Tajuk Elektrokimia didapati sukar dipelajari kerana konsep abstrak yang melibatkan tahap perwakilan makroskopik, mikroskopik dan simbolik. Kajian lepas menunjukkan bahawa animasi dan simulasi menggunakan teknologi maklumat dan komunikasi (TMK) boleh membantu pelajar membayangkan dan seterusnya memperkuatkan pemahaman mereka dalam mempelajari tajuk kimia yang abstrak. Ekoran daripada itu, modul multimedia interaktif dengan agen pedagogi (MMIAP) yang dinamakan Makmal EK (Elektrokimia) dibangunkan dalam usaha membantu pelajar dalam mempelajari Elektrokimia. Reka bentuk penyiasatan kuasi eksperimen dengan ujian pra/pos kumpulan kawalan tidak setara dijalankan dalam usaha untuk menilai keberkesanan MMIAP Makmal EK terhadap pemahaman konsep pelajar dalam mempelajari Elektrokimia. Seramai 127 orang pelajar tingkatan empat dari dua buah sekolah menengah terlibat dalam kajian ini. Setiap sekolah mempunyai sebuah kumpulan rawatan dan sebuah kumpulan kawalan yang diajar oleh guru kimia yang sama......

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The purpose of the study is to investigate the impact of pedagogical agent's and teacher's role on students' understanding and motivation in the learning of Electrochemistry. Interactive Multimedia Module with Pedagogical Agents, EC Lab (IMMPA EC Lab) was used in this study. IMMPA EC Lab consists of five subunits in Electrochemistry topic. The research was a non-equivalent control group quasi experimental design involving two treatment groups and one control group. The first treatment group studied Electrochemistry with expert agent (Professor T) while the second treatment group studied Electrochemistry with learning companion agent (Lisa). On the other hand, the control group learned Electrochemistry with their Chemistry teacher using the material in the IMMPA EC Lab. The study was conducted at a secondary science school in the Pasir Puteh district involving 74 form four students. The instruments used in this research were the Electrochemistry achievement tests in the form of pre-test.....

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The purpose of this study is to evaluate the technological acceptance of Chemistry students, and the opinions of Chemistry lecturers and laboratory assistants towards the use of remote laboratory in Chemistry education. The convergent parallel design mixed method was carried out in this study. The instruments involved were questionnaire and interview protocol. A total of 81 Chemistry students, five Chemistry lecturers and two Chemistry laboratory assistants from Universiti Pendidikan Sultan Idris (UPSI) were chosen as respondents in this study. For the quantitative approach, the data from the questionnaire were analysed using descriptive statistics to evaluate students’ technological acceptance of remote laboratory. For the qualitative approach, the responses from the interviews were analysed to evaluate the lecturers and laboratory assistants’ opinions towards the use of remote laboratory by using coding and grouping methods. Quantitatively, the student respondents had given the m.....

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To date, statistics in OpenLearning have demonstrated that the number of Massive Open Online Courses developed by Malaysia higher education institution is not achieving the target of DePAN 2.0. Hence, this study is aimed at developing a Massive Open Online Course (MOOC) on Chemistry Laboratory Management Techniques (CLMT) course and investigating the students’ perception of the MOOC. The CLMT MOOC is developed by applying the ADDIE model as the instructional design model. In this regard, analysis, design, development, implementation, and evaluation are the phases involved. Three experts were appointed to evaluate the content validity of the e-content module and e-assessment module in the MOOC by filling the content validity evaluation form. According to the results, both e-content and e-assessment modules obtained validity index of 1.00. A group of 27 students was involved in the pilot study to answer the reliability questionnaire and the Cronbach’s alpha for the two modules was fo.....

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Massive Open Online Course (MOOC) is a new trend in flexible education due to its flexibility to study anything, anywhere and anytime. It has the potential to attract a huge number of learners to study courses unlimitedly via the online platform. This is a design and development study where a Chemistry MOOC was developed in an OpenLearning platform using ADDIE Instructional Design Model. The purpose of this study is to (1) identify the validity of the e-content module and e-assessment module in the Chemistry MOOC, (2) identify the reliability of the e-content module and e-assessment module in the Chemistry MOOC and (3) gauge undergraduate students? perceptions on the MOOC, especially the instructional design elements, the acceptance and usage barrier. Instruments involved in the study are content validity evaluation form, module reliability questionnaire and perception questionnaire. Four content experts and 23 undergraduate students were involved in evaluating the validity and reliabi.....

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This study aimed to develop an e-content module for Chemistry Massive Open Online Course (MOOC). It examined the validity, reliability and student’s perceptions on content, usability, design and effectiveness of the module. This is a design and development study and the e-content module was developed based on ADDIE instructional design model. Collaborative learning, Connectivism theory and Interaction Equivalency Theorem are the pillars for the module development. The content validity of the module was estimated by three experts using content validity evaluation form. Questionnaires were distributed to the students in order to determine the reliability (n = 23) and students’ perceptions on the module (n = 129). Findings revealed the e-content module has high content validity (CVI = 1.00) and good reliability index (α = 0.94). The mean scores for students’ perception on module content (M = 3.66, SD = 0.55), usability (M = 3.43, SD = 0.56), design (M = 3.41, SD = 0.59) and effecti.....

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