EKSPLORASI PENGGUNAAN GAMIFIKASI SEBAGAI PENDEKATAN PEMBELAJARAN AKTIF DALAM SUBJEK MATEMATIK SEKOLAH RENDAH

Abstract

Pendekatan pembelajaran aktif penting dalam membangunkan kemahiran Pendidikan Abad ke-21 (PAK21) bagi subjek Matematik sekolah rendah. Namun demikian, pengajaran berpusatkan guru dan kaedah tradisional masih banyak diamalkan di bilik darjah. Oleh itu, kajian kualitatif berbentuk eksploratori ini dijalankan bagi meneroka amalan guru Matematik sekolah rendah terhadap penggunaan elemen gamifikasi sebagai pendekatan pembelajaran aktif. Kajian melibatkan enam orang guru Matematik di daerah Gombak, Selangor yang dipilih secara persampelan bertujuan. Data dikumpulkan melalui temu bual separa berstruktur, pemerhatian bilik darjah dan analisis dokumen kemudian dianalisis menggunakan analisis tematik. Dapatan kajian menunjukkan bahawa penggunaan elemen gamifikasi seperti kuiz interaktif, sistem ganjaran dan pertandingan berkumpulan didapati berpotensi meningkatkan minat, motivasi, keyakinan diri serta penglibatan aktif murid. Walau bagaimanapun, beberapa cabaran dikenal pasti seperti kekangan masa, keterbatasan teknologi dan perbezaan tahap kebolehan murid. Implikasi kajian menunjukkan bahawa gamifikasi berpotensi membantu guru mewujudkan suasana pembelajaran Matematik yang lebih interaktif, menyeronokkan dan berpusatkan murid. Secara keseluruhannya, kajian ini menunjukkan bahawa gamifikasi mampu menjadi pendekatan yang berkesan dalam memperkukuh pedagogi Matematik sekolah rendah apabila dilaksanakan secara sistematik dan fleksibel.

Active learning approaches are essential for developing 21st-century learning skills among primary school pupils, particularly in Mathematics education. Nevertheless, teacher-centred instruction and traditional teaching methods remain widely practised in classrooms. Therefore, this exploratory qualitative study was conducted to explore primary school Mathematics teachers’ practices in using gamification elements as an active learning approach. The study involved six Mathematics teachers from the Gombak district, Selangor, who were selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations and document analysis, and subsequently analysed using thematic analysis. The findings indicate that the use of gamification elements, such as interactive quizzes, reward systems and group competitions, has the potential to enhance pupils’ interest, motivation, self-confidence and active participation in Mathematics learning. However, several challenges were identified, including time constraints, limited access to technology and differences in pupils’ ability levels. The findings further suggest that gamification can support teachers in creating a more interactive, enjoyable and learner-centred Mathematics learning environment. Overall, this study demonstrates that gamification has the potential to serve as an effective pedagogical approach for strengthening primary Mathematics education when implemented systematically and flexibly.