ICT-Based Teaching Aid Materials in Rural High School Additional Mathematics Learning: Needs Analysis (Bahan Bantuan Pengajaran Berasaskan ICT dalam Pembelajaran Matematik Tambahan Sekolah Menengah Luar Bandar: Analisis Keperluan)
DOI:
https://doi.org/10.17576/JPEN-2021-46.01SI-01Abstract
The needs analysis phase is the initial phase of the study when information is collected from the context and environment that are to be studied. This paper discusses the findings of a needs analysis carried out as the first step in the construction of an Information and Communication Technology-based (ICT) teaching module. This paper presents the difficulty levels of Form 4 Additional Mathematics topics and the students’ motivation level in the subject of Additional Mathematics. A total of 147 students and 63 teachers of Additional Mathematics subject from 3 rural high schools in Kulim, Kedah were involved. This study used a quantitative method supported by a qualitative method. A questionnaire was administered to the respondents, followed by a semi-structured interview to collect data. Findings show that a majority of teachers and students suggested that the Differentiation topic as the most difficult topic for Form 4 Additional Mathematics subject, whereby students need ICT to understand the concept. Furthermore, this study discovered that teachers rarely use ICT and GeoGebra Software in teaching and learning (T&L) process. Based on the results, suggestions from teachers and students are taken into consideration for the beginning of the construction of an ICT module.Key Words: Additional Mathematics, Differentiation, Motivation, Needs Analysis, Information and Communication Technology (ICT) Fasa analisis keperluan merupakan fasa yang pertama bagi mendapatkan maklumat daripada konteks dan persekitaran yang akan menjadi kajian sebenar. Kajian ini membincangkan analisis keperluan yang dilakukan sebagai langkah pertama dalam pembinaan modul pengajaran berasaskan Teknologi Maklumat dan Komunikasi (ICT). Kajian ini bertujuan untuk mengetahui tahap jurang dan kesukaran topik Matematik Tambahan Tingkatan 4 untuk guru dan pelajar. Ia juga bertujuan untuk mengetahui tahap motivasi pelajar sekolah luar bandar dalam mata pelajaran Matematik Tambahan. Kajian ini menggunakan kaedah kuantitatif disokong oleh kualitatif. Ia menggunakan soal selidik mengenai tahap kesukaran Matematik Tambahan serta soal selidik mengenai tahap motivasi dalam mempelajari Matematik Tambahan. Responden terdiri daripada 147 pelajar Matematik Tambahan dari sekolah luar bandar di daerah Kulim. Soal selidik tahap kesukaran juga diberikan kepada 63 guru Matematik Tambahan. Dapatan menunjukkan bahawa majoriti guru dan pelajar menganggap topik Pembezaan sebagai topik yang paling sukar untuk subjek Matematik Tingkatan 4. Pelajar memerlukan bantuan ICT untuk memahami konsep Pembezaan. Walau bagaimanapun, kajian ini mendapati bahawa guru jarang menggunakan perisian ICT dan GeoGebra dalam proses pengajaran dan pembelajaran (T&L). Berdasarkan keputusan kajian ini, cadangan guru dan pelajar diambil kira untuk permulaan pembinaan modul ICT.Key Words: Matematik Tambahan, Pembezaan, Motivasi, Kajian Keperluan, Teknologi Maklumat dan Komunikasi (ICT)Downloads
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2021-10-26
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