Research Article
Endonezya’da ilk okul Müfredatı için Matematik Bilgisi Öğreniminin Entegre Tasarımı olarak ‘Fortress Game’ (Kale Oyunu)’nun Gelişimi
Abstract
‘Fortress Game’ Endonezya'daki K-13 ilköğretim
müfredatına entegre matematik okuryazarlığına dayalı bir öğrenme tasarımı
sağlamak için kullanılan bir kale savunma oyunudur. Geliştirme araştırmasında
kullanılan yöntem Nieveen’den uyarlanmıştır. Çalışmanın ön aşamalar (analiz),
ilk örnek yaratma (tasarım) ve geliştirme olarak üç aşaması vardır. Ön aşama
araştırmacının tasarım planının temel sorunu olarak adlandırılan şeyi
belirlemesidir. Buna ilave olarak, ilk örneği yaratma aşaması oyun geliştirme
tasarımı Endonezya’daki K-13müfredatıyla entegre konsepti düşünülerek özellikle bir
tema içerisinde temel beceriler, öğrenme tasarımı ve gurup çalışması tablosu
dahil edilerek yapılmıştır. Birinci aşamanın sonucu taslak I olarak
işaretlenmiş ve bir uzman tarafından değerlendirilmiştir. Son aşamadan üretilen
taslak II geliştirilen savunma temelli oyunun bir betimlemesidir. Bu oyun Endonezya müfredatına
entegre matematik bilgisini geliştirmeyi hedeflemektedir. Bu taslak da aynı
zamanda bir ilkokuldaki birinci sınıf öğrencilerinin gerçek yaşamdaki
öğrenimlerine uygulanmış ve değerlendirilmiştir.
Keywords
References
- Akbari, H., Abdoli, B., Shafizadeh, M., Khalaji, H., Hajihosseini, S., & Ziaee, V. (2009). The Effect of Traditional Games in Fundamental Motor Skill Development in 7-9 Year-Old Boys. Iranian Journal of Pediatrics, 19(2), 123–129. https://doi.org/10.1002/2017GL073681 Alaydin, E., Demirel, G., Altin, S., & Altin, A. (2014). Environmental Knowledge of Primary School Students: Zonguldak (Turkey) Example. Procedia - Social and Behavioral Sciences, 141, 1150. https://doi.org/10.1016/j.sbspro.2014.05.195 Altura, G. J., & Curwood, J. S. (2015). Hitting restart: Learning and gaming in an Australian classroom. Journal of Adolescent and Adult Literacy, 59(1), 25–27. https://doi.org/10.1002/jaal.438 Arslan, C., Yavuz, G., & Deringol-Karatas, Y. (2014). Attitudes of Elementary School Students towards Solving Mathematics Problems. Procedia - Social and Behavioral Sciences, 152, 557. https://doi.org/10.1016/j.sbspro.2014.09.243 Bülent, T., & İlknur, T. (2011). Teachers’ Involvement in Children’s Play and Social Interaction. Elementary Education Online, 10(1), 325. Burke, P., & Welsch, J. G. (2018). Literacy in a ‘broad and balanced’ primary school curriculum: the potential of a disciplinary approach in Irish classrooms. Irish Educational Studies, 37(1), 33–49. https://doi.org/10.1080/03323315.2017.1421088 Chen, Y. C. (2017). Empirical study on the effect of digital game-based instruction on students’ learning motivation and achievement. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3179. https://doi.org/10.12973/eurasia.2017.00711a Çİmen, E. E. V, & Üniversitesi, E. O. (2018). Sekizinci Sınıf Öğrencilerinin Görsel Matematik Okuryazarlığı Öz Yeterlik Algıları İle Gerçek Performanslarının İncele nmesi 1 An Analysis of Eight Grade Students ’ Self -Efficacy Perception of Visual Mathematics Literacy and Their Actual Performance 2. Lköğretim Online, 17(September 2016), 679. https://doi.org/10.17051/ilkonline.2018.419026 Demirbağ, B. C., Çiçek, Z., Yiğitbaş, Ç., Özkan, Ç. G., & Dinçer, A. (2017). The Relationship between Types of Bullying Experienced by Primary School Students and their Anxiety, State-Trait, Self-Esteem and Certain Socio-Demographic Characteristics. Procedia - Social and Behavioral Sciences, 237(June 2016), 399. https://doi.org/10.1016/j.sbspro.2017.02.077 Garris, R., & Driskell, J. E. (2002). Games , motivation , and learning : A research and practice model, 33(4). https://doi.org/10.1177/1046878102238607 Genlott, A. A., & Grönlund, Å. (2013). Improving literacy skills through learning reading by writing: The iWTR method presented and tested. Computers and Education, 67, 98. https://doi.org/10.1016/j.compedu.2013.03.007 Hidayah, I., & Sugiarto. (2015). Model of Independent Working Group of Teacher and its Effectiveness towards the Elementary School Teacher’s Ability in Conducting Mathematics Learning. Procedia - Social and Behavioral Sciences, 214(June), 43–50. https://doi.org/10.1016/j.sbspro.2015.11.591 Hornáčková, V., Kyralová, V., Plachá, G., & Jiroutová, L. (2014). Projecting and Methods of Active Learning in Primary and Pre-Primary Education. Procedia - Social and Behavioral Sciences, 112(Iceepsy 2013), 807. https://doi.org/10.1016/j.sbspro.2014.01.1234 Ilgaz, H. (2015). Adaptation of Game Addiction Scale for Adolescents into Turkish Ergenler İçin Oyun Bağımlılığı Ölçeğinin Türkçe ’ ye Uyarlama Çalışması. İlköğretim Online, 14(3), 877. John, Y. J. (2015). A “ New ” Thematic , Integrated Curriculum for Primary Schools of Trinidad and Tobago : A Paradigm Shift, 4(3), 173. https://doi.org/10.5430/ijhe.v4n3p172 Kaur, S. P., & Puar, S. S. (2017). A Study of Self – Efficacy among Elementary School Teachers. International Journal of Scientific Engineering and Research (IJSER), 5(5), 172. Lämsä, J., Hämäläinen, R., Aro, M., Koskimaa, R., & Äyrämö, S. M. (2018). Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities. British Journal of Educational Technology, 49(4), 596–607. https://doi.org/10.1111/bjet.12639 Leyva, D. (2018). How Do Low-Income Chilean Parents Support Their Preschoolers’ Writing and Math Skills in a Grocery Game? Early Education and Development, 30(1), 114–130. https://doi.org/10.1080/10409289.2018.1540250 Lucas, F. M. M. (2017). The Game as an Early Childhood Learning Resource for Intercultural Education. Procedia - Social and Behavioral Sciences, 237(June 2016), 909. https://doi.org/10.1016/j.sbspro.2017.02.127 Mulbar, U. (2017). The development of metacognition-based learning media for the industrial electronics field in a vocational high school, 15(1), 82. Nizaruddin, Muhtarom, & Sugiyanti. (2017). Improving students’ problem-solving ability in mathematics through game-based learning activities. World Transactions on Engineering and Technology Education, 15(2), 102. Njeng, D. (2014). Previous issues : ( Available online on the IBE website ). (I. bureou of Education, Ed.). Switzerland. Ojose, B. (2011). Mathematics Literacy : Are We Able To Put The Mathematics We Learn Into Everyday Use ?, 4(1), 89–100. Outhwaite, L. A., Gulliford, A., & Pitchford, N. J. (2017). Efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children. Computers and Education, 108, 44. https://doi.org/10.1016/j.compedu.2017.01.011 Pensiero, N., & Green, A. (2018). The effects of post-compulsory education and training systems on literacy and numeracy skills: A comparative analysis using PISA 2000 and the 2011 survey of adult skills. European Journal of Education, 53(2), 238–253. https://doi.org/10.1111/ejed.12268 Piper, B., Simmons Zuilkowski, S., Dubeck, M., Jepkemei, E., & King, S. J. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. World Development, 106, 324. https://doi.org/10.1016/j.worlddev.2018.01.018 Plomp, T., & Nieveen, N. (2010). An Introduction to Educational Design Research. Popa, O.-R., & Bucur, N.-F. (2015). What do Romanian Primary School Teachers Think of the Official Curriculum? Procedia - Social and Behavioral Sciences, 180(November 2014), 101. https://doi.org/10.1016/j.sbspro.2015.02.091 Qian, X. (2014). Construction and application of an educational game based on the ARCS model. World Transactions on Engineering and Technology Education, 12(2), 237. Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students’ mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307. https://doi.org/10.1016/j.kjss.2016.06.001 Talts, L., Kukk, A., Tuisk, M., & Kaljuve, M. (2012). Design for Learning and Teaching in the Context of Value Education. Procedia - Social and Behavioral Sciences, 45, 78. https://doi.org/10.1016/j.sbspro.2012.06.544 Trnova, E., & Trna, J. (2015). Formation of Science Concepts in Pre-school Science Education. Procedia - Social and Behavioral Sciences, 197(February), 2339. https://doi.org/10.1016/j.sbspro.2015.07.264 Utemov, V. V. (2017). Differentiation of Creative Mathematical Problems for Primary School Students. EURASIA Journal of Mathematics, Science and Technology Education, 13(8), 4352. https://doi.org/10.12973/eurasia.2017.00931a Walsh, T. (2018). Towards an Overview for the Redeveloped Primary School Curriculum : Learning from the past , learning from others (p. 7). Yavuz, H. Ç., Dibek, M. İ., & Yalçın, S. (2017). Relationship between drive and motivation features and PISA 2012 mathematics literacy of Turkish and Vietnamese students. Elementary Education Online, 16(1), 178–196. https://doi.org/10.17051/io.2017.45107 Zeiny, R. M. A. E.-. (2012). Sustainability in the Education of Interior Designers in Egypt. Procedia - Social and Behavioral Sciences, 38(December 2010), 123. https://doi.org/10.1016/j.sbspro.2012.03.332
Developing ‘Fort Defending’ Game as a Learning Design for Mathematical Literacy Integrated to Primary School Curriculum in Indonesia
Abstract
A development of fort defending game is used to provide a learning design based on the mathematical literacy, integrated with the primary school
curriculum in Indonesia, K-13. The method applied is development research adapted from Nieveen. It has
three proper stages; preliminary,
prototyping and development stage. The preliminary stage is where the researcher determines what so stated as basic problems of design planning. Next, the prototyping stage is the two step where the developmental
design of the game is constructed in accordance with the aims of mathematical literacy, integrated in the Indonesia curriculum, specifically in term of
basic competence lists, learning design and group activity sheet. The result of the first
stage is
marked as
Draft I, and
being validated by
the expert. The
Draft II is produced from the final
step, is the
description of developed
fort defending
game based, aimed to improve mathematical literacy
integrated into the Indonesia curriculum. This draft has also been
validated and applied in the real life teaching of first grade students in primary school.
References
- Akbari, H., Abdoli, B., Shafizadeh, M., Khalaji, H., Hajihosseini, S., & Ziaee, V. (2009). The Effect of Traditional Games in Fundamental Motor Skill Development in 7-9 Year-Old Boys. Iranian Journal of Pediatrics, 19(2), 123–129. https://doi.org/10.1002/2017GL073681 Alaydin, E., Demirel, G., Altin, S., & Altin, A. (2014). Environmental Knowledge of Primary School Students: Zonguldak (Turkey) Example. Procedia - Social and Behavioral Sciences, 141, 1150. https://doi.org/10.1016/j.sbspro.2014.05.195 Altura, G. J., & Curwood, J. S. (2015). Hitting restart: Learning and gaming in an Australian classroom. Journal of Adolescent and Adult Literacy, 59(1), 25–27. https://doi.org/10.1002/jaal.438 Arslan, C., Yavuz, G., & Deringol-Karatas, Y. (2014). Attitudes of Elementary School Students towards Solving Mathematics Problems. Procedia - Social and Behavioral Sciences, 152, 557. https://doi.org/10.1016/j.sbspro.2014.09.243 Bülent, T., & İlknur, T. (2011). Teachers’ Involvement in Children’s Play and Social Interaction. Elementary Education Online, 10(1), 325. Burke, P., & Welsch, J. G. (2018). Literacy in a ‘broad and balanced’ primary school curriculum: the potential of a disciplinary approach in Irish classrooms. Irish Educational Studies, 37(1), 33–49. https://doi.org/10.1080/03323315.2017.1421088 Chen, Y. C. (2017). Empirical study on the effect of digital game-based instruction on students’ learning motivation and achievement. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3179. https://doi.org/10.12973/eurasia.2017.00711a Çİmen, E. E. V, & Üniversitesi, E. O. (2018). Sekizinci Sınıf Öğrencilerinin Görsel Matematik Okuryazarlığı Öz Yeterlik Algıları İle Gerçek Performanslarının İncele nmesi 1 An Analysis of Eight Grade Students ’ Self -Efficacy Perception of Visual Mathematics Literacy and Their Actual Performance 2. Lköğretim Online, 17(September 2016), 679. https://doi.org/10.17051/ilkonline.2018.419026 Demirbağ, B. C., Çiçek, Z., Yiğitbaş, Ç., Özkan, Ç. G., & Dinçer, A. (2017). The Relationship between Types of Bullying Experienced by Primary School Students and their Anxiety, State-Trait, Self-Esteem and Certain Socio-Demographic Characteristics. Procedia - Social and Behavioral Sciences, 237(June 2016), 399. https://doi.org/10.1016/j.sbspro.2017.02.077 Garris, R., & Driskell, J. E. (2002). Games , motivation , and learning : A research and practice model, 33(4). https://doi.org/10.1177/1046878102238607 Genlott, A. A., & Grönlund, Å. (2013). Improving literacy skills through learning reading by writing: The iWTR method presented and tested. Computers and Education, 67, 98. https://doi.org/10.1016/j.compedu.2013.03.007 Hidayah, I., & Sugiarto. (2015). Model of Independent Working Group of Teacher and its Effectiveness towards the Elementary School Teacher’s Ability in Conducting Mathematics Learning. Procedia - Social and Behavioral Sciences, 214(June), 43–50. https://doi.org/10.1016/j.sbspro.2015.11.591 Hornáčková, V., Kyralová, V., Plachá, G., & Jiroutová, L. (2014). Projecting and Methods of Active Learning in Primary and Pre-Primary Education. Procedia - Social and Behavioral Sciences, 112(Iceepsy 2013), 807. https://doi.org/10.1016/j.sbspro.2014.01.1234 Ilgaz, H. (2015). Adaptation of Game Addiction Scale for Adolescents into Turkish Ergenler İçin Oyun Bağımlılığı Ölçeğinin Türkçe ’ ye Uyarlama Çalışması. İlköğretim Online, 14(3), 877. John, Y. J. (2015). A “ New ” Thematic , Integrated Curriculum for Primary Schools of Trinidad and Tobago : A Paradigm Shift, 4(3), 173. https://doi.org/10.5430/ijhe.v4n3p172 Kaur, S. P., & Puar, S. S. (2017). A Study of Self – Efficacy among Elementary School Teachers. International Journal of Scientific Engineering and Research (IJSER), 5(5), 172. Lämsä, J., Hämäläinen, R., Aro, M., Koskimaa, R., & Äyrämö, S. M. (2018). Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities. British Journal of Educational Technology, 49(4), 596–607. https://doi.org/10.1111/bjet.12639 Leyva, D. (2018). How Do Low-Income Chilean Parents Support Their Preschoolers’ Writing and Math Skills in a Grocery Game? Early Education and Development, 30(1), 114–130. https://doi.org/10.1080/10409289.2018.1540250 Lucas, F. M. M. (2017). The Game as an Early Childhood Learning Resource for Intercultural Education. Procedia - Social and Behavioral Sciences, 237(June 2016), 909. https://doi.org/10.1016/j.sbspro.2017.02.127 Mulbar, U. (2017). The development of metacognition-based learning media for the industrial electronics field in a vocational high school, 15(1), 82. Nizaruddin, Muhtarom, & Sugiyanti. (2017). Improving students’ problem-solving ability in mathematics through game-based learning activities. World Transactions on Engineering and Technology Education, 15(2), 102. Njeng, D. (2014). Previous issues : ( Available online on the IBE website ). (I. bureou of Education, Ed.). Switzerland. Ojose, B. (2011). Mathematics Literacy : Are We Able To Put The Mathematics We Learn Into Everyday Use ?, 4(1), 89–100. Outhwaite, L. A., Gulliford, A., & Pitchford, N. J. (2017). Efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children. Computers and Education, 108, 44. https://doi.org/10.1016/j.compedu.2017.01.011 Pensiero, N., & Green, A. (2018). The effects of post-compulsory education and training systems on literacy and numeracy skills: A comparative analysis using PISA 2000 and the 2011 survey of adult skills. European Journal of Education, 53(2), 238–253. https://doi.org/10.1111/ejed.12268 Piper, B., Simmons Zuilkowski, S., Dubeck, M., Jepkemei, E., & King, S. J. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. World Development, 106, 324. https://doi.org/10.1016/j.worlddev.2018.01.018 Plomp, T., & Nieveen, N. (2010). An Introduction to Educational Design Research. Popa, O.-R., & Bucur, N.-F. (2015). What do Romanian Primary School Teachers Think of the Official Curriculum? Procedia - Social and Behavioral Sciences, 180(November 2014), 101. https://doi.org/10.1016/j.sbspro.2015.02.091 Qian, X. (2014). Construction and application of an educational game based on the ARCS model. World Transactions on Engineering and Technology Education, 12(2), 237. Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students’ mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307. https://doi.org/10.1016/j.kjss.2016.06.001 Talts, L., Kukk, A., Tuisk, M., & Kaljuve, M. (2012). Design for Learning and Teaching in the Context of Value Education. Procedia - Social and Behavioral Sciences, 45, 78. https://doi.org/10.1016/j.sbspro.2012.06.544 Trnova, E., & Trna, J. (2015). Formation of Science Concepts in Pre-school Science Education. Procedia - Social and Behavioral Sciences, 197(February), 2339. https://doi.org/10.1016/j.sbspro.2015.07.264 Utemov, V. V. (2017). Differentiation of Creative Mathematical Problems for Primary School Students. EURASIA Journal of Mathematics, Science and Technology Education, 13(8), 4352. https://doi.org/10.12973/eurasia.2017.00931a Walsh, T. (2018). Towards an Overview for the Redeveloped Primary School Curriculum : Learning from the past , learning from others (p. 7). Yavuz, H. Ç., Dibek, M. İ., & Yalçın, S. (2017). Relationship between drive and motivation features and PISA 2012 mathematics literacy of Turkish and Vietnamese students. Elementary Education Online, 16(1), 178–196. https://doi.org/10.17051/io.2017.45107 Zeiny, R. M. A. E.-. (2012). Sustainability in the Education of Interior Designers in Egypt. Procedia - Social and Behavioral Sciences, 38(December 2010), 123. https://doi.org/10.1016/j.sbspro.2012.03.332
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