KERANGKA KONSEPTUAL UNTUK PEMBANGUNAN MODUL CERITA SOSIAL REALITI TERIMBUH DALAM PENGAJARAN KEMAHIRAN SOSIAL MURID AUTISTIK SEKOLAH RENDAH
A CONCEPTUAL FRAMEWORK FOR DEVELOPING AUGMENTED REALITY SOCIAL STORY MODULE IN TEACHING SOCIAL SKILLS TO PRIMARY SCHOOL STUDENTS WITH AUTISM
DOI:
https://doi.org/10.35631/IJMOE.829072Keywords:
Cerita Sosial (Social Story), Kaedah Fuzzy Delphi (Fuzzy Delphi Method), Kemahiran Sosial (Social Skills), Murid Autistik (Students with Autism), Model TPACK (TPACK Model), Realiti Terimbuh (Augmented Reality)Abstract
Kajian ini bertujuan membangunkan serta membentangkan kerangka konseptual modul cerita sosial berasaskan realiti terimbuh yang memfokuskan kemahiran komunikasi dan interaksi sosial dalam pengajaran murid autistik di sekolah rendah. Modul ini dibangunkan dengan merujuk kepada Teori Ketidakupayaan Triad, Teori Kognitif Pembelajaran Multimedia dan Model TPACK bagi mewujudkan persekitaran pembelajaran yang lebih interaktif serta menarik. Kajian ini menggunakan pendekatan Reka Bentuk dan Pembangunan (PRP) yang diubah suai yang melibatkan tiga fasa utama, iaitu analisis keperluan, reka bentuk dan pembangunan serta penilaian. Dalam fasa pertama, kajian tinjauan dijalankan bagi mengumpul maklumat daripada 220 orang guru pendidikan khas berkaitan keperluan pembangunan modul. Fasa kedua melibatkan penggunaan kaedah Fuzzy Delphi bagi memperoleh konsensus daripada pakar dalam bidang pendidikan khas. Fasa ketiga pula menilai tahap kebolehgunaan modul dalam kalangan guru pendidikan khas. Dapatan kajian ini memberikan pendekatan yang inovatif dalam meningkatkan kemahiran sosial murid autistik melalui penggunaan teknologi realiti terimbuh serta menyokong pelaksanaan pendidikan inklusif di Malaysia.
This study aims to develop and present a conceptual framework for an augmented reality based social story module that focuses on communication skills and social interaction in the instruction of primary school students with autism. The module is developed based on the Triad Impairment Theory, Multimedia Learning Theory, and the Technological Pedagogical Content Knowledge (TPACK) model to create a more interactive and engaging learning environment. The study employs a modified Design and Development Research (DDR) approach, which involves three main phases: needs analysis, design and development, and evaluation. In the first phase, a survey study was conducted to collect data from 220 special education teachers regarding the need for developing the proposed module. The second phase involved the application of the Fuzzy Delphi Method to obtain consensus from experts in the field of special education. The third phase focused on evaluating the usability of the module among special education teachers. The findings of this study provide an innovative approach to enhancing the social skills of students with autism through the use of augmented reality technology, thereby supporting inclusive education in Malaysia.
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