Kesan Kaedah Pembelajaran Berasaskan Permainan Bukan Digital dan Aras Kognitif Soalan Terhadap Pencapaian Pelajar Tingkatan Dua dalam Transformasi Isometri
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UNIVERSITI MALAYSIA SARAWAK
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Forms of teaching and learning in the 21st century require teachers to play a role in actively involving students in learning activities by providing innovative learning aids in order to shape students' thinking more effectively. However, teaching and learning practices in Malaysia are still conventional, teacher-centred and boring, making the unconducive and passive learning environment that is the source of students' level of understanding still at a low level. Furthermore, the application of high cognitive level mathematics questions in tests and examinations, especially at the secondary school level, is enhanced. The present study examined the effect of the non-digital game-based instructional method and the cognitive level of questions on students’ achievement in mathematics, particularly in isometric transformation. The study used a quasi-experimental design and involved 116 participants (i.e., form two students) from two local secondary schools in Kuching. The participants were divided into control and experimental groups – the control group learned the isometric transformation topic via conventional method, while the experimental group used non-digital game-based method. The results showed that participants who learned using the non-digital game scored significantly better in the isometric transformation test than those who learned the topic using the conventional instructional method. The present findings also showed that participants’ achievement of isometric transformation differed significantly between cognitive levels of questions. In particular, participants’ achievements were recorded better for lower-level cognitive questions than higher-level cognitive questions. However, there was no significant interaction effect between the instructional method and the cognitive levels of questions on participants’ achievement in the topic learned. The study vi provided empirical evidence on the role of non-digital game-based method in learning isometric transformation, in that it should be considered as an alternative approach for learning isometric transformation and mathematics in general. Thus, future studies are expected to see the effect of learning methods using non-digital games on student achievement in mathematics by considering the differences in students' backgrounds and language mediums used and tested on different subjects.