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teknologi terkini. Penggunaan QRARnimals perludiperluaskan agar lebih ramai murid dan guru dapat
memanfaatkannya.
Kata kunci: Augmented Reality, Quick Response Code, inovasi PdP sains, haiwan

KC41
KOMIK PENYELESAIAN MASALAH MATEMATIK

NORAZLIN BINTI MOHD RUSDIN
Sekolah Kebangsaan Mutiara, Jalan Tunku Abdul Rahman, 30010, Ipoh, Perak,
norazlinrusdin@gmail.com

Inovasi ini mengetengahkan soalan penyelesaian matematik berayat dalam bentuk jalurkomik. Satu kajian telah
dijalankan untuk melihat kesesuaian penggunaan jalur komikdalam membina minat dan keupayaan murid
menyelesaikan masalah matematik berayat. Kajian ini merupakan kajian kualitatif yang mengaplikasikan reka bentuk
kajian kes dan melibatkan 12 orang peserta yang terdiri daripada murid Tahun Tiga. Hasil kajian menunjukkan
penggunaan jalur komik membantu merangsang minat murid untuk membaca soalan penyelesaian masalah
matematik berayat dengan kefahaman. Malah,peserta kajian juga menunjukkan keupayaan dalam menyelesaikan
masalah matematik berayat dengan menggunakan heuristik melukis gambar rajah serta berteraskan empat langkah
peleraian maklumat Model Polya (1957). Oleh yang demikian, gabungan jalurkomik bersama-sama empat langkah
peleraian maklumat dan heuristik melukis gambar rajah sesuai diaplikasikan dalam pembelajaran penyelesaian
masalah matematik berayat dalam kalangan murid Tahun Tiga sekolah rendah.
Kata kunci: komik, penyelesaian masalah matematik, melukis gambar rajah

KC42
MODUL PEDAGOGI PA4K

NORAZLIN BINTI MOHD RUSDIN
Sekolah Kebangsaan Mutiara, Jalan Tunku Abdul Rahman, 30010, Ipoh, Perak,
norazlinrusdin@gmail.com

Modul Pedagogi PA4K was developed as a guidance for primary mathematics teachers infostering 4Cs skills (Critical
Thinking, Communication, Collaboration and Creativity) by applying active learning activities. This module apply
multiple-based of active learning activities such as problem-based, project-based, play-based, information and
communication technology (ICT), singing-based as well as thinking maps which seemed to be interesting and
effective in fostering 4Cs skills among pupils. The elements of the module comprising content standards, 4Cs skills
and active learning activities were determined based on experts’ consensus by using Fuzzy Delphi method. 16
experts with primary mathematics and pedagogy background were involved in this study. The module was validated
by 6 experts and all the items have been accepted with high percentage, 86.67% to 100% in range. Inusability study
of the module where 40 of standard 3 pupils were involved. The findings of paired t-test analysis show that there were
significant increasing of pupils’ 4Cs skills mastery after the module was applied in learning process. The module also
achieve high value ofCronbach’s Alpha, 0.943 in reliability test. Therefore, the module possess high quality
incontents, validity and reliability values. Thus, the module may be useful for teachers and pupils in understanding
and mastering 4Cs skills in 21st century education.
Keywords: pedagogical module; whole numbers; basic operations; 4Cs skills; primary mathematics