PENGHARGAAN

Alhamdulillah, dengan izinNya disertasi ini berjaya disiapkan. Dalam usaha mengumpul bahan-bahan kajian, membangunan perisian dan dokumentasi, penyelidikan telah mendapat bantuan secara langsung dan tidak daripada individu-individu berikut; Profesor Dr. Mohamad Ibrahim-Penyelia disertasi yang banyak memberikan panduan dan nasihat, guru-guru dan pelajar, Sekolah Kebangsaan Tanjong Malim dan Sekolah Kebangsaan Datu Kamarudin, Behrang Stesen yang terlibat di dalam kajian ini, para pensyarah Fakulti Teknologi Maklumat dan Komunikasi dan Komunikasi-yang telah memberikan ilmu dan tunjuk ajar, rakan-rakan sepengajian-yang banyak memberi bantuan dan semangat dan tidak lupa juga kepada Ayah dan Bonda yang sentiasa memberikan sokongan dan kasih saying yang tidak terhingga kepada diri ini.

APPRECIATION First and foremost, I am thankful to the Ministry of Education far granting me a full time scholarship to pursue the master degree in Biology Education at Universiti Pendidikan Sultan Idris. To all staff and lecturers the Faculty of Science and Technology, I truly appreciate your assistance and advice. I thank the Deputy Dean (Research and Graduate Studies) of this Faculty, Associate Professor Dr. Noor Shah bin Saad who has provided great support towards my studies. I thank Dr. Hasimah Alimon whole heartedly for guiding me throughout the study as my prime supervisor. Your dedication and guidance had led me trough this difficult but meaningful journey. The experiences you had shared with me about teaching and graduate studies had enlightened me. It is priceless, I really appreciate it. To Associate Professor Dr. Sopia Md Yassin, my boss and my second supervisor. You are the one who brought me into the study of CLIL. The learning experience as a research assistant had given me extra insights when I carried out my own study. I Enjoyed this RA job which had given me the opportunities to learn from you, Dr. Hasimah, Dr. Ong Eng Tek, and Dr. Sadiah Baharom. The knowledge and experience you all had shared with me is invaluable. I am most grateful to the three Biology Excellent Teachers who had willing to share their teaching experiences with me. Forgive me for not being able to state your names here because of confidentiality. Your selflessness and devotion into teaching had motivated me to keep going in my career which I still have way to go. Not to forget all the cheerful students who had shared their personal learning experiences with me. You are my mirror and I am thankful to you all. I dedicate my gratitude to my Guru in qualitative research, Associate Professor Dr. Rajendran a/l Nagappan. Thank You for your teaching and guidance, it was most useful. To Dr. Jane Teng Yan Fang, I have learnt so much from you, not only in research but also in life, thank you is not enough. My special appreciation goes to my fellow comrades who have walked this incredible journey together with me, especially: Ms. Yoon Sook Jhee, my critical friend and best coffee time companion; Mr Muhd Ikhwan Mat Saad, my buddy and best friend in needs; Mr Yeo Chong Eu, my big brother and best teacher; Ms. Roszelina Abdul Rahman, my dear friend and loving listener; Ms. Zalipah Zakaria, my delightful member and friend. I thank God for bringing you all into my life. The last but the most important person, my mom. Thank you for always being there for me. I love.

ABSTRAK Kajian ini telah membangunkan satu perisian permainan computer pendidikan dinamakan FracBlock bagi pembelajaran topic pecahan tahun empat. Perisian FracBlock digunakan sebagai aktiviti peneguhan bagi membantu pelajar untuk menguasai topic tersebut. Perisian FracBlock telah dibangun berdasarkan Model Pembngunan Perisi Multimedia Alessi dan Trollip. Reka bentuk kajian ini adalah Percubaan Kuasai Ujian Pra-pelajar Ujian Pasca dengan Kumpulan Kawalan. Sampel kajian melibatkan seramai 60 orang pelajar tahun empat, dengan kumpulan rawatan seramai 30 orang pelajar dan 30 orang lagi kumpulan kawalan. Kajian ini jug menentukan perubahan sikap pelajar terhdap komputer dan perubahan sikap pelajar terhadap matematik setelah menggunakan Perisian FracBlock serta penilaian kualiti Perisian FracBlock. Perubahan sikap tersebut diukur menggunakan soal selidik sikap pelajar terhadap komputer yang dialihbahasakan daripada Young Childrens Computer Invertory dan soal selidik sikap pelajar terhadap matematik yang dialihbahasakan daripada Fennema-Sherman Attitude Scales. Kualiti Perisian FracBlock dinilai melalui soal selidik tiga aspek, iaitu antara muka pengguna, keselesaan pengguna dan pemahaman dan topik pecahan. Hasil analisis ujian-t bebas mendapati min pencapaian kumpulan pelajar menggunakan FracBlock sifgnifikan (p<.05) lebih tinggi daripada min pencapain kumpulan kawalan. Hasil analisis ujian-t berpasangan pula mendapati kumpulan pelajar menggunakan FracBlokc menunjukkan sikap signifikan lebih positif terhadap komputer dan matematik., iaitu sikap terhadap kepentingan komputer signifinifkan pada (p<.01), sikap terhadap kegembiraan komputer signifitif pada (p<.01), sikap terhadap keresahan komputer signifitif pada (p<.05), sikap terhadap keyakinan matematik signifitifkan pada(p<.05) dan sikap terhadap kebergunaan matematik signitif pada (p<.05). Kualiti Perisian FracBlock pula dinilai oleh pelajar pada tahap sangat baik bagi semua aspek, iaitu antaramuka pegguna (M=3.60, SD=0.58), aspek keselesaan pengguna (M3.58, SD=0.62) dan aspek pemahaman topik pecahan (M=3.61, SD=0.54). Kesimpulannya, Perisian FracBlock telah berjaya meningkatkan pencapain pelajar dalam topik pecahan dan pada masa yang sama telah membantu pelajar untuk bersikap lebih positif terhadap penggunaan komputer terhadap matematik.

ABSTRACT This research has developed an educational computer based software named FracBlock to enhance learning the topic fraction for year 4. This software is used as an enhancement activity and to help students to master the topic. FracBlock software is developed based on the Multimedia development Alessi & Trollip Model. The design of this research is Quasi Pre & Post Trial method with a controlled group. The sample for this research is sixty students from year 4, comprising thirty for the treatment group and another thirty for the controlled group. This research also determines the change in students attitude towards computer and learning mathematics after using the FracBlock software and evaluating the software. The change in attitude is measured using questionnaire which was translated from the Young Childrens Computer Inventory and childrens attitude towards learning mathematics with also a questionnaire translated from the Fennema-Sherman Attitude Scales. The quality of the FracBolck software is evaluated based on three aspects; user interface, user comfort and understanding the topic fraction itself. The t-test analysis result that the min achieved of the students using FracBlock is significantly higher compared to the controlled group. The paired t-test result the students using FracBlock shows positive significance towards computer and learning mathematics; attitude towards importance of using computer is at (p<.01) significance level, attitude towards the computer excitement is at (p<.01) significance level; attitude towards the computer uneasyness is at the (p<.05) significance level, attitude towards mathematics confidence is at (p<.05) significance level and finally attitude towards usage of mathematics is at (p<.05) significance level. The quality of the FracBlock is evaluated at the prospective stage at all level: interface design (M=3.60, SD=0.58), user comfort (M=3.58, SD=0.62) and understanding of the topic fraction (M=3.61, SD=0.54). In short, the FracBlock software has manage to enhance the students achievement in the fraction topic and at the same time helped the students to be more positive towards the usage of computer in learning mathematics.