Kerangka Mekanisme Adaptif Bagi Integrasi Pembelajaran Berasaskan Permainan Digital Dalam Pendidikan Matematik Sekolah Menengah (Miad-M)

Norshah Rozaifah Mohamad; Mohd Jasmy  Abd Rahman

doi:10.70148/rise.v3i5.7

Pengarang

Norshah Rozaifah Mohamad Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Selangor, Malaysia Author
Mohd Jasmy Abd Rahman Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Selangor, Malaysia Author

DOI:

https://doi.org/10.70148/rise.v3i5.7

Kata kunci:

Kerangka MIAD-M, Pembelajaran Berasaskan Permainan Digital (DGBL), Matematik Sekolah Menengah, Kerangka Konseptual, Era Digital

Abstrak

Transformasi digital dalam pendidikan Matematik menuntut pengintegrasian pedagogi yang inovatif dan mampan, selaras dengan hasrat Dasar Pendidikan Digital (DPD) negara. Walau bagaimanapun, pelaksanaan Pembelajaran Berasaskan Permainan Digital (Digital Game-Based Learning, DGBL) di bilik darjah sering kali berhadapan dengan kekangan multidimensi yang merangkumi isu beban kognitif luaran murid, kekangan kompetensi pedagogi dan masa guru, serta isu ketidakstabilan infrastruktur digital sekolah. Justeru, kertas konsep ini bertujuan mengemukakan Kerangka Mekanisme Adaptif bagi Integrasi Pembelajaran berasaskan Permainan Digital dalam Pendidikan Matematik Sekolah Menengah (MIAD-M) sebagai satu kerangka konseptual yang holistik bagi memperkasakan pengajaran dan pembelajaran Matematik sekolah menengah dalam era digital. Kerangka ini dibangunkan melalui pendekatan analisis literatur naratif serta sintesis konseptual terhadap kajian empirikal global yang diterbitkan antara tahun 2022 hingga 2026. Secara strukturnya, MIAD-M menyepadukan empat Teras Integrasi Pedagogi-Permainan, iaitu Serious Educational Games (SEGs), Persekitaran Pembelajaran Imersif (AR/VR), Gamifikasi, dan Constructionist Gaming yang dipetakan secara fungsional mengikut keperluan topik-topik Matematik sekolah menengah. Nilai kebaharuan (novelty) utama kerangka ini terletak pada komponen Sistem Adaptasi dan Sokongan Multidimensi yang merangkumi tiga elemen kuncinya: protokol sokongan kognitif bagi pengurusan keseimbangan cabaran-kemahiran, sokongan pedagogi melalui pendekatan modular "TPACK-Lite" sepanjang 10 hingga 15 minit, serta sokongan teknikal berasaskan seni bina sandaran. Pembinaan kerangka MIAD-M ini memberikan sumbangan teori yang penting melalui gabungan pelbagai teori pembelajaran digital. Selain itu, ia menyediakan panduan praktikal yang mampan, mudah diperluas, dan kos efektif untuk pendidik, pembangun EdTech, serta pembuat dasar dalam menjayakan transformasi digital yang lebih inklusif dan dinamik.

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