You are on page 1of 7

Simulasi Permainan Pelaburan Saham Virtual Menggunakan Apps KLSE Screener

Abstract

1. Pengenalan

Kolej Teknologi Darulnaim memberikan peluang kedua kepada pelajar-pelajar yang


berminat menyambung pengajian mereka ke institusi pengajian tinggi. Bagi program
Diploma Pengurusan Perniagaan kelayakan akademik yang diterima masuk ialah minima
dengan 3 kredit di peringkat SPM. Pencapaian keputusan yang rendah berkait rapat dengan
motivasi, teknik belajar, sikap pelajar, aspek kerohanian dan keyakinan diri.

2. Latar Belakang Permasalahan

Masalah motivasi dan kehadiran


Masalah motivasi dan sikap
Masalah motivasi dan pembelajaran

3. Simulasi pembelajaran berasaskan permainan

3.1 Kelebihan (State-of-art)


Mengikut Kajian Bernard Suits pada tahun 1967;"menjalankan permainan dalam aktiviti
yang terarah akan menghasilkan satu keadaan tertentu menggunakan cara yang dibenarkan
oleh peraturan khusus [9]
Simulation is the imitation of the operation of a real-world process or system over time [10].
Based on that, simulation-games are defined as games that imitate the operation of a real-
world process or system over time, using only means permitted by specific rules. Simulation-
games have been proven to be powerful teaching tools by Hidayatno [11

3.2 Lompang
4. Kajian Metodologi/Implementasi/

4.1 Peserta
Bilangan perserta yang mengambil bahagian ialah 12 Orang yang terdiri dari 2 orang pelajar
lelaki dan 10 orang pelajar perempuan.

4.2 Keperluan

a. Modal virtual RM10,000


b. Jangka masa pelaburan 10 minggu
c. Smartphone dan Data line (Internet)
d. Apps KLSE Screener
e. Pemilihan saham yang patuh syariah
f. Pelabur hanya dibenar memegang tidak lebih dari 3 kaunter pada satu-satu masa
g. Kejujuran

4.3 Syarat dan tatacara

a. Memuat-turun apps KLSE Screener


b. Menyediakan buku catatan saham
c. Membuat ‘watchlist’ 10 saham patuh syariah yang diminati
d. Mencatat saham-saham tersebut dalam buku catatan
e. Membuat kajian fundamental setiap syarikat tersebut
f. Merekod kedudukan fundamental seperti Modal. Jumlah saham, nilai par, julat harga
selama 52 minggu, EPS, NTA. DPS, P/E
g.Membuat kajian teknikal bagi membuat keputusan pembelian, analisa teknikal yang
digunakan ialah bolinger band, moving average 30 hari,
h. Setiap pembelian atau jualan akan disahkan oleh pensyarah pada hari belian atau jualan
dibuat. Hanya dua hari sahaja diperuntukan untuk belian dan jualan iaitu waktu kuliah pada
Isnin dan khamis

5. Keputusan/ Hasil Projek

Kaedah penilaian adalah berdasarkan kepada jumlah keuntungan atau kerugian dan juga
bilangan urusniaga yang dilakukan.

6. Kekangan
a. Kekangan masa pelaburan iaitu 10 minggu kuliah dan 2 hari seminggu untuk
urusniaga

7. Kesimpulan

a. Permainan pelaburan saham dapat membantu pensyarah dan pelajar kursus


pelaburan belajar dan memahami sebahagian kursus ini secar praktis dari
pembelajaran secara konvensional.
References

[1] McFarland R, Reise C, Postawa A, Seliger G. Learnstruments in value creation and


learning centered work place design. In: Seliger G, editor. 11th Global Conference on
Sustainable Manufacturing: Innovative Solutions. Berlin: Universitätsverlag der TU Berlin;
2013. p. 677 – 682.

[2] Seliger G, Reise C, McFarland R. Outcome-oriented Learning Environment for


Sustainable Engineering Education. In: Shunmugam MS, Ramesh Babu N, editors.
Sustainable product development and life cycle engineering. Proceedings of the 7th Global
Conference on Sustainable Manufacturing. Madras, Chennai, 2009. p. 91-98.

[3] Eisenberg M, Heyer S, Reise C. Productivity In Engineering Education. In: Proceedings


ICERI 2009, 16.-18. Nov. 2009. Madrid, Spain. p. 8-9.

[4] Müller BC, Reise C, Seliger G. Gamification in factory management education – a case
study with Lego Mindstorms. In: Procedia CIRP, Proceedings of the 12th Global Conference
on Sustainable Manufacturing, 2015. p. 121-126.

[5] Seliger G, Reise C, Bilge P. Curriculum Design for Sustainable Engineering –


Experiences from the International Master Program “Global Production Engineering”. In:
Seliger G, Khraisheh M, Jawahir I, editors. Advances in Sustainable Manufacturing. Berlin
Heidelberg: Springer; 2011. p. 3-10

[6] Reise C, Müller BC, Seliger G. Resource Efficiency Learning Game – Electric Scooter
Game. In: Procedia CIRP, Vol. 15, 2014. p. 355-360.

[7] Helm R, Reise C, Rößle D. Learning factories for sustainable manufacturing – a generic
design approach. In: Advanced Materials Research, Special Volume of the WGP
Conference 2014. Erlangen, Germany; 2014. p. 517-524.

[8] Kincaid J, Westerlund W. Simulation in education and training. In: Rossetti MD, Hill RR,
Johansson B, Dunkin A, Ingalls RG, editors. The 2009 Winter Simulation Conference,
Piscataway, New Jersey: 2009. p. 273-280.

[9] Suits B. "What Is a Game?". The University of Chicago Press, Vol. 34, p. 148, 1967.
Cited in: Philosophy of Science, What Is a Game?.
http://www.simulationtrainingsystems.com, 2013. Date of last check: 15.05.2015.

[10] Banks J, Carson J, Nelson B, Nicol D. Discrete-Event System Simulation. Prentice Hall;
2005.

[11] Hidayatno A, Moeis AO, Raditya R. Development of Simulation Game for Teaching
Strategic and Operational Aspect of Production System. In: Proceeding of the 2014
International Conference on Industrial Engineering and Operations Management. Bali,
Indonesia; 2014. p. 13161321.
[12] Costantino F, Di Gravio B, Shaban A, Tronci M. A simulation based game appoach for
teaching operation management topics. In: Laroque C, Himmelspach J, Pasupathy R, Rose
O, Uhrmacher AM, editors. Proceeding of the 2012 Winter Simulation Conference.
Piscataway, New Jersey: 2012. p. 1564-1575.

[13] Mustafee N, Katsaliaki K. The blood supply game. In: Johansson B, Jain S, Montoya-
Torres J, Hugan J, Yücesan E, editors. Proceedings of the 2010 Winter Simulation
Conference. Piscataway, New Jersey: 2010. p. 327 – 338.

[14] Tobail A, Crowe J, Arisha A. Learning by Gaming: Supply Chain Application. In: Jain S,
Creasey R.R, Himmelspach J, White KP, Fu M. Proceedings of the 2011 Winter Simulation
Conference. Piscataway, New Jersey: 2011. p. 3940 – 3951.

[15] Long G, Mawdesley MJ, Scott D. Teaching construction management through game
alone: a detailed investigation. On the Horizon,Vol. 17 Iss. 4. p. 2000, 330 – 344.

[16] Lee J, Choi J, Kim Y. Virtual reality operator training system for continuous casting
process in steel industry. In: Pasupathy R, Kim SH, Tolk A, Hill R, Kuhl ME. Piscataway,
editors. Proceedings of the 2013 Winter Simualation Conference. New Jersey: 2013. p. 3961
– 3962.

[17] Grabowski A, Jankowski J. Virtual Reality-based pilot training for underground coal
miners. In: Safety Science 72, 2015. p. 310 -314.

[18] Li X, Gao Q, Zhang Z, Huang X. Collaborative virtual maintenance training system of


complex equipment based on immersive virtual reality environment. In: Assembly
Automation, Vol. 32, Iss 1. 2012. p. 72 – 85.

[19] Manrique V. Gamification Player Types: The Time-Engagement Pyramid. Online


resource: www.gamasutra.com. Date of last check: 5th of Feb 2015.

[20] Marczewski A. Marczewski’s User Types Hexad. Online resource: www.gamified.co.uk.


Date of last check: 5th of Feb 2015.

[21] Massachusets Instutite of Technology, Media Lab: Getting Started with Scratch version
2.0. Online resource: www.scratch.mit.edu. Date of last check: 5th of Feb 2015.

[22] Postawa AB, Reise C, Seliger G. Training on the Job in Remanufacturing supported by
Information Technology Systems. In: Seliger G, editor. Sustainable Manufacturing - Shaping
Global Value Creation, Springer; 2012. p. 343-348.
=================================================================
The findings of this research confirm the importance of apps in a classroom of young
learners as they create interest and engagement in the tasks which lead to more positive
attitudes and higher level of motivation. As mentioned in the theoretical framework of this
research, interest is an important factor in the course-specific motivational factors (Dörnyei &
Csizér, 1998). - PARISA NAFISSI RAD,INVESTIGATING MOTIVATION AND LANGUAGE
PERFORMANCE IN ESL CLASSROOMS THROUGH THE USE OF TABLET
APPLICATIONS

The positive effects of the apps on students’ performance as a result of higher motivation
and positive attitude in this study comply with Dörnyei’s motivation theory (1998) which
stated the importance of these two factors in language learning. This study shows that apps
can affect different elements in the classroom (such as variety of tasks, ability to control the
outcome, and the students’ confidence level) and create task engagement affecting
students’ motivation and attitude positively which in turn improves their performance in the
classroom. Therefore, the role of apps in a language classroom of young learners becomes
invaluable. - PARISA NAFISSI RAD,INVESTIGATING MOTIVATION AND LANGUAGE
PERFORMANCE IN ESL CLASSROOMS THROUGH THE USE OF TABLET
APPLICATIONS

Bibliografi

Anik Vega Vitianingsih 2016 , Game Edukasi Sebagai Media Pembelajaran Pendidikan Anak
Usia Dini

Dörnyei, Z. (1994a). Motivation and motivating in the foreign language classroom. The
modern language journal, 78(3), 273-284.
Dörnyei, Z. (1994b). Understanding L2 motivation: On with the challenge!. The Modern
Language Journal, 78(4), 515-523.
Dörnyei, Z. (1996). Motivation: an integrated framework. Paper presented at the AILA 1996
Congress, Jyvaskyla, Finland.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language teaching,
31(03), 117-135.
Dörnyei, Z. (2001). New themes and approaches in second language motivation research.
Annual review of applied linguistics, 21, 43-59.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances
in theory, research, and applications. Language learning, 53(S1), 3-32.
Dörnyei, Z., and Clément, R. (2001). Motivational characteristics of learning different target
languages: Results of a nationwide survey. Motivation and second language acquisition, 23,
399-432.
Dörnyei, Z., and Csizér, K. (1998). Ten commandments for motivating language learners:
Results of an empirical study. Language teaching research, 2(3), 203-229.
Dörnyei, Z., and Csizér, K. (2002). Some dynamics of language attitudes and motivation:
Results of a longitudinal nationwide survey. Applied linguistics, 23(4), 421-462.
94
Dörnyei, Z., and Ottó, I. (1998). Motivation in action: A process model of L2 motivation.
Working Papers in Applied Linguistics, 4, 43-69.