Kesediaan Pelajar Terhadap Penggunaan Aplikasi Kahoot! Dalam Pembelajaran Bahasa Arab
Student Readiness of Using Kahoot! in Learning Arabic Language
Abstract
Teknologi digital memainkan peranan yang penting dalam menjadikan pembelajaran menarik dan menyeronokkan. Kahoot! adalah merupakan di antara aplikasi yang dapat mewujudkan suasana pembelajaran secara interaktif yang berkesan dan menyeronokkan. Walaupun demikian, kesediaan pelajar terhadap penggunaannya dalam kelas pembelajaran bahasa Arab Komunikasi di UiTM Kelantan masih belum dikaji. Oleh itu, kajian ini dijalankan untuk melihat faktor yang mendorong niat mereka untuk menggunakannya dalam kelas pembelajaran berdasarkan kepada perspektif Model Penerimaan Teknologi (TAM). Pengaruh dua pemboleh ubah model ini, iaitu jangkaan kebergunaan (JK) dan jangkaan mudah guna (JMG) dikaji. Sebanyak 222 data diperoleh daripada responden yang terdiri daripada pelajar yang program Diploma Pengurusan Perniagaan di UiTM Cawangan Kelantan. Data dianalisis menggunakan perisian SmartPLS 3.2.6. Dapatan kajian menunjukkan faktor jangkaan mudah guna (JMG) (ß = 0. 370, t = 5.203, p< 0.01, f2 = 0.119) merupakan faktor utama yang yang mendorong niat mereka untuk menggunakannya dalam kelas diikuti dengan faktor jangkaan kebergunaan (JK) (ß = 0. 335, t = 5.054, p< 0.01, f2 = 0.098). Nilai R2 bagi niat untuk menggunakan aplikasi Kahoot! yang besar iaitu sebanyak 0.423 menunjukkan 42.3% daripada varian kesediaan responden untuk menggunakan aplikasi Kahoot! disumbangkan oleh dua pemboleh ubah yang dikaji. Selain itu, pengaruh di antara faktor iaitu jangkaan kebergunaan (JK) terhadap jangkaan mudah guna (JMG) (ß = 0. 705, t = 19.242, p< 0.01, f2 = 0. 0.988) menunjukkan kebergunaan aplikasi Kahoot pada pandangan pelajar banyak bergantung kepada faktor jangkaan mudah guna dengan jumlah varian jangkaan kebergunaan sebanyak 49.7%. Dapatan analisis IPMA juga menunjukkan bahawa di antara dua indikator TAM, jangkaan mudah guna merupakan faktor paling penting yang mempengaruhi niat pelajar untuk menggunakan aplikasi Kahoot!. Dapatan kajian ini diharapkan dapat memberikan sumbangan yang bermakna terhadap pensyarah bahasa Arab dalam mengenal pasti faktor-faktor yang mendorong niat pelajar untuk menggunakan aplikasi Kahoot! dalam kelas berdasarkan kepada perspektif Model Penerimaan Teknologi (TAM) di UiTM Kelantan.
ABSTRACT
Digital technology plays an important role in making learning exciting and fun. Kahoot! is one of the applications that can create interactive and effective learning environment. However, students' readiness in using Kahoot! in Arabic Communication classes at UiTM Kelantan has not been investigated. Therefore, this study was conducted to look at factors that influence their intention to use it in the classroom based on Technology Acceptance Model (TAM) perspective. The effects of these two variables, namely perceived usefulness (JK) and perceived ease of use (JMG), are studied. A total of 222 data were obtained from respondents comprising of Diploma in Business Management students at UiTM Kelantan Branch. Data were analyzed using SmartPLS 3.2.6 software. The findings indicated that perceived ease of use (JMG) (ß = 0. 370, t = 5.203, p< 0.01, f2 = 0.119) was the main factor in driving their intention to use it in the classroom followed by perceived usefulness (JK) (ß = 0. 335, t = 5.054, p< 0.01, f2 = 0.098). R2 value for the intention to use Kahoot was 0.423 which meant 42.3% of the respondents' readiness to use Kahoot! was contributed by two variables being studied. In addition, the influencing factor of perceived usefulness (JK) on perceived ease of use (JMG) (ß = 0. 705, t = 19.242, p< 0.01, f2 = 0. 0.988) indicated that the usefulness of Kahoot in the student's view was largely dependent on the perceived ease of use factor with a total variance of 49.7% for perceived usefulness. IPMA analysis also showed that between the two TAM indicators, perceived ease of use had the most impact on students' intention to use Kahoot!. The findings of this study are expected to make significant contributions to Arabic language learners in identifying the factors that influence students' intention to use Kahoot! in the classroom at UiTM Kelantan based on Technology Acceptance Model (TAM) perspective.
Copyright (c) 2019 International Online Journal of Language, Communication, and Humanities
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
It is the author's responsibility to ensure that his or her submitted work does not infringe any existing copyright. Furthermore, the author indemnifies the editors and publisher against any breach of such a warranty. Authors should obtain permission to reproduce or adapt copyrighted material and provide evidence of approval upon submitting the final version of a manuscript. This journal does not allow the author(s) to hold the copyright without restrictions or retain publishing rights without restrictions.
Papers are accepted on the understanding that they have not been and will not be published elsewhere. On the decision of the editors, authorities in the relevant field will review the papers blindly. The editors have the final decision on publication. Papers on acceptance become the copyright of UMK Publisher. To assist publication, authors will be requested to submit a copy in Microsoft Word format of their final manuscript. The journal will be published in online.
.png){kind=small}
