Simulasi berasaskan web dengan rangkaian sosial dan kesannya terhadap pencapaian dan pemikiran kritikal pelajar

Abstract

This study aims to develop and evaluate the effect of web-based simulation learning (SBW) integrated with social networking site towards students’ achievement and critical thinking. Before the development of SBW, a survey was carried out among 99 second and third year students from a teaching program in a university in order to find out the problems that they faced in learning Telecommunication and Networking subject and their preferences towards the design of the simulation. SBW was developed focusing on several suitable titles to be simulated in the subject of Telecommunication and Networking that were data transfer, networking concepts, and network equipment, which were represented by six simulations. The instructional design model that had been used as a guide in developing the simulation was based on Fishwick’s model with the integration of social constructivist learning environment. To evaluate the effect of SBW, this study used the pre-experimental research approach of the type one group pre-test and post-test design involving 21 students from second year teaching program. Research data were collected through questionnaires, pre and post- performance tests, interviews, observations and log data. Paired sample t-test with a value of a = 0.05 was used to identify whether there is significant difference between pre and post-test scores. Next, repeated-measures Analysis of Variance (ANOVA) was used to identify the differences on students’ performance and critical thinking across time. Findings indicated that SBW gave a significant positive impact on students’ performance (p < 0.05) in a test and students’ critical thinking (p < 0.05). Meta-analysis on t-test through Cohen d found large effect size on performance (d = 1.789, power = 0.966) and critical thinking (d = 3.623, power = 0.7414). Results also showed that there were three patterns of development of critical thinking of students after using SBW; retention at one level only, which is moderate (SSS), the development of low to moderate changes and remain modest (RSS), and progression from low at the beginning and middle and moderate (RRS). The result of tree analysis found that the potential social behavior’s elements that might assist in increasing students’ critical thinking were reading peers’ comments, sending comments to discussions and asking matters related to simulations and topics, sending comments and contributing ideas in discussions related to critical thinking’s elements, and asking something in discussions. The results of qualitative data analysis from social site and online forum discussions found that students gave positive comments on the effect of SBW on their learning. Among the findings were; increased in knowledge, fun and excitement, simulations were effective in helping learning, and making learning fun. In conclusion, students’ critical thinking increased upon using the web-based simulation integrated with social networking site.