.P.D dan sumber efikasi kendiri. Pemetaan tersebut menyediakan asas untuk meneliti hubungan antara ketiga-tiga aras secara empirikal dan tidak dikemukakan sebagai bukti bahawa A.P.D meningkatkan efikasi kendiri.
This article proposes a conceptual framework that links non-digital game-based learning with science self-efficacy among Year 5 pupils in Tamil National-Type Primary Schools (SJKT) in Malaysia. The framework focuses on A.P.D (Act, Play, Do) learning, comprising body-based simulation, card games, and physical model construction for the topic of Moon phases. It was developed through a synthesis of the literature, drawing on the theories of Piaget, Bandura, and Kolb. Each stage of A.P.D is expected to provide experiences related to the four sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and emotional states. The article maps three levels of analysis: game characteristics, pupils’ experiences within A.P.D, and sources of self-efficacy. This mapping provides a basis for empirically examining the relationships among these three levels and is not presented as evidence that A.P.D improves self-efficacy.
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