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CHAPTER 1 : INTRODUCTION
1.1 Introduction
Today`s technological development may affect some area of life. The development of information technology as well as the use of computers has implications which is great for human life including in education. These advances can help teachers provide teaching and learning activities more interesting and interactive. Towards Malaysian vision by 2020, Ministry of Education has been carried out a transformation through the Malaysian Education Development Plan 2013-2025 which plans various initiatives to empower education institution. It is planned in the context of improving international education standards and government aspirations to prepare pupils in Malaysia to face the 21st century education challenge (Zamri Mahamod, 2013). According to Azmi , (2012) discussion, there are four criteria of 21st century skills that teachers and students need to master which is digital era literacy, inventive thinking, effective communication and high productivity. Therefore, the process of teaching and learning in schools now requires teachers to keep in line with the use of media as a teaching aid to ensure knowledge can be delivered smoothly and effectively.
Nowadays, multimedia is considered as an impressive learning medium because of its capability in activating our senses such as our sight, hearing, and tactile. According to Tasir and Harun (2003) electronic multimedia can be an effective medium of communication and positive for its ability to simultaneously combine assorted colours and styles of text, audio, video and animation to be displayed on the screen. Besides that, multimedia in education can be define as all types of teaching aids that combining elements of text, graphics, animation, image, voice and video such as CD-ROMs, computer games and computer programs to enable a genuine experience of the subject being taught or studied (Basiron, 2012). Thus, with all the aspect that provide through multimedia especially in teaching and learning of course can help to enhance student interest and motivating them towards the lesson.
The process of teaching and learning is an essential element in ensuring students can follow the content of subject that delivered. Teaching is an activity related to the dissemination of knowledge that includes planning, managing, delivering, guiding and evaluating activities. In short, teaching is a process for conveying and contributing ideas and facilitate in gaining knowledge, defining standards and promoting creativity, helping a student to learn and challenge students towards achieving optimal potential. Therefore, teachers need to play a significant role in creating a new mode of teaching method in schools rather than keep using the same method in lecture. According to that situation, teachers need to be smart in using effective teaching aid to facilitate the teaching and learning process. Hence, the use of teaching aid should be highlighted in delivering information and knowledge towards student that have different type of cognitive, style of learning and background.
Along with this era of technology, as a branch of discipline, the arts are also impacted in various forms, either directly or indirectly. In fact, the incorporation of art disciplines with the Science and Mathematical disciplines through graphic and industrial design using computer technology is an attempt to explore art disciplines (Ghazali, 2000). Thus, we can say that the emergence of multimedia technology has slightly affected the teaching and learning in visual arts education. The ability of multimedia technology in combining various kinds of media like text, audio, picture, numeric, animation, and video in the form of digital software, and its interactive capacity make it an interesting alternative of teaching aid. With the relevance of teaching aid, it helps teachers explain concepts more clearly than verbal explanations such as the use of animated video. Directly, the changes can help the teacher to make the learning process more meaningful to the students.
1.2 Background of Study
Ramli et al., (2017) in their study stated that Information and Communication Technology (ICT) and Visual Art Education are two different things, however, this is a unique and challenging combination. Moreover, Visual Arts Education is a discipline that crosses the curriculum and can be described as the basis for other subjects. Hence, the main role of visual art educators in the globalization era is to strive a curriculum design that optimally applies the use of computer technology in all aspects of its curriculum without neglecting the manual aspect (Azizan & Sahib, 2009). Therefore, Visual Art Education (VAE) teachers need to look for initiatives so that these subjects will be appreciated and more interested by all students and community groups. For that purpose, the way of teaching or methods used by teachers or instructors play an important role. Teachers should diversify their teaching methods by implementing various teaching aids, especially those based on information technology in line with the age distribution.
Animations have long been perceived as an effective tool in teaching and learning. While students’ reception towards animations has often been studied, there is also literature covering how teachers perceive and incorporate animations into their classes.
1.3 Statement of Problem
Transformation in education also influenced Visual Art Education (VAE) subject. According to that changes, VAE has an important role and contribution to the development of each student's quality in primary and secondary schools. In line with that transformation, these subjects are placed in the core of the curriculum theme. These subjects are under the support of physical and aesthetic development in the Primary School Standard Curriculum. Regarding to that, to provide students with the knowledge and art skills, the curriculum formulated is in line with the desire to create human capital that appreciates the history of visual arts and contributes to the development of art and preserves the national artistic heritage.
A good teaching and learning of VAE determines the development of teaching and learning process in the classroom. Teachers have a key role in determining pupils are involved in the development of knowledge, attitudes and skills. Hence, teachers should make a transformation and use various methods in teaching to attract students. Diversify of teaching aids in education field are not a new thing. There are three categorizes of teaching aid which is in the form of electronic, non-electronic, type of experience or real tools. One type of electronic teaching aid that was used is animation video.
However, transformation is not easily accepted by the community in a short time. There is certain circle of VAE teacher that neglected towards an explosion of ICT that has absorbed into all sectors of life (Ramli, 2017). Due to that, according to Azizan and Sahib, (2009) the implementation of the Visual Arts Education curriculum is still blurred, especially in relation to the use of computer technology in the teaching and learning process. This is because, the average of VAE teacher is still practicing the philosophy of essentialism (teachers' authority - role model - teacher-centered) in the process of delivering knowledge to their students. Teacher-centered learning provides the impression that students receive only the information that the teacher delivers and is less aware of the content of subject that they learn (In'am et al., 2012). Implication to that situation, it can lead to a passive learning environment and does not encourage student creativity in the learning of Visual Arts Education.
In addition, Hamid (2014) stated that teachers have a burden of teaching and cause them not to have enough time to plan the preparation of the teaching materials required.
Therefore, teachers only use the material that provided by Ministry of Education such as textbook and followed the content without any help of teaching aids. Moreover, the use of static media materials such as text and complicated in understanding the content will increase student cognitive burden (Vella, L. B., Wishart, J., Mcfarlane, A., Brawn, R. & John, P. (2012). This may lead student to feel bored towards the learning in class. It is support through the report by Ibrahim (2000), among the reasons raised by the student through a survey on the lack of their interest in VAE are assumptions that the subject was boring. According to Ishak, Kasa, Selamat, & Samah, 2009) traditional teaching involves the use of textbooks and the method of treasury alone will cause students to easily feel bored and have slightly disintegrated the students' interest in learning.
Therefore, teachers only use the material that provided by Ministry of Education such as textbook and followed the content without any help of teaching aids. Moreover, the use of static media materials such as text and complicated in understanding the content will increase student cognitive burden (Vella, L. B., Wishart, J., Mcfarlane, A., Brawn, R. & John, P. (2012). This may lead student to feel bored towards the learning in class. It is support through the report by Ibrahim (2000), among the reasons raised by the student through a survey on the lack of their interest in VAE are assumptions that the subject was boring. According to Ishak, Kasa, Selamat, & Samah, 2009) traditional teaching involves the use of textbooks and the method of treasury alone will cause students to easily feel bored and have slightly disintegrated the students' interest in learning.
The use of teaching aids is the priority among teachers for teaching and learning session. Teachers’ initiatives and efforts to improve their knowledge in managing teaching materials is an important factor to ensure the effectiveness in the teaching and learning process.
1.4 Research Objective
The research aimed is to develop a product of learning material related to animation video on theory of visual art education for form 4 which is validated by media and material experts, educational practitioner and student legibility. Thus, the objective of the study is :
- Design and develop an animated video as teaching aid for Visual Art Education(VAE) subject
- To define the benefit of using animated video in learning of VAE subject.
- To examine the relationship between using animated video towards student`s learning in VAE
1.5 Research Questions
This study aims to find answers to some of the research questions listed below :
1. How to design and develop an animated video as teaching aid for VAE subject ?
2. Is there any benefit of animated video towards students
a. Interest
b. understanding
- Is there any relationship between using animated video towards student`s learning in VAE?
1.6 Hypothesis
H0 : There is no relationship between using animated video towards student`s learning in
VAE
Ha : There is a relationship between using animated video towards student`s learning in VAE
1.7 Operational Definition
There are operational and technical definition for various words. Animation video in technical definition is a form of technology-based learning that provides a comprehensive learning experience (Chang, 2010). In this study, animation is a form of interactive video that are technology based with colors, text, fast display of 2-D and 3-D artistic images or model positions to produce motion that are used to interpret theory of visual art education. Then, teaching aid according to Jamian & Ismail (2013), good teaching aid features are attractive and colorful, requiring low cost, clear and easy-to-see, clean and clear, suitable graphics and writing, can be used many times and durable, realistic and easy to understand, suitable color contrast and easy to use. While in this study, teaching aid is the video that have animation effect that full with attractive, colorful, text and visual on it to help teacher in delivered their teaching. Last but not least, student`s learning through animation in technical definition is learning through animation will allows a wider range of stimuli thus increase the student engagement in learning (Rahmat,2007). In this study, the meaning of students learning through animation is the impact of animation in enhance interest and understanding of student towards VAE subject.
1.8 Significance of Study
This study is important to know the level of understanding of students in the process of teaching and learning by using animation video as teaching aid in the teaching and learning process. The importance of this study can be divided into multiple parties. The results of this study are expected to assist all parties involved in the field of education such as teachers, and students.
1.8.1 Teacher
The study is expected to examine the type of teaching aid that appropriate for each teacher in the VAE subject. Therefore, the features studied are very important to know the current level of teaching aid's use and the shortage gained can be improved in the future. This study also helps teachers in secondary school in teaching and learning VAE. This can indirectly give students a sense of understanding through the use of teaching aid as well as continuously improving student knowledge in VAE subjects. The information obtained through this study can help teachers in their pedagogy. This study is also expected to contribute an alternative to the school's needs in developing an effective strategy and providing guidance in efforts to improve student academic achievement.
1.8.2 Student
Hopefully, this study will help students in their knowledge and master the theory of VAE subject. This study can also be used as a reference to students to continue the study. This animated video will explain the method and how to master VAE subject. With this animated video, students can learn themselves and can repeat many times that they want.
1.9 Limitations
In the process of carrying out this study, there is limitations or scope of the study. The limitations that are common to the researcher are in terms of unpredictability of ideas, as well as inadequate time and money. Here are other limitations:
a. Software Use
Researchers can only use some video-related software to develop animated video as teaching aid.
b. Student Understanding
The researcher was unable to determine that all students were able to achieve understanding when using the teaching aid(animated video).
c. Software functionality
This study focuses on the functionality of the software (PowToon) for the teaching and learning process whether it is suitable for use or not. Functional ratings can only be done in the second phase, after receiving feedback from users, performance-based students and teachers.
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