Kesan KG (Kineasthetic, Gamification) terhadap tingkah laku disruptif dalam kalangan kanak-kanak (ADD/ADHD) sekolah rendah masalah pembelajaran

Kannamah Mottan

Abstract

Kajian ini bertujuan meninjau samaada pergerakan gamifikasi atau kinaesthetic gamification (KG) boleh bantu mengurangkan masalah tingkah laku disruptif dalam kalangan kanak-kanak masalah pembelajaran (ADD/ADHD) sekolah rendah. Kajian berbentuk kuantitatif menggunakan kaedah tinjauan melalui soal selidik, temu bual dan pemerhatian dijalankan di Perak, Selangor dan Melaka. Persampelan bertujuan (purposive sampling) terdiri daripada 30 orang murid ADHD dan 30 orang guru pendidikan khas. Instrumen kajian terdiri daripada dua set soal selidik (murid ADHD dan guru), jadual pemerhatian dan temu bual berstruktur. KG ditadbir selama empat minggu. Dapatan kajian menunjukkan guru menangani masalah tingkah laku disruptif melalui pensyoran ubat-ubatan oleh ibu bapa murid dan pemberian token ekonomi. Hasil dapatan melalui pemerhatian menunjukkan tingkah laku disruptif berkurangan selepas menerima intervensi. Walau bagaimanapun, hasil analisis korelasi Pearson menunjukkan tidak terdapat hubungan signifikan antara emosi dengan masalah tingkah laku disruptif. Kesimpulannya, penggunaan teknik KG bagi mengurangkan masalah tingkah laku disruptif dalam kalangan murid di sekolah rendah yang mengalami masalah ADD/ADHD boleh dipertimbangkan oleh guru.

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