MENGURANGKAN JURANG DIGITAL MELALUI PROGRAM PENGATURCARAAN ROBOTIK BERKONSEPKAN PEMIKIRAN KOMPUTASIONAL UNTUK PELAJAR DAN GURU SEKOLAH LUAR BANDAR (Bridging the Digital Divide through Robotic Programming Program based on Computational Thinking among Students and Teachers in Rural Schools)

Abstract

ABSTRAK

Pendidikan dalam bidang Sains, Teknologi, Kejuruteraan, Seni dan Matematik (STEAM) dan peningkatan kemahiran pemikiran komputasional (CT) merupakan faktor penting dalam mempercepatkan kemajuan dalam pelbagai sektor untuk mencapai Matlamat Pembangunan Mampan (SDG). Oleh itu, pelajar perlu didedahkan dengan kemahiran ini sebagai persediaan menghadapi cabaran masa hadapan bagi mengurangkan jurang digital dan ekonomi di antara kawasan, selaras dengan SDG 11, iaitu Bandar dan Komuniti Lestari. Jurang digital menyebabkan pelajar luar bandar terpinggir dan kehilangan minat dalam bidang STEAM, yang memburukkan lagi ketidaksamaan sosial dan ekonomi. Sekiranya program amali dan aktiviti STEAM dapat dijalankan secara berterusan, dengan lebih proaktif melibatkan lebih ramai peserta, ia akan meningkatkan minat dan kecenderungan pelajar luar bandar untuk menyambung pengajian dalam bidang ini. Kajian ini bertujuan untuk mengukur kemahiran menyelesaikan masalah menggunakan konsep pemikiran komputasional serta minat dan kecenderungan pelajar dalam STEAM selepas mengikuti kursus pengaturcaraan robotik, yang dijalankan di Sebuyau, Sarawak dengan kerjasama Yayasan Bank Rakyat. Seramai 116 orang pelajar dan 25 orang guru terlibat dalam program ini yang berlangsung selama 12 hari. Pelajar dan guru dibahagikan kepada tiga kumpulan, dan setiap kumpulan dilatih selama empat hari berturut-turut. Empat modul pengajaran yang digunakan ialah konsep CT, pengaturcaraan Scratch, pengoperasian mikropengawal Arduino dan pengaturcaraan robot mBot2. Di akhir program, pertandingan robotik diadakan untuk menggalakkan pembelajaran kompetitif. Hasil daripada keputusan ujian darjah kecerdasan pra dan pasca pelajar, terdapat peningkatan dalam purata sebanyak 9.72% dalam kemahiran penyelesaian masalah selepas program dilaksanakan. Selain itu, hasil tinjauan menunjukkan perubahan yang positif dalam kecenderungan pelajar untuk belajar dalam bidang STEAM selepas mengaplikasikan konsep pemikiran komputasional dalam pengaturcaraan. Pembelajaran kompetitif melalui pertandingan pula mendedahkan pelajar dengan persaingan yang bakal mereka tempuhi di alam pekerjaan. Kesimpulannya, program sebegini mampu memberi motivasi kepada pelajar dan seterusnya merapatkan jurang digital yang semakin ketara. Kemahiran heuristik yang dibangunkan membantu pelajar menjadi kreatif, analitikal, dan berfokus pada penyelesaian, memacu kemajuan dan mampu meningkatkan kualiti hidup masyarakat.

ABSTRACT

Education in the fields of Science, Technology, Engineering, Arts, and Mathematics (STEAM) and enhancing computational thinking (CT) skills are important factors in accelerating progress in various sectors to achieve the Sustainable Development Goals (SDG). Therefore, it is important for students to be exposed to these skills in preparation for future challenges as well as improving social and economic injustice in society, in line with SDG 11, which is Sustainable Cities and Communities. A significant digital divide leaves many students in rural areas marginalized and unable to learn and move forward. These limitations can cause them to lose interest in STEAM fields and exacerbate social and economic inequality. If hands-on programs and STEAM activities can be carried out continuously, proactively involving more participants, this may increase the interest and tendency of more rural students to continue their studies in the field. This research aims to measure problem-solving skills using the concept of computational thinking, as well as students’ interests and tendencies in STEAM after following a robotic programming course. The study was carried out in Sebuyau, Sarawak in collaboration with Yayasan Bank Rakyat. A total of 116 students and 25 teachers were involved in this program, which lasted for 12 days. The students and teachers were divided into three groups, and each group was trained for four consecutive days. The four teaching modules used are CT concepts, Scratch programming, Arduino microcontroller, and mBot2 robot programming. Then, a final competition held to encourage competitive learnings. As the result of the pre- and post-student psychometric test, there are 9.72% increase in mean value for problem-solving skills after applying the computational thinking module. In addition, the survey results indicated a positive change in the level of students’ inclination to learn in the STEAM field, after applying computational thinking in their programming. The competitive learning through robotic competition exposes students to the competition which they shall encounter in the future. In conclusion, such a program is able to motivate students and further bridge the digital gap that is becoming more and more apparent. The developed heuristic skills help students become creative, analytical, and solution-oriented, driving progress and improving the quality of life for everyone.