Development Of Geobot Games in Teaching and Facilitation of Form Four Geographical Skills Topics

  • Mohamad Amran Manining Faculty of Psychology and Education, Universiti Malaysia Sabah (UMS)
  • Soon Singh A/L Bikar Singh Faculty of Psychology and Education, Universiti Malaysia Sabah (UMS)
Keywords: games, geographical skills, ADDIE model, KSSM


The suitability of Teaching and Facilitation Strategies (PDPc) will be able to create effective and fun learning for students in schools where the ability of teachers to plan and implement various PdPc strategies is able to optimize a learning session. PDPc's student -centered strategy can provide opportunities for students to submit opinions, cultivate the attitude of always seeking knowledge and learning throughout life. Student -centered learning that requires the active involvement of students in finding and investigating problems, constructing hypotheses, designing experiments, collecting data as well as drawing conclusions to solve problems can be implemented through game -based learning. While the teacher only acts as a facilitator. This study is a design and development research using the ADDIE Model. Findings show that the implementation of the ADDIE Model in the development of Geobot Game Module makes the development of modules can be carried out systematically and produce modules relevant to the Secondary School Standard Curriculum for Geography form four set by the Ministry of Education Malaysia.

Abstract views: 64 , PDF downloads: 45


Download data is not yet available.


Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). USA: Springer Science & Business Media.

Buku Teks Geografi Tingkatan Empat, (2019). Kementerian Pendidikan Malaysia. Kubu Publications.

Crawford, K. (1996). Vygotskian Approaches in Human Development in The Information Era. Educational Studies in Mathematics, 31(1-2): 43-62.

Davis, F. D., Bagozzi, R., & Warshaw, P. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35, 181–192.

Dweck, C. S., & Leggett, E. L. (1988). A Social-Cognitive Approach to Motivation and Personality. Psychological review, 95(2), 256.

Gee, J. P. (2007). Good video games good learning: Collected essays on video games, learning, and literacy. New York, NY: P. Lang.

Jusuf, H. (2016). Penggunaan Gamifikasi dalam Proses Pembelajaran. Jurnal TICom, 4(3), 92772.

Rosly, M. R., & Khalid, F. (2017). Gamifikasi: Konsep dan implikasi dalam pendidikan. Pembelajaran Abad ke-21: Trend Integrasi Teknologi, 144-154.

Hertzog, M. A. (2008). Considerations in Determining Sample Size for Pilot Studies. Research in Nursing dan Health. 31(2), 180–191.

Keller, J.M., & Kopp, T. (1987). Application of the ARCS model of motivational design. In C.M. Reigeluth(Ed.), Instructional theories in action: Lessons illustrating selected theories and models. Lawrence Erlbaum Associates, U.S.A.

Johnson, B. & Christensen, L. (2012). Educational research. 4th. Los Angeles: Sage.

Kupasan Mutu Jawapan SPM (2013). Lembaga Peperiksaan Malaysia.

Kupasan Mutu Jawapan SPM (2014). Lembaga Peperiksaan Malaysia.

Makgato, M. (2012). Identifying Constructivist Methodologies and Pedagogic Content Knowledge In The Teaching And Learning Of Technology. Procedia Social and Behavioral Science. 47: 1398-1402.

Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Gheen, K. E., Kaplan, A. Kumar, R. Middleton, M. J., Nelson, J. Roeser, R. Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales. Ann Arbor, MI: University of Michigan.

Muhammad Shakir Saad. (2018). Keberkesanan Proses Pembelajaran Robot Permainan Terhadap Pencapaian, Komunikasi Berkesan Dan Motivasi Pelajar Topik Respirasi Sel. Tesis UMS.

Ortiz, A.M. (2015). Examining Students’ Proportional Reasoning Strategy Levels As Evidence Of The Impact Of An Integrated Lego Robotics And Mathematics Learning Experience. Journal of Technology Education. 26(2): 23-28.

Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS (4 th ed). Maidenhead: Open University Press/McGraw-Hill.

Richey, R. C., & Klein, J.D. (2009). Design and Development Research Methods, Strategies, and Issues. New York: Routledge.

Robinson, K. (1972). The Task‐Achievement Analysis of Education. Educational Philosophy and Theory, 4:2, 17-24, DOI: 10.1111/j.1469- 5812.1972.tb00052.x .

Rusell, J.D. (1974). Modular instruction: A guide to the design, selection, utilization and evaluation of modular materials. New York: Publishing Company.

Schmidt, H.G., Van der Molen, H.T., Te Winkel, W.W.R., & Winjen, W.H.F.W. (2009). Constructivist, problem-based learning does work: meta-analysis of curricular comparisons involving a single medical school. Educational Psychologist, 44 (4): 227-249.

Sidek Mohd Noah. (2005). Pembinaan modul: bagaimana membina modul latihan dan modul akademik. Serdang: UPM.

Škuta, P., & Kostolányová, K. (2018). Adaptive aproach to the gamification in education. DIVAI 2018.

Sulaiman, Noorul & Shahrill, Masitah. (2015). Engaging Collaborative Learning to Develop Students' SkiIls of the 21st Century. Mediterranean Journal of Social Sciences. 6. 544-552. 10.5901/mjss.2015.v6n4p544.

Tan,W.H. (2018). Gamifikasi Dalam Pendidikan: Pembelajaran Berasaskan Permainan. Tanjong Malim: Universiti Pendidikan Sultan Idris.

Tuckman, B.W, & Waheed, M.A. (1981). Evaluating and individualized science programme for community college students. Journal of Research in Science Teaching, 18: 489-495.

Vygotsky, L. S. (1978). Mind in Society. (Trans. by Cole, M.), Cambridge, MA: Harvard University Press.

Vygotsky, L.S. (1981). The Genesis Of Higher Mental Functions. Dalam J. V. Wertsch (ed.). The concept activity in soviet psychology armonk. New York: Sharpe., hlm. 144-188.
How to Cite
Manining, M. A. and Bikar Singh, S. S. (2021) “Development Of Geobot Games in Teaching and Facilitation of Form Four Geographical Skills Topics”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(6), pp. 276 - 288. doi: