UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
Kajian ini bertujuan menilai keberkesanan pembelajaran berasaskan Simulasi Reka
Bentuk Elektronik dari segi motivasi, prestasi ujian pencapaian dan bebanan kognitif
pelajar. Kajian ini dijalankan untuk melihat perbezaan tahap motivasi dalam kalangan
pelajar yang berbeza tahap pengetahuan, mengenal pasti hubungan antara motivasi dan
prestasi ujian pencapaian, dan memastikan sekiranya bebanan kognitif ialah mediator
terhadap motivasi dan prestasi ujian pencapaian pelajar. Penilaian dilakukan melalui
ujian pra dan pos menggunakan soal selidik Instructional Materials Motivational Scale
(IMMS) dan ujian bebanan kognitif NASA Task Load Index (NASA-TLX). Reka
bentuk kajian menggunakan kaedah kuasi-eksperimen dan data kajian dianalisis secara
kuantitatif menggunakan ujian-t berpasangan dan PLS-SEM. Seramai 160 pelajar
tingkatan dua yang mengambil subjek Reka Bentuk Dan Teknologi dari empat sekolah
menengah di Zon Utara dipilih sebagai sampel kajian. Dapatan menunjukkan perbezaan
signifikan dari segi prestasi ujian pencapaian, motivasi dan juga bebanan kognitif dalam
kalangan pelajar novis dan berpengetahuan sebelum dan selepas menggunakan Simulasi
Litar Elektronik. Keputusan ujian-t berpasangan menunjukkan perbezaan signifikan
prestasi ujian pencapaian antara pelajar novis (t = -11.515, p = 0.000) dan
berpengetahuan (t = -12.729, p = 0.000) sebelum dan selepas mengikuti pembelajaran
simulasi; terdapat perbezaan signifikan bagi motivasi dalam kalangan pelajar novis (t =
-158.650, p = 0.000) dan berpengetahuan (t = -158.796, p = 0.000); dan motivasi
mempunyai hubungan signifikan dengan konstruk pencapaian pelajar (t = 5.597, p =
0.00). Analisis menunjukkan bebanan kognitif ialah perantara signifikan antara
motivasi dan prestasi ujian pencapaian pelajar (β:0.106, t:4.904, p = 0.00).
Kesimpulannya, Simulasi Reka Bentuk Elektronik merupakan alternatif untuk
memperkayakan bahan bantu mengajar; boleh digunakan sebagai rujukan untuk subjek
Reka Bentuk Dan Teknologi; serta mampu meningkatkan minat dan pencapaian pelajar.
Secara praktikal, kaedah ini boleh digunakan sebagai bahan bantu mengajar serta
memberi panduan kepada pembina bahan instruksi untuk membuat pemilihan aplikasi
yang tepat dan bersesuaian dengan bentuk pembelajaran khususnya pembelajaran
berasaskan simulasi. |
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