A need analysis for the development of Physics game-based interactive module in matriculation college

Nurul Ain Malek

QR Code Link :
Type :	article
Subject :	Q Science (General)
Main Author :	Nurul Ain Malek
Additional Authors :	Nurul Syafiqah Yap Abdullah Mazlina Mat Darus Eko Nursulistiyo
Title :	A need analysis for the development of Physics game-based interactive module in matriculation college

Place of Production :	Tanjong Malim
Publisher :	Fakulti Sains dan Matematik
Year of Publication :	2022
Corporate Name :	Universiti Pendidikan Sultan Idris

Abstract : Universiti Pendidikan Sultan Idris

Online interactive modules encourage active student involvement in the classroom and fulfil student needs of various levels of mastery during learning, because the modules can be accessed anywhere and anytime. The aim of this study was to conduct a need analysis to obtain the information from matriculation college lecturers for the purpose of developing game-based interactive modules among Matriculation Programme students. A survey was carried out to gain relevant information from 25 lecturers who teach Physics DP014 course at seven matriculation colleges. The questionnaire comprised primary constructs related to demographics, eliciting topics with the most difficulties, the need to develop a game-based interactive module, the use of the internet and electronic devices and the factors that make game-based interactive modules suitable for matriculation colleges. The data were analysed descriptively to obtain the percentage and mean values for all the constructs. The results showed that there is a need to develop game-based interactive modules among Matriculation Programme students, especially for critical topics which are difficult for students to master. This need analysis study can provide preliminary information related to the development of game-based interactive modules to help in improving the achievement of Matriculation Programme students in Physics subject.

References

[1] Lasfeto, D. B., & Ulfa, S. (2020). The relationship between self-directed learning and students’ social interaction in the online learning environment. Journal of E-Learning and Knowledge Society, 16(2), 34–41. https://doi.org/10.20368/1971-8829/1135078

[2] Yusuf, B. N. (2020). Are We Prepared Enough? A Case Study Of Challenges In Online Learning In A Private Higher Learning Institution During The Covid-19 Outbreaks. Advances in Social Sciences Research Journal. https://doi.org/10.14738/assrj.75.8211

[3] Sabu, N. (2019). Kesan Moderator Pengetahuan Sedia Ada Terhadap Kemahiran Berfikir Aras Tinggi Dalam Persekitaran Pembelajaran Multimedia Interaktif. 1–17.

[4] Shahari, S. (2020). Kerangka Pengajaran STEM-Dialogik (STEM-Di) Untuk Pensyarah Fizik Matrikulasi Bagi Konsep Kerja dan Tenaga. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(7), 51–58. https://doi.org/10.47405/mjssh.v5i7.446

[5] Ham, L. B. M., Rashid, H. B. A., Manaf, K. H. B. K. A., & Zawawi, M. T. S. B. A. (2017). Tahap Motivasi Intrinsik Dan Pencapaian Pelajar Dalam Pembelajaran Kimia Topik Gas Berasaskan Permainan ‘Jejak Rembo.’ 8, 1–27. https://ci.nii.ac.jp/naid/40021243259/

[6] Alias, M., Iksan, Z. H., Karim, A. A., Nawawi, A. M. H. M., & Nawawi, S. R. M. (2020). A Novel Approach in Problem-Solving Skills Using Flipped Classroom Technique. Creative Education. https://doi.org/10.4236/ce.2020.111003

[7] Jones, J., Caton, H., & Greenhill, D. (2014). Using game-based learning to engage people with Physics : how successful could ‘ Junkyard Physics ’ b e ? The Higher Education Academy.

[8] Cardinot, A., & Fairfield, J. A. (2019). Game-Based Learning to Engage Students With Physics and Astronomy Using a Board Game. International Journal of Game-Based Learning, 9(1), 42–57. https://doi.org/10.4018/IJGBL.2019010104

[9] McIntyre, T., Wegener, M., & McGrath, D. (2018). Dynamic e-learning modules for student lecture preparation. Teaching and Learning Inquiry, 6(1), 126–145. https://doi.org/10.20343/teachlearninqu.6.1.11

[10] Halim, A., Soewarno, S., Elmi, E., Zainuddin, Z., Huda, I., & Irwandi, I. (2020). The Impact of the E-Learning Module on Remediation of Misconceptions in Modern Physics Courses. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 6(2), 203–216. https://doi.org/10.21009/1.06207

[11] Ortiz, M., Chiluiza, K., & Valcke, M. (2016). Gamification In Higher Education And Stem: A Systematic Review Of Literature. EDULEARN16 Proceedings, 6548–6558. https://doi.org/10.21125/edulearn.2016.0422

[12] Figueroa-Flores, J. F. (2016). Gamification and Game-Based Learning: Two Strategies for the 21st Century Learner. World Journal of Educational Research, 3(2), 507–524. https://doi.org/10.22158/wjer.v3n2p507

[13] Mårell-Olsson, E. (2021). Using gamification as an online teaching strategy to develop students’ 21st century skills. Interaction Design and Architecture(S), 47, 69–93.

[14] Suliyanah, Deta, U. A., Kurniawan, F. K., Lestari, N. A., Yantidewi, M., Jauhariyah, M. N. R., & Prahani, B. K. (2021). Literature Review on the Use of Educational Physics Games in Improving Learning Outcomes. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1805/1/012038

[15] Ismail, M. E., Sa’Adan, N., Samsudin, M. A., Hamzah, N., Razali, N., & Mahazir, I. I. (2018). Implementation of the Gamification Concept Using KAHOOT! among TVET Students: An Observation. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1140/1/012013

[16] Nurkhamimi, Z., Azman, A. R., Zahari, M. M., Norlina, I., & Siti Zulaikha, M. (2017). Inovasi Gamifikasi Global Zakat Game ( GZG ) Dalam Pendidikan Islam. In Memperkasa Kutipan dan Agihan Zakat di Malaysia (pp. 355–370).

[17] Siti Norhaida Abdul Rahman. (2017). Pendekatan Gamifikasi Dalam Pengajaran Dan Pembelajaran Terhadap Murid Tingkatan Dua Bagi Topik Ungkapan Algebra, [Universiti Tun Hussein Onn]. https://ci.nii.ac.jp/naid/40021243259/

[18] dela Cruz, M. K. B., Tolentino, A. N., & Roleda, L. S. (2020). Increasing Student Motivation in College Physics with Gamified Instruction. Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning, 268–274. https://doi.org/10.1145/3377571.3377623

[19] Angell, C., Guttersrud, Ø., Henriksen, E. K., & Isnes, A. (2004). Physics: Frightful, but fun. Pupils’ and teachers’ views of physics and physics teaching. Science Education, 88(5), 683–706. https://doi.org/10.1002/sce.10141

[20] Bezen, S., Bayrak, C., & Aykutlu, I. (2016). Physics Teachers’ Views on Teaching the Concept of Energy. Eurasian Journal of Educational Research. https://doi.org/10.14689/ejer.2016.64.6

[21] Ashamuddin, H. B., Abdullah, N. S. Y., & Darus, M. M. (2019). Mi-em: Mobile-based learning through moodle apps for electromagnetism. International Journal of Scientific and Technology Research, 8(10), 3405–3410.

[22] Alias, S. N., & Ibrahim, F. (2017). Keberkesanan Permainan Pendidikan Terhadap Pembelajaran Hukum Newton. Journal of Nusantara Studies (JONUS), 2(1), 71. https://doi.org/10.24200/jonus.vol2iss1pp71-85

[23] Mazlan, A. (2018). Pembangunan Dan Penilaian Keberkesanan Modul Pendekatan Pengajaran Berasaskan Otak Dengan Integrasi I-Think Dan Brain Gym Untuk Meningkatkan Kefahaman Konseptual Dan Motivasi Belajar Fizik Pelajar Matrikulasi. Universiti Sains Malaysia.

[24] Saleh, S., & Mazlan, A. (2019). The effects of brain-based teaching with i-think maps and brain gym approach towards physics understanding. Jurnal Pendidikan IPA Indonesia. https://doi.org/10.15294/jpii.v8i1.16022

[25] Kola, A. J., & State, K. (2017). Investigating the Conceptual Understanding of Physics through an Interactive-Lecture Engagement. Cumhuriyet International Journal of Education, 6(1), 82–96.

[26] Mohd Ridhuan Mohd Jamil & Nurulrabihah Mat Doh. (2020). Kepelbagaian Metodologi Dalam Penyelidikan Reka Bentuk dan Pembangunan. Qaisar Prestige Resources.

[27] McKillip, J. (1987). Evaluating Needs: Model and Examples. In Need Analysis : Tools for the Human Service and Education (pp. 19–31). SAGE Publications, Inc. https://doi.org/10.4135/9781412985260

[28] Amani Dahaman@Dahlan. (2014). Pembangunan Modul M-Pembelajaran Bahasa Arab Di Institut Pendidikan Guru. Universiti Malaya.

[29] Muhammad Nidzam Yaakob. (2016). Pembangunan Model Kurikulum M-Pembelajaran Kursus Teknologi Dalam Pengajaran dan Pembelajaran di Institut Pendidikan Guru. In Tesis Phd. Universiti Utara Malaysia.

[30] Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 30(4), 459–467. https://doi.org/10.1002/nur.20199

[31] Rashid, S. M. M., Yasin, M. H. M., & Sahari Ashaari, N. (2019). Undergraduate Students of Special Education’s Readiness towards the Use of Information and Technology (ICT) in Teaching and Learning the Sign Language. Creative Education. https://doi.org/10.4236/ce.2019.1011169

[32] Reddy, M. V. B., & Panacharoensawad, B. (2017). Students Problem-Solving Difficulties and Implications in Physics : An Empirical Study on Influencing Factors. Journal of Education and Practice, 8(14), 59–62. ISSN 2222-1735 (Paper)

[33] Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309

[34] Sari Famularsih. (2020). Students’ Experiences in Using Online Learning Applications Due to COVID-19 in English Classroom. Studies in Learning and Teaching. https://doi.org/10.46627/silet.v1i2.40

[35] Jaffar, M. N., Ab Rahman, A., Zakaria, M. A., Mohd Faisal Yeap, M. J., & Abd Shakor, M. F. (2020). Tahap Keberkesanan Gamifikasi Global Halal Game (GHG) Dalam Kalangan Peserta Program Halal Eksekutif Profesional. UMRAN - International Journal of Islamic and Civilizational Studies. https://doi.org/10.11113/umran2020.7n3.434

[36] Ibrahim, D. A., Othman, A., & Talib, O. (2015). Pandangan Pelajar Dan Guru Terhadap Tahap Kesukaran Tajuk-Tajuk Kimia. Jurnal Kepimpinan Pendidikan, 2(4), 32–46.

[37] Aşıksoy, G. (2018). The effects of the gamified flipped classroom environment (GFCE) on students’ motivation, learning achievements and perception in a physics course. Quality and Quantity, 52, 129–145. https://doi.org/10.1007/s11135-017-0597-1

[38] Rahardja, U., Aini, Q., Graha, Y. I., & Tangkaw, M. R. (2019). Gamification Framework Design of Management Education and Development in Industrial Revolution 4.0. Journal of Physics: Conference Series, 1364. https://doi.org/10.1088/1742-6596/1364/1/012035

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