Teaching industry sector in the country is changing in dynamic and calculated to have many more changes and reforms in the 21st century. The objective of making Malaysia a center of excellence in teaching (Center for Academic excellent) in the Asian region and internationally in the 21st century, requires Malaysia improve the image of excellence and quality teaching to the standards of the world or get the status of World Class Education. Developments and advances in technology have broad impact on the reform of the teaching system of the country. Information technology will help improve efficiency in the teaching of organizational learning. Teaching and learning culture in schools or institutions of higher learning is no longer confined to the means, methods and systems of traditional and rigid. Technology to form a new identity and image of teaching the world a more flexible, innovative, creative and stimulating the development of student potential. By expanding and improving the effectiveness of the use of multimedia and
computer aided learning, the quality of teaching in this country will be increased to achieve world-class teaching.
In this era of information technology, computers are an important component of daily communication for all people in all areas such as business, medicine, law, research, administration and so forth. Last but not least in the world of computer learning is an agent that can help increase the level of achievement in teaching and learning and teaching of administrative efficiency within the organization itself. It is outdated technology to leave this country that have proven effectiveness.
New technology such as computer-based multimedia can make teaching an enjoyable experience. Besides teaching, instructors and students are not bound by conventional teaching methods and they can tap into a new world and interact with other countries in multimedia.
Multimedia is a new technology and an option for the communication. A good example is the use of multimedia in the classroom. The study was conducted in 200 schools in Atlanta on the use of multimedia (Multimedia Computer Assisted Instruction) in the classroom compared with the normal teaching methods. The control group consisted of those who study the normal lecture method, while the group were compared using interactive media and computer based instruction. Testing and observation methods used to evaluate the effectiveness of multimedia in teaching and learning. The study found that the skills, knowledge and level of understanding that is dominated by the use of multimedia is higher than the control group. (Bosco, 1986 Fletcher, 1989, 1990; Khalili & Shashaari, 1994).
The use of multimedia in teaching is very broad and not limited. Group instructors should see the positive aspects of the need to interact with the latest technology to familiarize the next generation of sophisticated lifestyle in the 21st century later. The use of multimedia indirectly provide opportunities for teachers and students to use and memahirkan themselves with the latest technology and ready to face the challenges of new technologies in the future.
Computers, as tools to assist teaching and learning. As a tool to assist in the teaching and learning, the computer will facilitate the process of learning content, development of higher thinking and problem solving beraras. This role will only be effective when the instructor to plan the content and teaching strategies Computer Aided Instruction (CAI) based on the teaching objectives and target groups. Then the teacher should move this material into a form understood by computers. Instructors will design a computerized enrichment activities as appropriate. In these activities students will use computers and software applications that are suitable as a tool to help them solve problems and understand the subject.
Simulation is a learning situation in a controlled and deliberately created similar to the real situation. The aim is to undertake a training solve the problem (Mok Soon Sang, 2004). A simulation approach is in line with the target group of students BIT and BIS. Quinn (1993) and Palincsar (1995) for example has been found that the use of computerized simulations in the learning process is able to improve their skills to solve a given problem effectively. They have the opportunity to do training and develop thinking skills at a higher level. The statement is supported by studies Farrimond and colleagues (1997) that
take advantage of the latest multimedia technology to transfer the case study method of learning the traditions of computer simulation. This method is able to show situations that represent real life for the purpose of research students. They found that the method allows students to develop their understanding of learning more effectively. Computer simulations are also able to increase motivation, reduce the occurrence of misconceptions in learning to effectively integrate information and enhance learning opportunities for the occurrence of more meaningful (Mayes, 1992).
At present, the country is heading into a developed country status
2020 years to come. Human resource needs in science and
The core technology is the most important in the development of the country. Therefore,
education is one of the most important branches of science channel
knowledge to source skilled and semi skilled staff. With
the needs of science and technology is emphasized in Malaysia
achieving Vision 2020.
Mastery of science and technology requires basic science
strong since the early stages of primary, secondary to the stage
higher. The emphasis on science subjects have given attention
since the formulation of education policies and continue to grow until
create a new curriculum is the latest Integrated Curriculum
Secondary (KBSM). Therefore, the teaching of science is emphasized by
government in an effort to create a society that is sainstifik and
progressive, inventive and forward looking to the future. Thus,
some new approaches to teaching science has been introduced, not
exception is the subject of Physics. One new approach is
teaching with multimedia software. Can not be denied that the technology
information is now accepted as part of education. All
schools in Malaysia are now equipped with multimedia facilities. All
teachers who teach science and mathematics has been provided with
a "laptop". This shows that the change of government berusahanya
approach to teaching science and mathematics in our country.
Computer Assisted Learning (CAL) is an approach that
use of computers in teaching and learning. In
in short, the computer as an approach that is used to convey
lesson so that learning can be more simple, attractive and effective
and interact with computers in their own needs and capabilities.
Physics is one of the key science subjects in the development of
country for Physics is the basis for engineering. Although the physics
is an important subject, but is against the interest of students
decreases. This is because the subject of physics, not all ideas can be
clearly visible, but there is a vision. If teachers teach only
textbooks and training aid, the student can not mengimaginasikan form
in fact, for example the movement of particles in solids and sebaginya.
Therefore, the computer plays an important role in realizing the objects
The vision of the truth in the form of animation and computer technology in simulasi.Perkembangan now continue to erupt
rapidly. These developments are cause for thought
applying the field of computer technology in the education system today. Aspects
technology has been incorporated into the school curriculum as a force to
cultivate and nurture students' interest in learning.
Several longitudinal investigations into the use of technology in students' science, technology, engineering, and
mathematics (STEM) learning are ongoing, but very little attention has been given to discovering the outcomes of
such endeavors (Boyle, Lamprianou, & Boyle, 2005). Technology can help in the scientific learning process because
of its potential to support activities such as data collection, visualization, meaningful thinking, problem solving, and
reflection. In fact, much of our current educational practice grows out of curriculum reform efforts that have
emphasized the teaching of process skills involved in the construction of scientific knowledge-diverse skills such as
observing, classifying, measuring, conducting controlled experiments, and constructing data tables and graphs of
experimental results (Linn & Hsi, 2000). Various strategies to promote better science learning have been explored.
For example, the Web-based Inquiry Science Environment (WISE) is one of the curriculum projects that Linn and
her colleagues created to help students develop more cohesive, coherent, and thoughtful accounts of scientific
phenomena (Linn, Clark, & Slotta, 2003). WISE is guided by an instructional framework called scaffolded
knowledge integration (SKI) that requires students to reflect on their deliberately developed repertoire of models for
complex phenomena, and to work toward expanding, refining, reconciling, and linking these models (Bell, 2002;
Linn, 1995). In WISE, students who engage in various inquiry activities such as compare ideas, distinguish cases,
identify the links and connections among ideas, seek evidence to resolve uncertainty and categorize valid
relationships show better understandings of complex scientific concepts (Davis & Linn, 2000). Further research into
how the effects of using technology-mediated tools to facilitate science practices, such as applying various real data
to empower students to understand the scientific enterprise itself, are worth further discussion.
Researchers have long discussed whether students' positive attitudes toward science can influence whether students
consider science as a career (Papanastasiou & Zembylas, 2004). Several studies have found that students' attitudes
toward science correlated with science achievement and participation in advanced science courses (e.g., Lee &
Burkam, 1996; Simpson & Oliver, 1990). It is also well known that students' attitudes toward a subject as well as
their learning environment impact school achievement. In this study we sought to understand whether a technologysupported
Background of problem
The development of science and technology are rapidly affecting
education system in a country. Technology developed by
creation tools of technology to the discovery of ideas through
If viewed from the historical development of education, initially
education played an oral only and without any intermediate
equipment. Then with the development of information technology has
integrating education, especially in stages
in the process of teaching and learning. For example, the start of the slate
which is a technology at the time and the next board (board
black) and lime. From day to day, again with expanded information technology
with audio visual equipment such as tape recordings, films, slides, OHP and
According to R. J. Field (1995), most students think physics is
a subject that is difficult, very complex, complicated and difficult to understand. This
causing more and more students are not interest in physics is taught in schools
which is traditionally read and hafal.Menurut Physics syllabus in Integrated Curriculum
Secondary (KBSM) Ministry of Education (2003), the use of technology
in science teaching and learning is one teaching strategy
learning in Malaysia. Simulation and computer animation is a
methods for teaching science concepts that abstract and difficult. Information Technology
potential to make learning more enjoyable and effective. Use
computers is to assist in increasing student interest in studying science and
enhance the effectiveness of teaching and learning science.
Motivation is the tendency of the heart within the influence naruri
and move the behavior of a person (Lee, 1998). It is the power of
in the individual that led to do something in order to achieve the requirements
or personal goals. There are two types of motivation is internal or intrinsic motivation
and external motivation or ektrinsik. According Semiawan (1986), intrinsic motivation
is a desire to act that occurred without influence from the factors
environment, while external motivation is the behavior occurs because
influenced by external stimuli. Mark Lepper (1985) showed that
motivation is effective with the use of computers as teaching aids
in the classroom. According to the theory of intrinsic motivation literature, the use of
computers in learning is one way to increase interest
students in learning.
To determine the relationship of students' motivation in using a computer
Physics learning with students' achievement, motivation and intrinsic motivation
extrinsic students to use computers in physics education research.
Statement of Problem
Although studying physics enables students have
preparation for going into the various areas of training and career
oriented science and technology, but found more and more students
not motivated to learn. This is because the concepts of physics often
not consistent with the knowledge intuition (Champagne, Gunstone, & Klopfer, 1985;
Nussbaum & Novick, 1982; Maria & MacGinitie, 1981; McCloskey, 1983; Osborne &
Freyberg, 1985). When a new concept that has arisen against
early knowledge and early penetahuan less, students would be difficult to
believe, for example gravity to attract the object surface with
the same velocity, although the mass of different objects. Students feel the concept of physics
difficult to learn because they know that the great mass of the object
a force more powerful and has the force of gravity higher
compared with lighter objects.
Therefore, the Ministry of Education has provided equipment
computers equipped with software on CD-ROM aids sebagi
teaching to the teaching and learning in order to improve
students' motivation for learning.
According to the background problems are discussed, this study
will focus on a few statements about intrinsic motivation and
extrinsic motivation of students to use computers in teaching physics.
Rational of study
Purpose of the Study
Objective of study
This study aims to motivate students to use computers
in learning physics in High School, Batu Pahat, Johor. The objective of this study
include the following things as:
1. The level of intrinsic motivation of students to computer use
in learning physics.
2. To identify the extrinsic motivation of students to use computers
in learning physics.
3. The relationship between intrinsic motivation of students
use of computers in physics education and achievement.
4. The relationship between extrinsic motivation of students
use of computers in physics education and achievement.
1. What is the intrinsic motivation of students in learning physics
using the computer?
2. What is extrinsic motivation of students in learning physics
using the computer?
3. Is there a relationship between intrinsic motivation of students
use of computers in learning and achievement in physics
4. Is there a relationship between the extrinsic motivation of students
use of computers in physics education and achievement?
Location of study
Significance of the Study
Limitations of the Study