KEBERKESANAN GAMIFIKASI TERHADAP PEMEROLEHAN KOSA KATA BAHASA MELAYU MURID SEKOLAH RENDAH (The Effectiveness of Gamification on Vocabulary Acquisition Malay Language for Primary School Students)

NUR KHAIRUNNISA ODIN, SITI NAJWANI ABD. RAHIM

Abstract


ABSTRAK: Kajian ini bertujuan untuk menilai keberkesanan penggunaan gamifikasi terhadap peningkatan pemerolehan kosa kata Bahasa Melayu murid sekolah rendah. Reka bentuk kajian kuasi-eksperimen telah digunakan dengan melibatkan 120 orang murid tahap dua dari empat buah sekolah rendah Program Transformasi Sekolah 2025 (TS25) di Wilayah Persekutuan Kuala Lumpur. Instrumen kajian terdiri daripada pra-ujian dan pasca ujian yang mengukur penguasaan kosa kata murid merangkumi aspek sinonim, antonim, pemilihan perkataan mengikut konteks serta pembinaan ayat. Data dianalisis menggunakan statistik deskriptif dan Ujian Wilcoxon Signed-Rank melalui perisian SPSS versi 27.0. Dapatan kajian menunjukkan bahawa tahap pemerolehan kosa kata murid sebelum pelaksanaan gamifikasi berada pada tahap sederhana tinggi (min = 55.42), manakala selepas pelaksanaan gamifikasi, tahap pemerolehan meningkat ke tahap tinggi (min = 81.64). Analisis inferensi menunjukkan terdapat perbezaan yang signifikan antara skor pra-ujian dan pasca ujian (p < .001), sekali gus membuktikan bahawa gamifikasi berkesan dalam meningkatkan pemerolehan kosa kata Bahasa Melayu murid sekolah rendah. Kesimpulannya, pendekatan gamifikasi yang menggabungkan elemen perancahan (scaffolding) dan teori pemprosesan maklumat mampu mewujudkan pembelajaran yang lebih menarik, interaktif dan berpusatkan murid serta berpotensi menyokong pelaksanaan pedagogi abad ke-21 dalam pengajaran Bahasa Melayu.

Kata kunci: Gamifikasi, Pemerolehan Kosa Kata, Bahasa Melayu, Murid Sekolah Rendah, Perancahan, Pembelajaran Abad Ke-21

ABSTRACT: This study aims to examine the effectiveness of gamification in enhancing Malay language vocabulary acquisition among primary school pupils. A quasi-experimental research design was employed involving 120 upper primary pupils from four Transformational School Programme 2025 (TS25) primary schools in the Federal Territory of Kuala Lumpur. The research instruments consisted of pre-tests and post-tests assessing pupils’ vocabulary mastery, including synonyms, antonyms, contextual word usage, and sentence construction. Data were analysed using descriptive statistics and the Wilcoxon Signed-Rank Test through SPSS software version 26.0. The findings revealed that pupils’ vocabulary acquisition prior to the implementation of gamification was at a moderately high level (mean = 55.42), while post-test results indicated a high level of vocabulary mastery (mean = 81.64). Inferential analysis demonstrated a statistically significant difference between pre-test and post-test scores (p < .001), indicating that gamification had a positive and significant effect on pupils’ Malay vocabulary acquisition. In conclusion, gamification, integrated with scaffolding elements and information processing theory, fosters engaging, interactive, and learner-centred learning, and it holds strong potential in supporting 21st-century teaching and learning practices in Malay language education.

Keywords: Gamification, Vocabulary Acquisition, Malay Language, Primary School Pupils, Scaffolding, 21st-Century Learning




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