UPSI Digital Repository (UDRep)
Start | FAQ | About
Menu Icon

QR Code Link :

Type :thesis
Subject :QH Natural history
Main Author :Nur Izwani Mohd Shapri
Title :Pembangunan modul Bio-GamyX dan kesannya terhadap motivasi, penglibatan dan pencapaian topik komposisi Kimia dalam sel
Place of Production :Tanjong Malim
Publisher :Fakulti Sains dan Matematik
Year of Publication :2021
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini bertujuan membangunkan modul Bio-GamyX dan menentukan kesannya terhadap motivasi, pelibatan dan pencapaian topik Komposisi Kimia Dalam Sel. Kajian ini terdiri daripada dua fasa iaitu fasa pembangunan modul dan fasa menilai kesan modul. Reka bentuk kajian pembangunan digunakan dalam fasa pertama manakala reka bentuk kuasi eksperimen digunakan dalam fasa kedua. Pembangunan modul Bio-GamyX adalah berpandukan integrasi Model Pembangunan Modul Sidek dan Lima Langkah Mengaplikasi Elemen Gamifikasi Dalam Pembelajaran. Kesahan modul dinilai oleh sembilan pakar menggunakan dua instrumen iaitu soal selidik kesahan modul dan soal selidik kesahan aktiviti modul dengan indeks kesahan masing-masing 0.84 dan 0.88. Nilai kebolehpercayaan modul (Alpha Cronbach = 0.71) diperoleh melalui kajian rintis. Pada fasa kedua, responden kajian terdiri daripada 99 orang murid Biologi Tingkatan Empat daripada tiga buah sekolah menengah harian di daerah Kinta Selatan yang dipilih menggunakan teknik persampelan rawak berkelompok. Responden dibahagikan kepada 53 orang murid dalam kumpulan rawatan dan 46 orang murid dalam kumpulan kawalan. Tiga instrumen digunakan iaitu Skala Motivasi Akademik Untuk Pembelajaran Biologi, Inventori Pelibatan Murid dan Ujian Pencapaian Komposisi Kimia Dalam Sel. Data dianalisis secara statistik inferensi. Dapatan analisis MANCOVA menunjukkan terdapat perbezaan yang signifikan bagi min ujian pos antara kumpulan bagi motivasi [F (1, 96) = 18.87, p < .05], pelibatan [F (1, 96) = 10.82, p < .05] dan pencapaian [F (1, 96) = 6.28, p < .05] dengan ujian pra pencapaian sebagai kovariat. Dapatan analisis MANOVA pengukuran berulang juga menunjukkan bahawa terdapat perbezaan yang signifikan bagi min ujian pra dan ujian pos bagi konstruk-konstruk motivasi, pelibatan dan pencapaian antara keduadua kumpulan [F (3,95) =451.44, p < .05]. Kesimpulannya, modul Bio-GamyX dapat meningkatkan tahap motivasi, pelibatan dan pencapaian murid secara signifikan. Implikasinya, modul Bio-GamyX berkonsepkan gamifikasi boleh dijadikan kaedah pembelajaran alternatif kepada guru untuk meningkatkan motivasi, pelibatan dan pencapaian murid bagi topik Komposisi Kimia Dalam Sel.

References

Abu Bakar Nordin (1995). Penilaian afektif. Masa Enterprise.

 

Agboghoroma, T E., & Oyovwi, E.O (2015).Evaluating Effect of Students’ Academic

Achievement on Identified Difficult Concepts in Senior Secondary School Biology

in Delta State. Journal of Education and Practice, 6 (30), 117-125.

 

Alijah Ujang (2016). Pembangunan modul pembelajaran webquest pendidikan kesihatan

untuk guru pelatih murid bermasalah pembelajaran .Tesis PhD Tidak Diterbitkan:

Universiti Malaya.

 

Allen, P., & Bennett, K. (2008). SPSS for the health & behavioural sciences. Thomson.

 

Alucdibi, F., & Ekici, G. (2012). The effect of biology teachers’ classroom management

profiles on the biology course motivation level of the high school

students. Hacettepe University Journal of Education, 43, 25-36.

 

Amani Dahaman (2014). Pembangunan modul m-pembelajaran bahasa Arab di institut

pendidikan guru (Disertasi Kedoktoran Tidak Diterbitkan, Universiti Malaya).

 

Anderson, L. W., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and

assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

 

Ar, N. A. (2016). The effects of gamification on academic achievement and learning

strategies usage of vocational high school students .Tesis Sarjana tidak diterbitkan,

Turki: Sakarya University.

 

Arends, R. I. (1998). Resource handbook. Learning to teach (4th ed.). Boston, MA:

McGraw-Hill.

 

Armier, D. Des, Shepherd, C. E., & Skrabut, S. (2016). Using Game Elements to Increase

Student Engagement in Course Assignments. College Teaching, 64(2), 64–72.

https://doi.org/10.1080/87567555.2015.1094439

 

Attali, Y., Arieli-Attali, M. (2015): Gamification in assessment: Do points affect test

performance? Computer Education. 83, 57–63.

 

Awang, S., & Jais, S. M. (2020). Reliability of the Tazkiyatun NAFS Module.

International Journal of Academic Research in Business and Social Sciences, 10(2),

69–82.

 

Aydin, S., Yerdelen, S., Yalmanci, S. G., & Göksu, V. (2014). Academic Motivation

Scale for Learning Biology: A Scale Development Study. Education &

Science/Egitim ve Bilim, 39(176).

 

Aziri, S. S. M., & Ahmad, C. N. C. (2014). Penggunaan modul pembelajaran dan

pengajaran berasaskan analogi terhadap pencapaian pelajar bagi topik enzim

dalam biologi tingkatan 4. Jurnal Pendidikan Sains & Matematik Malaysia, 4(2),

91-103.

 

Aziri, S. S. M., & Ahmad, C. N. C. (2014). Penggunaan modul pembelajaran dan

pengajaran berasaskan analogi terhadap pencapaian pelajar bagi topik enzim dalam

biologi tingkatan 4. Jurnal Pendidikan Sains & Matematik Malaysia, 4(2), 91-103.

 

Bahagian Pembangunan Kurikulum (2011). Spesifikasi Kurikulum Biologi Tingkatan

Empat. Kementerian Pendidikan Malaysia, Putrajaya.

 

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan (2019). Jumlah Pelajar

Mengambil Sains,Teknologi, Kejuruteraan dan Matematik (STEM) Semakin

Merosot. Info MediaBil. (02) 2019, Edisi Mac-April. p.1

 

Baker, T.L. (1994), Doing Social research (2nd Edn.), New York: McGraw-Hill Inc.

 

Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Englewood Cliffs,

NJ: Prentice-hall.

 

Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2013). Improving participation and

learning with gamification. Dalam Proceedings of the First International

Conference on gameful design, research, and applications, 10-17.

doi:10.1145/2583008.2583010

 

Barathimalar, A. (2014). The acceptance and problems faced by teachers in conducting

higher order thinking skills (Disertasi Kedoktoran, Universiti Teknologi Malaysia).

 

Barell, J. (1991). Teaching for Thoughtfulness: Classroom Strategies To Enhance

Intellectual Growth. Longman Publishing Group, 95 Church St., White Plains, NY

10601.

 

Barkley, E. F. (2010). Student engagement techniques: A handbook for college faculty.

San Francisco, CA: Jossey Bass.

 

Berman, R.A. (2014). Engaging students require a renewed focus on teaching. Chronicle

of Higher Education., 61(3), 28-30.

 

Beswick, D. G. (2007). Management implications of the interaction between intrinsic

motivation and extrinsic rewards. Notes from seminar presentation February 16,

2007, University of Melbourne.

 

Bilen, K., Özel, M., & Köse, S. (2016). Using action research based on the predictobserve-

explain strategy for teaching enzymes. Turkish Journal of Education,

5(2), 72-81.

 

Bilen, K., Özel, M., & Köse, S. (2016). Using action research based on the predictobserve-

explain strategy for teaching enzymes. Turkish Journal of Education, 5(2),

72-81.

 

Biro, G. I. (2013). Ready, Study, Share: An Inquiry Into the Didactic Approach of

Gamification With a Special View to the Possible Application in Higher Education,

1st Annual International Interdisciplinary Conference, Conference Proceedings,

Vol.2, EGALITE, European Scientific Institute Publishing.

 

Bogost, I. (2015). Why gamification is bullshit. The gameful world: Approaches, issues,

applications, 65.

 

Bonde, M. T., Makransky, G., Wandall, J., Larsen, M. V., Morsing, M., Jarmer, H., &

Sommer, M. O. (2014). Improving biotech education through gamified laboratory

simulations. Nature Biotechnology, 32(7), 694–697

 

Borges, S. de S., Durelli, V., Reis, H., Isotani, S. (2014). A systematic mapping on

gamification applied to education. Dalam Proceedings of the 29th Annual ACM

Symposium on Applied Computing - SAC ’14. pp. 216–222.

 

Boyinbode, O. (2018). Development of a gamification based English vocabulary mobile

learning system. International Journal of Computer Science and Mobile

Computing, 7(8), 183-191.

 

Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of crosscultural

psychology, 1(3), 185-216.

 

Brookhart, S. M., & Nitko, A. J. (2008). Assessment and grading in classrooms. Pearson

College Division.

 

Brooks, J., & Brooks, M. (1993). In search of understanding: the case for constructivist

classrooms, ASCD. NDT Resource Center database.

 

Brophy, J. E. (2013). Motivating students to learn. Routledge.

 

Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive

Learning Environments, 24(6), 1162–1175.

 

Bunchball Inc. (2010). Gamification 101: An introduction to the use of game dynamics to

influence behavior. Di muat turun pada 15 Mac 2016,

http://www.bunchball.com/gamification/gamifi cation101.pdf

 

Byl, P.d. & Hooper, J. (2013). Key Attributes of Engagement in a Gamified Learning

Environment. Dalam Proceedings of Electric Dreams. Proceedings ascilite 2013

SydneyAustralasian Society for Computers in Learning in Tertiary Education.

 

Campbell, D. T. (1963). and JC Stanley. Experimental and quasi-experimental designs

for research, 8-12.Boston: Houghton Mifflin Company.

 

Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the

multitrait-multimethod matrix. Psychological bulletin, 56(2), 81.

 

Campos, A., Batista, E., Signoretti, A., Gardiman, R., & Madeira, C. (2015). Gamifying

activities in a higher education course. Dalam European Conference on Games

Based Learning (p. 117). Academic Conferences International Limited.

 

Carmines, E.G & Zeller, R.A (1979). Reliability and Validity Assessment. California:

SAGE Publications.

 

Chaffee, J. (1988). Teaching critical thinking across the curriculum. Journal of College

Reading and Learning, 21(1), 151-159.

 

Chatila, H. & Husseiny, F (2017). Effect of cooperative learning strategy on students’

acquisition and practice of scientific skills in Biology. Journal of Education in

Science, Environment and Health (JESEH), 3(1), 88-99.

 

Che Nidzam Che Ahmad, Saadiah Baharom, Yahaya, A., Sani, S. S., & Halimah Alimon.

(2018). The Development of ‘Jom Teroka dan Selidik Sains’ Teaching

Module. International Journal of Academic Research in Business and Social

Sciences, 8(1), 705-715.

 

Chee, Y. S., & Tan, D. K. C. (2012). Becoming chemists through game-based inquiry

learning: The case of Legends of Alkhimia. Electronic Journal of e-Learning,

10(2), 185-198

 

Chorney, A. I. (2012). Taking the game out of gamification. Dalhousie Journal of

Interdisciplinary Management, 8(1).

 

Chou, C. P., & Bentler, P. M. (1995). Estimates and tests in structural equation

modeling. Thousand Oaks, CA: Sage.

 

Chua Yan Piaw. (2014). Kaedah Penyelidikan Buku 1 (Edisi Ketiga). Kuala Lumpur:

McGraw-Hill Education.

 

Chyung, S. Y., Roberts, K., Swanson, I., & Hankinson, A. (2017). Evidence-based survey

design: The use of a midpoint on the Likert scale. Performance Improvement,

56(10), 15-23.

 

Çimer, A. (2012). What makes biology learning difficult and effective: Students’ views.

Educational Research and Reviews, 7(3), 61–71.

https://doi.org/10.5897/ERR11.205

 

Cipkova, E., Karolcik, S., Dudova, N., & Nagyova, S. (2017). What is the students’

interest in biology after the biology curriculum modification? The Curriculum

Journal, 29(3), 370-386.Cohen, J. (1988). Statistical power analysis for the

behavioral sciences. Abingdon.

 

Cole, P. G., & Chan, L. K. S. (1994). Teaching principles and practice. Prentice Hall.

 

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early

childhood programs. Washington, DC: National Association for the Education of

Young Children.

 

Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and

applications. Journal of applied psychology, 78(1), 98.

 

Cózar-Gutiérrez, R., & Sáez-López, J. M. (2016). Game-based learning and gamification

in initial teacher training in the social sciences: an experiment with

MinecraftEdu. International Journal of Educational Technology in Higher

Education, 13(1), 2.

 

Creager, J. G., & Murray, D. L. (1971). The use of modules in college biology teaching.

National Science Foundation, Washington, DC.

 

Creswell, J.W (2012). Educational Research: Planning, Conducting and Evaluating

Quantitative and Qualitative Research (Fourth). Boston: Pearson Education Inc.

 

Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory.

Orlando: Holt, Rinehart and Winston.

 

Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: Experiencing Flow in work

and play. San Francisco: Jossey Press.

 

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York:

Harper Perennial.

 

Cugelman, B. (2013) Gamification: What it is and why it matters to digital health

behavior change developers. JMIR Serious Games, 1(1).

 

D. Russell, J. (1974). Modular Instruction: A Guide to the Design, Selection, Utilization

and Evaluation of Modular Materials. New York: Burgess Pub. Co.

 

Da Rocha Seixas, L., Gomes, A. S., & De Melo Filho, I. J. (2016). Effectiveness of

gamification in the engagement of students. Computers in Human Behavior,

58(January), 48–63. https://doi.org/10.1016/j.chb.2015.11.021

 

De Bono, E. (1976). The greatest thinkers.

 

De Santana, S. J., Souza, H. A., Florentin, V. A., Paiva, R., Bittencourt, I. I., & Isotani, S.

(2016). A quantitative analysis of the most relevant gamification elements in an

online learning environment. Dalam Proceedings of the 25th international

conference companion on world wide web (pp. 911-916).

 

De Sousa Borges, S., Durelli, V. H., Reis, H. M., &Isotani, S. (2014). A systematic

mapping on gamification applied to education. Dalam Proceedings of the 29th

Annual ACM Symposium on Applied Computing (pp. 216-222). ACM.

 

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human

behavior. New York: Plenum Press.

 

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs

and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

 

Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic

motivation in education: Reconsidered once again. Review of educational

research, 71(1), 1-27.

 

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and

education: The self-determination perspective. Educational psychologist, 26(3-4),

325-346.

 

De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An

empirical study comparing gamification and social networking on elearning.

Computers & education, 75, 82-91.

 

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to

gamefulness: Defining gamification. Dalam Proceedings of the 15th International

Academic MindTrek Conference on Envisioning Future Media Environments -

MindTrek ’11, 9–11.

 

DeVellis, R. F. (2017). Scale Development: Theory and Applications (4th Edition). Sage

Publication.

 

Dewey, J. (1938) Experience and Education. New York: Collier Books.

 

Dichev, Christo & Dicheva, Darina. (2017). Gamifying education: what is known, what

is believed and what remains uncertain: a critical review. International Journal of

Educational Technology in Higher Education. 14. 10.1186/s41239-017-0042-5.

 

Dominguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernandez-Sanz, L., Pages, C.,

Martinez-Herraiz, J. (2013). Gamifying learning experiences: Practical implications

and outcomes. Computers & Education, 63, 380 - 392.

 

Driscoll, M. (2000). Psychology of Learning for Instruction. Boston: Allyn & Bacon

 

Elena Cipková, Štefan Karolcík, Natália Dudová & Sona Nagyová (2018) What is the

students’ interest in biology after the biology curriculum modification?, The

Curriculum Journal, 29:3, 370-386.

 

Elliott, S.N., Kratochwill, T.R., Littlefield Cook, J. & Travers, J. (2000). Educational

psychology: Effective teaching, effective learning (3rd ed.). Boston, MA: McGraw-

Hill College.

 

Erenli, K. (2011). Gamify your teaching: Using location-based games for educational

purposes. International Journal of Advanced Corporate Learning, 6(2), 22-27.

http://dx.doi.org/10.3991/ijac.v6i2.2960

 

Erenli, K. (2013). The impact of gamification-recommending education scenarios.

International Journal of Emerging Technologies in Learning (iJET), 8(S1), 15-21.

Ernest, P. (1994). Varieties of constructivism: Their metaphors, epistemologies and

pedagogical implications. Hiroshima Journal of Mathematics Education, 2(1994),

2.

 

Faghihi, U., Brautigam, A., Jorgenson, K., Martin, D., Brown, A., Measures, E., &

Maldonado-Bouchard, S. (2014). How gamification applies for educational purpose

specially with college algebra. Procedia Computer Science, 41, 182–187.

 

Farozi, M. (2016). Rancang Bangun Website Gamifikasi Sebagai Strategi Pembelajaran

dan Evaluasi Hasil Belajar Mahasiswa. Sumatera Selatan, Indonesia: Amik

Lembah Dempo.

 

Felicia, P. (2012). Motivation in Games: A Literature Review. International Journal of

Computer Science in Sport (International Association of Computer Science in

Sport), 11(1).

 

Field, A. (2009). Discovering statistics using SPSS. Sage Publication.

Foddy, W., & Foddy, W. H. (1994). Constructing questions for interviews and

questionnaires: Theory and practice in social research. Cambridge University

press.

 

Fox, R. (2001). Constructivism examined. Oxford review of education, 27(1), 23-35.

 

Fracz, W. (2015). An empirical study inspecting the benefits of gamification applied to

university classes. 7th Computer Science and Electronic Engineering Conference

(CEEC) (pp. 135–139). IEEE.

 

Fraenkel, J. R., & Wallen, N. E. (2007). How to design and evaluate research in

education (7th ed). New York: McGraw-Hill.

 

Fraenkel, J.R & Wallen, E.N (1996). How to Design and Evaluate Research. United State

of America: Mc-Graw-Hill.

 

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential

of the concept, state of the evidence. Review of Educational Research, 74, 59–109.

 

George, P. M. (1970). Social Factors and Educational Aspirations of Canadian High

School Students.

 

Ghazali Darusalam & Sufean Hussein. (2016). Metodologi penyelidikan dalam

pendidikan: Amalan dan analisis kajian. Penerbit Universiti Malaya.

 

Gibbons, M. (1971). Individualized instruction: A descriptive analysis. New York:

Teachers College Press.

 

Gibbs, R., & Poskitt, J. (2010). Student engagement in the middle years of schooling

(Years 7-10): A literature review report to the Ministry of Education.

 

Gironacci, I. M., Mc-Call, R., & Tamisier, T. (2017). Collaborative Storytelling Using

Gamification and Augmented Reality. Dalam International Conference on

Cooperative Design, Visualization and Engineering (pp. 90-93). Springer, Cham.

 

Glasersfeild, E. V. (1974). Piaget and the radical constructivist

epistemology. Epistemology and education, 1-24.

 

Gliem, J. A., & Gliem, R. R. (2003). Calculating, interpreting, and reporting Cronbach’s

alpha reliability coefficient for Likert-type scales. Midwest Research-to-Practice

Conference in Adult, Continuing, and Community Education.

 

Goldschmid, B., & Goldschmid, M. L. (1973). Modular instruction in higher education:

A review. Higher education, 2(1), 15-32.

 

Gonzales, E., (2006). A modular Approach to Writing in the Discipline. Cabanatuan City,

Philippines: Anahaw Enterprise.

 

Goodwin, B., & Miller, K. (2013). Research says evidence on Flipped Classrooms is still

coming in. Technology Rich Learning, 70 (6), 78-80.

 

Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning.

Handbook of educational psychology, 77, 15-46.

 

Guilford, J. P., & Fruchter, B. (1956). Fundamental Statistic in Psychology and

Education, Mc-Graw. Hill Co.

 

Hahs-Vaughn, D. L. (2016). Applied multivariate statistical concepts. Taylor & Francis.

 

Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (1998).

Multivariate data analysis.New Jersey.

 

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work?--a literature review

of empirical studies on gamification. Dalam System Sciences (HICSS), 2014 47th

Hawaii International Conference on (pp. 3025-3034). IEEE.

 

Harlen, W., & Deakin Crick, R. (2003). Testing and motivation for learning. Assessment

in Education: principles, policy & practice, 10(2), 169-207.

 

Harrison, A. G., & Treagust, D. F. (2000). Learning about atoms, molecules, and

chemical bonds: A case study of multiple-model use in grade 11 chemistry.

Science Education, 84(3), 352-381.

 

Harrold, D. J. (2015). Game on: A qualitative case study on the effects of gamified

curriculum design on student motivational learning habits. (PhD Dissertation)

Robert Morris University

 

Haskell, C.C. (2012). Design Variables of Attraction in Quest-Based Learning. Tesis

PhD tidak diterbitkan: Boise State University

 

Hendrickson, A. R., Massey, P. D., & Cronan, T. P. (1993). On the test-retest reliability

of perceived usefulness and perceived ease of use scales. MIS quarterly, 227-230.

 

Hendrickson, A.R., P.D. Massey, and T.P. Cronan (1993) ”On the Test-retest Reliability

of Perceived Usefulness and Perceived Ease of Use Scales” MIS Quarterly 17(2),

pp.227-230.

 

Honebein, P. C. (1996). Seven goals for the design of constructivist learning

environments. Constructivist learning environments: Case studies in instructional

design, 11-24.

 

Hong, G. Y., & Masood, M. (2014). Effects of Gamification on Lower Secondary School

Students’ Motivation and Engagement. World Academy of Science,Engineering and

Technology, International Journal of Social, Behavioral,Educational, Economic,

Business and Industrial Engineering, 8(12), 3733-3740.

 

Hsu, K. C. (2016). Social gamification in multimedia instruction: assessing the effects of

animation, reward strategies, and social interactions on learners motivation and

academic performance in online settings.Tesis PhD Tidak Diterbitkan, USA:

University of Kansas.

 

Huang, B., & Hew, K. F. (2015). Do points, badges and leaderboard increase learning

and activity: A quasi-experiment on the effects of gamification. Dalam Proceeding

of the 23rd International Conference on Computers in Education (pp. 275–280).

 

Huang, B., Hew, K. F., & Lo, C. K. (2018). Investigating the effects of gamificationenhanced

flipped learning on undergraduate students’ behavioral and cognitive

engagement. Interactive Learning Environments, 1–21.

 

Huang, W.H.Y, & Soman, D. (2013). A practitioner's guide to gamification of education.

Toronto, ON, Canada: Rotman school of management.

 

Hunicke, R., LeBlanc, M., & Zubek, R. (2004). MDA: A formal approach to game design

and game research. In Proceedings of the AAAI Workshop on Challenges in Game

AI (Vol. 4, No. 1, p. 1722).

 

Husen, T., & Postlethwaite, T. N. (1985). International encyclopedia of education.

Pergamon Press.

 

Hussain, S. S., Tan, W. H., & Idris, M. Z. (2014). Digital game-based learning for

remedial mathematics students: A new teaching and learning approach In

Malaysia. International Journal of Multimedia Ubiquitous Engineering, 9(11), 325-

338.

 

Ibrahim Yildirim & Sedat Sen (2019) The effects of gamification on students’ academic

achievement: a meta-analysis study, Interactive Learning Environments, 24:6,

1162-1175, DOI: 10.1080/10494820.2014.964263

 

Jackson, S. L. (2015). Research methods and statistics: A critical thinking approach.

Cengage Learning.

 

Jamaludin Ahmad & Sidek Mohd Noah (2001). Pendekatan Alternatif Menentukan

Kesahan dan Kebolehpercayaan Modul Program Maju Diri Jabatan Pendidikan

Selangor. Jurnal PERKAMA, 9, 97-118.

 

Jamaludin Ahmad (2002) Kesahan, Kebolehpercayaan dan Keberkesanan Modul

Program Maju Diri Ke Atas Motivasi Pencapaian Dikalangan Pelajar Sekolah

Menengah Negeri Selangor. Tesis PhD Tidak Diterbitkan, Serdang: Universiti Putra

Malaysia.

 

Jamaludin Ahmad. (2016). Modul Motivasi Diri (Edisi Ketiga). Kuala Lumpur: Dewan

Bahasa dan Pustaka.

 

Jang, J., Park, J. J., & Mun, Y. Y. (2015). Gamification of online learning.

Dalam International Conference on Artificial Intelligence in Education (pp. 646-

649). Springer, Cham.

 

Johnstone, A. H., & Mahmoud, N. A. (1980). Isolating topics of high perceived difficulty

school biology. Journal of biological Education, 14(2), 163-166.

 

Jose, J., & Vinay, M. (2017). Performance Analysis of Gamification Over the Traditional

Classroom in Education. Indian Journal of Science and Technology, 10(13), 1–5.

 

Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods

and strategies for training and education. John Wiley & Sons.

 

Kapur, M. (2016). Examining productive failure, productive success, unproductive

failure, and unproductive success in learning. Educational Psychologist, 51(2), 289-

299.

 

Kelly A. Rocca (2010) Student Participation in the College Classroom: An Extended

Multidisciplinary Literature Review, Communication Education, 59:2, 185-213,

DOI:10.1080/03634520903505936

 

Kementerian Pendidikan Malaysia (2018). Laporan Tahunan 2017 Pelan Pembangunan

Pendidikan Malaysia 2013-2025. Putrajaya: Kementerian Pendidikan Malaysia.

 

Kementerian Pendidikan Malaysia. (2013).Panduan Pelaksanaan Pentaksiran Bilik

Darjah. Putrajaya :Bahagian Pembangunan Kurikulum.

 

Kementerian Pendidikan Malaysia. (2017). Dasar Pendidikan Kebangsaan. Firdaus Press

Sdn. Bhd : Selangor.

 

Kementerian Pendidikan Malaysia. (2018). Pelan Pembangunan Pendidikan Malaysia

2013-2025. Putrajaya :Bahagian Pendidikan Guru.

 

Killi, K. (2006). Evaluations of an experiential gaming model. An Interdisciplinary

Journal on Humans in ICT Environments, 2(2), 187-201

 

Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education. Dalam

Proceedings of 9th International Balkan Education and Science Conference.

 

Kisoglu, M. (2018). An Examination of Science High School Students' Motivation

towards Learning Biology and Their Attitude towards Biology Lessons.

International Journal of Higher Education, 7(1), 151-164.

 

Klop, T., Severiens, S. E., Knippels, M. C. P., van Mil, M. H., & Ten Dam, G. T. (2010).

Effects of a science education module on attitudes towards modern biotechnology

of secondary school students. International Journal of Science Education, 32(9),

1127-1150.

 

Landers, R. N., Auer, E. M., Collmus, A. B., & Armstrong, M. B. (2018). Gamification

science, its history and future: Definitions and a research agenda. Simulation &

Gaming, 49(3), 315-337.

 

Landers, R. N., Bauer, K. N., Callan, R. C., & Armstrong, M. B. (2015). Psychological

theory and the gamification of learning. In Gamification in education and

business (pp. 165-186). Springer, Cham.

 

Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why

bother?Academic exchange quarterly. 15(2),146.

 

Legaki, N. Z., Xi, N., Hamari, J., & Assimakopoulos, V. (2019, January). Gamification

of the future: an experiment on gamifying education of forecasting. Dalam

Proceedings of the 52nd Hawaii International Conference on System Sciences.

 

Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack

motivation in the classroom? Toward an understanding of academic amotivation

and the role of social support. Journal of Educational Psychology, 98(3), 567–582.

https://doi.org/10.1037/0022-0663.98.3.567

 

Lembaga Peperiksaan Malaysia (2013). Elemen kemahiran berfikir aras tinggi (KBAT)

dalam instrumen pentaksiran. Putrajaya: Kementerian Pendidikan Malaysia.

 

Lenth, R. V. (2001). Some practical guidelines for effective sample size determination.

The American Statistician, 55(3), 187-193.

 

Lepper, M. R., & Malone, Th. W. (1987). Intrinsic motivation and instructional

effectiveness in computer-based education. In R. E. Snow & M. J. Farr (Eds.),

Aptitude, learning, and instruction: Vol. 3. Conative and affective process analyses

(pp. 255-286). Hillsdale, NJ: Lawrence Erlbaum.

 

Lippmann, S. (2013). Facilitating Class Sessions for Ego-Piercing Engagement. New

Directions for Teaching and Learning.

 

Lister, M. (2015). Gamification: The effect on student motivation and performance at the

post-secondary level. Issues and Trends in Educational Technology, 3(2).

 

Lynn, M. R. (1986). Determination and quantification of content validity. Nursing

research

 

Ma, T.B.N. (2017) Modular instruction enhances learner autonomy. American Journal of

Educational Research, vol. 5, no. 10 (2017)

 

MacKinnon, R. J., Stoeter, R., Doherty, C., Fullwood, C., Cheng, A., Nadkarni, V.Chang,

T. P. (2015). Self-motivated learning with gamification improves infant CPR

performance, a randomised controlled trial. BMJ Simulation and Technology

Enhanced Learning, 1(3), 71–76.

 

Madihie, A., & Noah, S. M. (2013). An application of the Sidek module development in

Rebt counseling intervention module design for orphans. Procedia-Social and

Behavioral Sciences, 84, 1481-1491.

 

Maehr, M. L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where

we've been, where we are, and where we need to go. Educational psychology

review, 9(4), 371-409.

 

Mahmud, M. I., Noah, S. M., Ahmad, J., & Ahmad, W. M. W. (2017). Modul Kesediaan

Kerjaya Berdasarkan Teori Cognitive Information Processing (CIP). JuKu: Jurnal

Kurikulum & Pengajaran Asia Pasifik, 4(3), 59-76.

 

Majuri, J., Koivisto, J., & Hamari, J. (2018). Gamification of education and learning: A

review of empirical literature. Dalam Proceedings of the 2nd international

GamiFIN conference, GamiFIN 2018. CEUR-WS.

 

Marín, B., Frez, J., Cruz-Lemus, J., & Genero, M. (2018). An empirical investigation on

the benefits of gamification in programming courses. ACM Transactions on

Computing Education (TOCE), 19(1), 1-22.

 

Matallaoui, A., Hanner, N., & Zarnekow, R. (2016). Gamification: Using game elements

in serious contexts. StieglitzS. LattemannC. Robra-BissantzS. ZarnekowR.

BrockmannT.(Eds.), 3-19.

 

Mayer, R. E. (1977). Thinking and problem solving: An introduction to human cognition

and learning. Scott, Foresman.

 

McDaniel, R., Lindgren, R., & Friskics, J. (2012). Using badges for shaping interactions

in online learning environments. Dalam Proceedings of the 2012 IEEE

International Professional Communication Conference, 55-76.

 

McGonigal, J. (2011). Reality is broken: Why games make us better and how they can

change the world. Penguin.

 

McGrath, N., & Bayerlein, L. (2013). Engaging online students through the gamification

of learning materials: The present and the future. Dalam ASCILITE-Australian

Society for Computers in Learning in Tertiary Education Annual Conference (pp.

573-577). Australasian Society for Computers in Learning in Tertiary Education.

 

Measles, S., & Abu-Dawood, S. (2015, March). Gamification: Game–based methods and

strategies to increase engagement and motivation within an elearning environment.

Dalam Society for Information Technology & Teacher Education International

Conference (pp. 809-814). Association for the Advancement of Computing in

Education (AACE).

 

Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding

the effects of individual gamification elements on intrinsic motivation and

performance. Computers in Human Behavior, 71, 525–534.

https://doi.org/10.1016/j.chb.2015.08.048

 

Mekler, E. D., Uhlmann, F. B., Opwis, K., & Tuch, A. N. (2013). Do Points, Levels and

Leaderboards Harm Intrinsic Motivation? An Empirical Analysis of Common

Gamification Elements. Gamification 2013 (pp. 66–73). Ontario.

https://doi.org/10.1145/2583008.2583017

 

Mohammad Aziz Shah Mohamed Arip. (2010). Effect of group guidance on self-concept,

resilience, and adolescent aggression. Tesis PhD tidak diterbitkan. Bangi,

Malaysia: Universiti Kebangsaan Malaysia.

 

Mohd Afifi Bahurudin Setambah. (2017). Pembangunan dan Pengujian Modul Kaedah

Pengajaran Berasaskan Adventure terhadap Pencapaian Statistik Asas,

Kemahiran Berfikir Kritis dan Kemahiran Kepimpinan .Tesis PhD tidak

diterbitkan, Tanjong Malim: Universiti Pendidikan Sultan Idris.

 

Mohd Majid Konting (1993). Kaedah Penyelidikan Pendidikan, (Edisi kedua), Kuala

Lumpur: Dewan Bahasa dan Pustaka.

 

Mohd Majid Konting. (1990). Kaedah penyelidikan pendidikan. Dewan Bahasa dan

Pustaka.

 

Mohd Sani, I., & Wan Roslini, M. R. (2019). Model Pembinaan Modul Sidek Di Dalam

Modul Intervensi Pengurusan Stress Pelajar. Dalam International Conference On

Social Sciences, Humanities And Technology, 26-27 January 2019,

 

Morrison, B. B and Betsy D. (2014). Khan Academy Gamifies Computer Science.

Proceedings of the 45th ACM technical symposium on Computer science education.

39-44

 

Muhammad Nurul Azmi & Nurzatulshima, K.(2017). Penerapan Kemahiran Berfikir

Aras Tinggi (KBAT): Kesediaan Guru dalam Pengajaran dan Pembelajaran Reka

Bentuk dan Teknologi (RBT) di Sekolah Rendah. International Research Journal of

Education and Sciences (IRJES), 1(1), 1-5.

 

Mumtaz, S., (2000). Factors affecting teachers' use of information and communications

technology: a review of the literature, Journal of Information Technology for

Teacher Education, 9(3), pp. 319-342.

 

Naik, V., & Kamat, V. (2015). Adaptive and gamified learning environment (AGLE).

Dalam 2015 IEEE Seventh International Conference on Technology for Education

(T4E) (pp. 7-14). IEEE.

 

Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. Handbook of

positive psychology, 195-206.

 

Nicholson, S. (2015). A recipe for meaningful gamification. Gamification in education

and business (pp. 1-20). Springer, Cham.

 

Nilsson, E. (2017). The relationships between students achievements, self-efficacy and

motivation in biology education.Tesis PhD tidak diterbitkan: Linnaeus University.

 

Nisa Khairudin, Che zalina Zulkifli, Norazah abdul aziz, & Norhisham mohamad Nordin

(2017). Reka Bentuk Gamifikasi Pembelajaran Geografi Berasaskan Permainan

Geoplay. Geografi, 5(1), 46-61.

 

Nitko, A. J. (1996). Educational assessment of students. Prentice-Hall

 

Noor Miza, A. R. (2015). Pembinaan Modul Berasaskan Pendekatan Projek Untuk

meningkatkan Kemahiran Berkomunikasi Murid Tadika .Tesis PhD tidak

diterbitkan: Universiti Sains Malaysia.

 

Norusis M.J & SPSS Ins. (1993). SPSS for Windows: Base System User’s Guide.

Chicago: SPSS Ins.

 

Nunnally, J. C. (1967). Psychometric theory (1st ed.). New York: McGraw-Hill.

 

Nunnally, J. C. (1981). Psychometric theory (3rd Edition) New York: Mc-Graw-Hill.

 

Nunnally, J.C. & Bernstein, I.H (1994). Psychometric Theory (3rd ed.). New York:Mc

Graw-Hill.

 

Nunnally, J.C. (1967). Psychometric Theory. New York: McGraw-Hill.

 

Nunnaly, J. C.(1978), Psychometric Theory. Book Company New York.

 

Oliver, K. M. (2000). Methods for developing constructivism learning on the

web. Educational Technology, 40 (6)

 

Ong, D., Yeng, C. Y., Hong, C. W., & Young, K. T. (2013). Motivation of Learning: an

Assessment of the Practicality and Effectiveness of Gamification Within a Tertiary

Education System in Malaysia.Dalam World Academy of Researchers, Educators,

and Scholars in Business, Social Sciences, Humanities and Education (In

Association with the Academy of World Finance, Banking, Management and IT)

Conference Proceedings, 1(1), 131–146.

 

Osman, K., & Lay, A. N. (2020). MyKimDG module: an interactive platform towards

development of twenty-first century skills and improvement of students’ knowledge

in chemistry. Interactive Learning Environments, 1-14.

 

Othman, M. K. H., Puteh, A., Yusoff, M. Z. M., & Rahim, F. A. (2019). Keperluan

Penggunaan Modul Etika Kerja Guru dalam Meningkatkan Penghayatan Nilai

Pelajar. Islamiyyat, 41(1), 49-57.

 

Özcan N (2003). A Group of Students’ and Teachers’ Perceptions with Respect to

Biology Education at High School Level. Tesis Sarjana tidak diterbitkan. Ankara:

Middle East Technical University.

 

Pallant, J. (2011). A step by step guide to data analysis using SPSS program survival

manual 4th edition. New York: Mc Graw-Hill.

 

Pallant, J., & Manual, S. S. (2013). A step by step guide to data analysis using

SPSS. Berkshire UK: McGraw-Hill Education.

 

Pelan Pembangunan Pendidikan Malaysia (2013). Kementerian Pendidikan Malaysia.

Draf Kurikulum Standard Sekolah.

 

Pelling, N. (2011). The (short) prehistory of gamification. Funding Startups (& other

impossibilities), 9.

 

Phang, F. A., Mohd Salleh Abu, Mohammad Bilal Ali, & Salmiza Salleh (2014). Faktor

Penyumbang Kepada Kemerosotan Penyertaan Pelajar dalam Aliran Sains: Satu

Analisis Sorotan Tesis. Sains Humanika, 2(4), 63–71.

 

Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of

constructivism. Educational researcher, 24(7), 5-12.

 

Piaget, J. (1936). Origins of intelligence in the child. London: Routledge & Kegan Paul.

 

Pink, D. H. (2010). Drive: The surprising truth about what motivates us. Edinburgh:

Canongate.

 

Posnick-Goodwin, S. (2010). Meet Generation Z. CTA Magazine, 14(5).

 

Potvin. P & Hasni. A.K (2014) Interest, motivation and attitude towards science and

technology at K-12 levels: a systematic review of 12 years of educational research,

Studies in Science Education, 50:1, 85-129

 

Prambayun, A., Suyanto, M. S. M., & Sunyoto, A. (2016). Model gamifikasi untuk

sistem manajemen pembelajaran. Semnasteknomedia Online, 4(1), 2-6.

 

Prasetyo, I.A. (2016). Penerapan Konsep Gamifikasi pada Perancangan Aplikasi

Pembelajaran Al-Quran. Seminar Nasional Teknologi Informasi dan Multimedia.

 

Prokop, P., Prokop, M., & Tunnicliffe, S. D. (2007). Is biology boring? Student attitudes

toward biology. Journal of biological education, 42(1), 36-39.

 

Punch, K.F. (1998). Introduction to social research: Quantitative and qualitative

approaches. London: Sage.

 

Pusat Perkembangan Kurikulum (2002).Huraian sukatan pelajaran Biologi Tingkatan

Empat. Putrajaya: Kementerian Pendidikan Malaysia.

 

Puspitasari, A. H., & Yuliani, Y. (2020). Analisis Miskonsepsi Materi Enzim Dengan

Menggunakan TT-MCTE Terhadap Siswa SMA. BioEdu, 9(1), 93-101.

 

Rachels, J. R., & Rockinson-Szapkiw, A. J. (2018). The effects of a mobile gamification

app on elementary students’ Spanish achievement and self-efficacy. Computer

Assisted Language Learning, 31(1-2), 72-89.

 

Rahman, M. H. A., Ismail, D., Noor, A. Z. B. M., & Salleh, N. S. B. M. (2018).

Gamification elements and their impacts on teaching and learning–A review. The

International Journal of Multimedia & Its Applications (IJMA) Vol, 10.

 

Rahman, R. A., Ahmad, S., & Hashim, U. R. (2018). The effectiveness of gamification

technique for higher education students engagement in polytechnic Muadzam Shah

Pahang, Malaysia. International Journal of Educational Technology in Higher

Education, 15(1), 41.

 

Rashidah Begum, G. (2016). Pembangunan modul bioteknologi bagi mata pelajaran

biologi sekolah menengah .Tesis PhD tidak diterbitkan: Universiti Malaya.

 

Renninger, K. A., & Hidi, S. (2015). The power of interest for motivation and

engagement. Routledge.

 

Robic, S. (2010). Mathematics, thermodynamics, and modeling to address ten common

misconceptions about protein structure, folding, and stability. CBE—Life Sciences

Education, 9(3), 189-195.

 

Rohaila Mohamed Rosly & Fariza Khalid (2017). Gamifikasi : Konsep dan Implikasi

dalam Pendidikan. Pembelajaran Abad Ke-21: Trend Integrasi Teknologi, 144–154.

 

Rohwati, M. (2012). Penggunaan education game untuk meningkatkan hasil belajar IPA

biologi konsep klasifikasi makhluk hidup. Jurnal Pendidikan IPA Indonesia, 1(1).

 

Rose, J. A. (2015). Gamification of Physics Education: Enhancing Student LearningWith

Gamified Online Quizzes. The Western Conference in Science Education.

 

Rosly, M. R., & Khalid, F. (2017). Gamifikasi: Konsep dan implikasi dalam pendidikan.

Pembelajaran Abad ke-21: Trend Integrasi Teknologi, 144-154.

 

Rosnaini, S., Maimun, A., & Mok, S. S. (2011). Siri Kemahiran Generik: Kemahiran

Berfikir. Selangor: Penerbitan Multimedia Sdn Bhd.

 

Rouse, K. E. (2013). Gamification in Science Education: The Relationship of

Educational Games to Motivation and Achievement. University of Sothern

Mississippi.

 

Ruggiero, V. R. (1984). The Moral Imperative: An Introduction to Ethical Judgment.

 

Russell, J.D. (1974). Modular Instruction: A guide to the design. Selection, utilization and

evaluation of modular material. United State: Barger Publication Company.

 

Rustaman, N.Y.(2011). Pendidikan dan Penelitian Sains Dalam Mengembangkan

Keterampilan Berpikir Tingkat Tinggi Untuk Pembangunan Karakter. Makalah

Seminar Nasional VIII P.Biologi, FKIP UNS, Surakarta.

 

Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of

Intrinsic Motivation, Social Development, and Well-Being. American Psychologist,

55(1), 68–78. https://doi.org/10.1037//0003-066X.55.1.68

 

Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video

games: A self-determination theory approach. Motivation and emotion, 30(4), 344-

360.

 

Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Springer

 

Sanmugam, M., Abdullah, Z., Mohamed, H., Aris, B., Zaid, N. M., & Suhadi, S. M.

(2016). The affiliation between student achievement and elements of gamification

in learning science. 4th International Conference on Information and

Communication Technology, ICoICT , 4(c), 1–4.

https://doi.org/10.1109/ICoICT.2016.7571962

 

Schmalz, R. (1973). Categorization of questions that mathematics teachers ask. The

Mathematics Teacher, 66(7), 619-626.

 

Seligman, M. E., & Csikszentmihalyi, M. (2014). Positive psychology: An introduction.

In Flow and the foundations of positive psychology (pp. 279-298). Springer,

Dordrecht.

 

Shaharom Nordin Yap Kueh Chin. (1991). Ke Arah Mengindividukan Pengajaran

Menerusi Pengajaran Bermodul. Jurnal Pendidikan Guru, 7, 89–107.

 

Shanteau, J., Weiss, D. J., Thomas, R. P., & Pounds, J. C. (2002). Performance-based

assessment of expertise: How to decide if someone is an expert or not. European

Journal of Operational Research, 136(2), 253-263.

 

Sharifah Alwiah Alsagoff. (1981). Pengenalan pengajaran individu dengan tumpuan khas

kepada modul pengajaran dan modul pembelajaran. Jurnal Pendidik Dan

Pendidikan, 3(1), 54–62.

 

Shi, J., Wood, W., Martin, J., Guild, N. A., Vicens, Q., & Knight, J. K. (2010). A

diagnostic assessment for introductory molecular and cell biology.CBE—Life

Sciences Education, 9(4), 453–461. https://doi.org/10.1187/cbe.10-04-0055

 

Sidek Mohd Noah & Jamaludin Ahmad. (2005). Pembinaan Modul: Bagaimana

Membina Modul Latihan dan Modul Akademik (Ulang cetak). Serdang: Penerbit

Universiti Putra Malaysia.

 

Sidek Mohd Noah (1998). Testing in psychology and counselling. Serdang, Malaysia:

Penerbit Universiti Putra Malaysia.

 

Silverman, R. (2011). Latest Game Theory: Mixing Work and Play - Companies Adopt

gaming Techniques to Motivate Employees. Wallstreet Journal.

 

Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a

K-6 learning platform. Computers in Human Behavior, 29(2), 345-353.

 

Siti Norhaida Abdul Rahman(2017). Pendekatan gamifikasi dalam pengajaran dan

pembelajaran terhadap murid tingkatan dua bagi topik ungkapan algebra. Tesis

PhD tidak diterbitkan: Universiti Tun Hussein Onn Malaysia.

 

Skinner, B. F. (1951). How to teach animals. Scientific American, 185(6), 26-29.

 

Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on

engagement and disaffection: Conceptualization and assessment of children's

behavioral and emotional participation in academic activities in the classroom.

Educational and psychological measurement, 69(3), 493-525.

 

Smith-Robbins, S. (2011, April 18). “This Game Sucks”: How to improve the

gamification of education. Dimuat turun daripada

http://www.educause.edu/ero/article/game-sucks-howimprove-gamificationeducation

 

Snyder, H. (2019). Literature review as a research methodology: An overview and

guidelines. Journal of Business Research, 104, 333-339.

 

Stanculescu, L. C., Bozzon, A., Sips, R. J., & Houben, G. J. (2016). Work and play: An

experiment in enterprise gamification. Dalam Proceedings of the 19th ACM

Conference on Computer-Supported Cooperative Work & Social Computing (pp.

346-358).

 

Statistik Pendidikan Tinggi (2017) : Kementerian Pendidikan Tinggi

 

Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving

the learning motivation and achievements. Journal of Computer Assisted

Learning, 31(3), 268-286.

 

Sudarisman, S. (2015). Memahami hakikat dan karakteristik pembelajaran biologi dalam

upaya menjawab tantangan abad 21 serta optimalisasi implementasi kurikulum

2013. Florea: Jurnal Biologi dan Pembelajarannya, 2(1).

 

Sulaiman, I. (2018). Pembinaan dan pengujian kebolehgunaan modul pengajaran

berasaskan peta pemikiran bagi topik nisbah, kadar dan kadaran. Tesis PhD tidak

diterbitkan, Tanjong Malim: Universiti Pendidikan Sultan Idris.

 

Sullivan, P., Mornane, A., Prain, V., Campbell, C., Deed, C., Drane, S., ... & Smith, C.

(2009). Junior secondary students' perceptions of influences on their engagement

with schooling. Australian Journal of Education, 53(2), 176-191.

 

Suzilawati Shamsudin (2016). Pembinaan dan penilaian modul pembelajaran biologi

berteraskan pembelajaran berasaskan masalah berperancahan . Tesis PhD tidak

diterbitkan, Tanjong Malim: Universiti Pendidikan Sultan Idris.

 

Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics, 6th edn

Boston. Ma: Pearson.

 

Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate

statistics (Vol. 5, pp. 481-498). Boston, MA: Pearson.

 

Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for

Transforming Distance Learning. Educational Technology and Society, 3 (2).

 

Tan, M., & Hew, K. F. (2016). Incorporating meaningful gamification in a blended

learning research methods class: Examining student learning, engagement, and

affective outcomes. Australasian Journal of Educational Technology, 32(5), 19–

34.

 

Tee, T. K., Md Yunos, J., Othman, W., Mohamad, B., Yee, M. H., & Mohamad, M. M.

(2011). Pembangunan dan penilaian kualiti modul pembelajaran kendiri kemahiran

berfikir dan peta minda buzan. Kertas kerja yang dibentangkan dalam Seminar

Pasca Ijazah dalam Pendidikan (2011).

 

Tekkaya, C., Özkan, Ö., & Sungur, S. (2001). Biology concepts perceived as difficult by

Turkish high school students. Hacettepe üniversitesi egitim fakültesi

dergisi, 21(21).

 

Temelli, A., & Kurt,M. (2010). The Analysis of biology students’ attitudes in science and

learning difficulties in terms of different variables. Journal of Theoretical

Educational Science, 3(2), 27-36.

 

Todd, A. (2017). Why gamification is malarkey. The Morning Watch: Educational and

Social Analysis, 44(1-2 Fall).

 

Tomas, L., Lasen, M., Field, E., & Skamp, K. (2015). Promoting Online Students'

Engagement and Learning in Science and Sustainability Preservice Teacher

Education. Australian Journal of Teacher Education, 40(11), n11.

 

Tomei, L. (2005). Taxonomy for the technology Domain. Hershey, PA: Information

Science Publishing.

 

Torrefranca, E. (2017). Development and validation of instructional modules on rational

expressions and variations. The Normal Lights, 11(1), 43-73.

 

Treagust, D., Nieswandt, M., & Duit, R. (2000). Sources of students difficulties in

learning chemistry. Educación química, 11(2), 228-235.

 

Trochim, W. M. (1986). Advances in quasi-experimental design and analysis. Jossey-

Bass Inc Publication.

 

Tsay, C. H. H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience

with technology-mediated gamification: An empirical study. Computers &

Education, 121, 1-17.

 

Tuckman, B. W., & Harper, B. E. (2012). Conducting educational research. Rowman &

Littlefield Publishers.

 

Tuckman, B.W.& Waheed, M.A. (1981). Evaluating an Individualized Science

Programme for Community College Students. Journal of Research in Science

Teaching. 18, 489-495.

 

Turan, Z., Avinc, Z., Kara, K., & Goktas, Y. (2016). Gamification and education:

Achievements, cognitive loads, and views of students. International Journal of

Emerging Technologies in Learning, 11(7), 64–69.

 

Vallerand, R. J. (2012). From motivation to passion: In search of the motivational

processes involved in a meaningful life. Canadian Psychology/Psychologie

Canadienne, 53(1), 42.

 

Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E.

F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and

amotivation in education. Educational and psychological measurement, 52(4),

1003-1017.

 

Van Eck, R. N. (2011). Bringing 'discipline' to the study of games and learning.

Information Design Journal, 19(2), 181.

 

Van Teijlingen, E., & Hundley, V. (2002). The importance of pilot studies. Nursing

Standard (through 2013), 16(40), 33.

 

Vandermaas-Peeler, M., Ferretti, L., & Loving, S. (2012). Playing The LadybugGame:

parent guidance of young children's numeracy activities. Early Child Development

and Care, 182(10), 1289 -1307.

 

Von Glasersfeld, E. (1994). A radical constructivist view of basic mathematical

concepts: Constructing mathematical knowledge. Epistemology and mathematics

education, 5-7.

 

Vygotsky, L. S. (1978). Mind in society: The development of the higher psychological

processes. Cambridge, MA: Harvard University Press.

 

Wagner, M. G. (2013). on the Gamification of Education.Dalam 7th International

Technology, Education and Development Conference (inted2013), 40, 2027–2034.

 

Waltz, C. F., & Bausell, R. B. (1981). Nursing research: Design, statistics, and computer

analysis. FA Davis company.

 

Wang, R. (2011). Demystifying Enterprise Gamification for Business. Di muat turun

daripada Constellation Research.

 

Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth

grade classrooms: The classroom engagement inventory. School Psychology

Quarterly, 29(4), 517–535.

 

Ward, A., Stoker, H. W., & Murray-Ward, M. (1996). Achievement and ability tests-

Definition of the domain. Educational measurement, 2, 2-5.

 

Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological

review, 20(2), 158.

 

Welbers, K., Konijn, E. A., Burgers, C., de Vaate, A. B., Eden, A., & Brugman, B. C.

(2019). Gamification as a tool for engaging student learning: A field experiment

with a gamified app. E-Learning and Digital Media, 16(2), 92-109.

 

Wentzel, K. R. (2014). Motivating students to learn. Routledge.

 

Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize

your business. New York: Wharton Digital Press.

 

Werbach, K., and Hunter, D. (2015). The Gamification Toolkit: Dynamics, Mechanics,

and Components for the Win. Wharton Digital Press, New York, 2015.

 

Whitson, C., & Consoli, J. (2009). Flow theory and student engagement.

 

Whorrall, A. L. (2018). Academic Motivation and Achievement of Middle School

Hispanic Students: Exploring the Use of Mindset and Brainology in Education.

Tesis PhD tidak diterbitkan :Northcentral University).

 

Wong, Y. S., Maizatul Hayati Mohamad Yatim, & Tan, W. H. (2015). Learning Object-

Oriented Programming with Computer Games: A Game-Based Learning Approach.

Dalam European Conference on Games Based Learning (p. 729). Academic

Conferences International Limited.

 

Yeoh, M. P., & Ierardi, E. (2015). Motivation and Achievement of Malaysian Students in

Studying Matriculation Biology. International Journal of Advanced Research,

3(11), 966–978.

 

Zahorian, S., Swart, W., Lakdawala, V., Leathrum, J., & Gonzalez, O. (2000). A modular

approach to using computer technology for education and training. International

Journal of Computer Integrated Manufacturing, 13(3), 286-297.

 

Zakiah Mohammad, Azlina Kosnin & Yeo, K. J. (2013). Keberkesanan Modul Belajar

Melalui Bermain terhadap kefahaman pengalaman pranombor kanak-kanak

prasekolah. Kertas kerja yang dibentangkan dalam 2nd International Seminar on

Quality and Affordable Education (ISQAE 2013), 7-10 Oktober, 2013, Johor

Bahru.

 

Zeidan, A. (2010). The relationship between grade 11 Palestinian attitudes toward

biology and their perceptions of the biology learning environment. International

Journal of Science and Mathematics Education, 8(5), 783 – 800.

 

Zelditch, M. Jr. (1962). Some Methodological Problem of Field Studies. Journal of

Sociology, 67(67), Nos. 1-6, July 1961-May 1962, Chicago, Illinois: University of

Chicago Press.

 

Zhou, L., Yu, J., & Shi, Y. (2017). Learning as adventure: An app designed with

gamification elements to facilitate language learning. Dalam International

Conference on HCI in Business, Government, and Organizations (pp. 266-275).

Springer, Cham.

 

Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game

mechanics in web and mobile apps. O'Reilly Media, Inc.

 

Zikmund, W. G. (2003). Business Research Methods (7th Edition) Ohio: South-Western.

 

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.