Keberkesanan Aplikasi Pembelajaran Interaktif Kahoot! dalam Pengajaran Tatabahasa Bahasa Melayu terhadap Murid Bidayuh di Pedalaman

The Effectiveness of the Kahoot! Interactive Learning Application in Teaching Malay Grammar to Bidayuh Students in the Interior

Abstract

Kajian ini menilai keberkesanan aplikasi Kahoot! dalam pengajaran tatabahasa Bahasa Melayu di kalangan murid Bidayuh di sekolah rendah luar bandar. Kajian kuasi-eksperimen ini melibatkan 100 murid berumur 10 hingga 12 tahun yang dibahagikan kepada dua kumpulan: kumpulan eksperimen yang menggunakan Kahoot! dan kumpulan kawalan yang menggunakan kaedah tradisional. Ujian pra dan pasca digunakan untuk mengukur penguasaan tatabahasa sebelum dan selepas intervensi. Hasil kajian menunjukkan bahawa kumpulan eksperimen yang menggunakan Kahoot! mengalami peningkatan markah yang signifikan, iaitu 20.5 markah (dari 58.4 kepada 78.9), manakala kumpulan kawalan hanya meningkat sebanyak 8.6 markah (dari 57.6 kepada 66.2). Selain itu, hasil soal selidik menunjukkan tahap motivasi murid dalam kumpulan eksperimen sangat tinggi, dengan purata skor 4.65 daripada 5, menunjukkan mereka lebih seronok dan faham menggunakan Kahoot! berbanding kaedah tradisional. Dapatan ini selaras dengan Teori Pembelajaran Multimedia Mayer (2001) yang menekankan penggunaan elemen visual dan verbal untuk meningkatkan pemprosesan kognitif. Kajian ini diharap dapat memberi panduan kepada guru dalam memperkenalkan kaedah pengajaran tatabahasa yang lebih interaktif dan berkesan di sekolah luar bandar.

This study assesses the effectiveness of the Kahoot! in teaching Malay grammar among Bidayuh students in rural elementary schools. This quasi-experimental study involved 100 students aged 10 to 12 years who were divided into two groups: an experimental group that used Kahoot! and a group of controls that use traditional methods. Pre- and post-tests were used to measure grammar mastery before and after the intervention. The results of the study show that a collection of experiments using Kahoot! experienced a significant increase in points, namely 20.5 points (from 58.4 to 78.9), while the control group only increased by 8.6 points (from 57.6 to 66.2). In addition, the results of the questionnaire showed that the motivation level of students in the experimental group was very high, with an average score of 4.65 rather than 5, indicating that they had more fun and understanding of using Kahoot! compared to traditional methods. These findings are in line with Mayer's (2001) Multimedia Learning Theory which emphasizes the use of visual and verbal elements to improve cognitive processing. It is hoped that this study can provide guidance to teachers in introducing more interactive and effective grammar teaching methods in rural schools.