Development of Interactive Software for Implementing the Science Process Skills in Science Primary School

Abstract

This study aims to develop interactive software for implementing the science process skills among primary pupils. Objectives of this study to developed interactive software in the sub title of "Rusting" and examines the usability of interactive software in the process of teaching and learning and its ability to apply science process skills among pupils. ADDIE instructional design model was used as a guideline of developing the interactive software. At the analysis level, 10 experts were interviewed for get their opinian on the topics that are difficult to run experiments in the science year 4 syllabus. Level of design, researchers have identified the theories related to the cognitivism, constructivism and contextual. Level of development, researchers have developed an interactive software using Macromedia Flash. Level of implementation, 10 experts who were interviewed have tried to use the interactive software in their schools. Level of evaluation, 10 experts will fill the same checklist to specify whether this interactive software can apply science process skills or not. The data analysis found, interactive software that has been developed is able to apply the science process skills amongst primary school pupils. In future, hopefully there are a lot of interactive software can be developed to help teaching and facilitation in schools, science process skills among pupils. Interactive software definitely makes learning of Science more interesting.

Strategi Kepala Sekolah Dalam Membentuk Kecerdasan Spiritual Melalui Habitual Curriculum Pembelajaran Al Quran

“…Selanjutnya penelitian yang membahas tentang strategi kepala sekolah dalam membentuk kecerdasan spiritual siswa juga dilakukan oleh Al-Darabsah 24 dan Abdullah 25 . Hasil penelitian tersebut adalah peran dan strategi kepala sekolah diakui sebagai faktor penting dalam membentuk kecerdasan spiritual siswa.…”

Primary School Science Teachers’ Creativity and Practice in Malaysia

“…Another study, by Kant et al (2017), reports that students exhibited learned science content creatively through cooking and quilt-making. The repertoire of content delivery and outcome formats in creative pedagogy can, furthermore, be enriched by using digital technology, including geographic information systems (GIS) and geovisualization tools (Delparte et al, 2016), augmented reality (Reeves et al, 2021), interactive software (Abdullah, 2017), gamification (Toth & Kayler, 2015), animation and interactive environments (Johansson, 2001), mobile learning (Cotič et al, 2020), 3-D printing (Saorín et al, 2017, composing and remixing digital music (Engelman et al, 2017), to name a few. In all these strategies for science learning, creativity is the inclusive element, in both the knowledge-acquiring process and the knowledgedelivering/expressing process.…”