P R O P O S A L D E F E N S E

EFFECT OF DIGITAL GAMIFIED SOLAR SYSTEM STORYBOOK

ON YEAR 3 PRIMARY SCIENCE STUDENTS’CRITCAL
THINKING
NAME : NURUL ASREEN BALQIS BINTI MASROM
CLASS: PISMP SN 2
INTAKE : JUN 2021/2026
SUPERVISOR: DR. NORAI'DA BINTI KHAIRUDDIN
BACKGROUND OF THE STUDY
Malaysian primary science students have shown poor performance in
international assessments like PISA and TIMSS, which has been
attributed to low achievement in science and underdeveloped critical general
thinking skills. (Hin.K., 2020)

Traditional methods of teaching that lack engagement and the necessity

to cultivate critical thinking from an early age.

While there is an increasing use of game-based learning and gamification

with positive educational benefits, the specific challenge lies in
effectively integrating these digital tools to foster critical thinking and
creativity in educational settings.

The study aims to investigate these specific issues by comparing critical

thinking skills levels before and after using a digital gamified solar Specific
system storybook, and against traditional teaching methods.
 PROBLEM STATEMENTS
VISIONS
Enhancing critical thinking
skills among Year 3 primary
science students in
Malaysia, aiming for
improved academic success
and preparedness for future
challenges.
ISSUES
Poor performance in international
science assessments (PISA and
TIMSS) due to underdeveloped
critical thinking skills. (Ahmad
&Jaafar, 2020)
Traditional teaching methods
lack of engagement and do not
effectively foster critical thinking.
(Tan & Lee., 2021)
SOLUTION
Investigate the efficacy of a digital
gamified solar system storybook as a
more engaging and effective
educational tool to foster critical
thinking, addressing operational
challenges by improving digital
literacy and ensuring the educational
design of gamified aids prioritizes
learning outcomes.
 RESEARCH OBJECTIVES, QUESTIONS AND HYPOTHESES
Research Objectives Research Questions Hypotheses

1. What is the critical thinking skills 1. There is a significant difference

1. To identify the critical thinking
level of Year 3 science students on the level of critical thinking
skills level of Year 3 science
before using the Digital Gamified
students before using the Digital skills of year 3 Science students
Solar System Storybook.
Gamified Solar System Storybook. before and after using the
2. What is the critical thinking skills level
2. To identify the critical thinking Gamified Digital Solar System
of Year 3 science students after
skills level of Year 3 science
using the Digital Gamified Solar Storybook.
students after using the Digital
System Storybook. 2. There is a significant difference
Gamified Solar System Storybook.
3. What are the siginificant
3. To identify the significant between the level of critical
differences in critical thinking skills
differences in critical thinking thinking skills between students
between students using the Gamified
skills between students using the using the Gamified Digital Solar
Digital Solar System Storybook and
Gamified Digital Solar System
those following traditional teaching System Storybook and those
Storybook and those following
methods. following traditional methods.
traditional teaching methods.
 CONCEPTUAL FRAMEWORK

Constructivisme Theory
Primary Science (ADDIE MODEL) Critical
Students Digital Gamified Thinking
(Year 3) Solar System Skills
Storybook
 SCOPE &
LIMITATION
SCOPE
Focus on Year 3 science students' critical
thinking skills improvement.
Utilizes a digital gamified solar system
storybook for the educational intervention.
Pre- and post-intervention assessments
to measure impact on critical thinking.
LIMITATIONS
Generalizability limited to Year 3 science
students, potentially not applicable to other grades
or subjects.
Difficulty in controlling external variables
influencing critical thinking skills.
Challenges in assessing long-term effects due to
the study's short duration.
SIGNIFICANCE OF THE STUDY
Students:
Enhances critical thinking skills,
providing tools for academic and
future professional success.
Increases engagement with
science content through
interactive and gamified learning
experiences.
Improves digital literacy,
preparing students for the
digitalized world.
Teachers:
Provides information regarding
the effective use of digital gamified
storybooks to increase student
engagement and learning results.
Supports curriculum integration
with technology, which improves
teaching methods.
 OPERATIONAL
DEFINITIONS
DEFINITION
An operational definition in research
precisely describes how a variable is
measured or manipulated, ensuring
clarity and consistency in scientific
investigations (McLeod, 2017).
OPERATIONAL DEFINITION
IN THE STUDY
The operational definition in this study refers to
how critical thinking skills are measured
among Year 3 science students through pre-
and post-tests assessing their ability to analyze,
evaluate, and draw conclusions from scientific
data before and after engaging with a digital
gamified solar system storybook.
 LITERATURE REVIEW
ARTICLE METHODOLOGY RESULTS

Found significant improvements in

"The Impact of Gamified Learning engagement and motivation, with the
Platforms on Student Engagement and
Quantitative integration of instructional content into
Motivation" by Zulkifli and Rahman
(2020): game dynamics being crucial for
developing critical thinking skills.

"Enhancing Critical Thinking through Demonstrated that complex problem-

Problem-Solving Tasks in Digital solving tasks in digital games
Quantitative
Games" by Wong and Abdullah significantly improve critical analysis
(2021): and evaluation skills.

"Teachers' Readiness for Integrating Revealed a gap in teacher training for

Digital Gamified Teaching Aids: A effective use of gamified tools, despite
Surveys and interviews
Survey and Interview Study" by Chen recognizing their potential for enhancing
and Lim (2022) critical thinking
 LITERATURE REVIEW
ARTICLE METHODOLOGY RESULTS

Identified the digital divide as a major

"Addressing the Digital Divide: Access barrier to utilizing gamified teaching aids
to Digital Learning Tools in Education" Surveys and interviews for critical thinking, calling for policy
by Krishnan and Cheong (2023): measures to ensure equitable
technology access.
 METHODOLOGY
Research Design Quasi-Experimental Design

Employs purposive sampling to select 30 Year 3 science students from a

Sampling primary school as the study sample, aiming to represent the broader
population of interest.

Research Uses a questionnaire divided into demographic information and items

Instruments measuring critical thinking skills.

Validity and Ensures instrument validity by expert review and establishes reliability
through pilot testing and the calculation of Cronbach’s Alpha values from
Reliability the pilot study data.

Conducts a preliminary test with a small sample to assess the feasibility,

reliability, and validity of the research instruments and the intervention itself,
Pilot Study ensuring that the study design is effective before the main research is
carried out.

Research Questions
1. What is the level of critical To identify the critical thinking There is a significant difference in
thinking skills of Year 3 science skills level of Year 3 science
students before using the Digital
Gamified Solar System
Storybook?
2. What is the level of critical
thinking skills of Year 3 science
students after using the Digital
Gamified Solar System
Storybook?
3. What is the significant
differences in critical thinking
skills between students using the
Gamified Digital Solar System
Storybook and those following
traditional teaching methods?
DATA ANALYSIS PROCEDURE
Research Objectives Research hypothesis
students before the
intervention.
To identify the critical thinking
skills level of Year 3 science
students after the
intervention.
To compare critical thinking
skills between students
exposed to the gamified
storybook and those taught
by traditional methods.
Analysis Techniques
the level of critical thinking skills of Descriptive statistics to calculate
Year 3 science students before and mean scores and standard
after using the Gamified Digital Solar deviations
System Storybook.
There is a significant difference in Inferential statistics, specifically
the level of critical thinking skills
a paired t-test, to evaluate the
between students using the Gamified
significance of differences in
Digital Solar System Storybook and
critical thinking skills before and
those following traditional teaching
methods. after the intervention, and between
the two groups.
THANK YOU!