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Pg1}{\bkmkend Pg1}\par\pard\li6679\sb0\sl-218\slmult0\par\pard\li6679\sb0\sl-218\slmult0\par\pard\li6679\sb49\sl-218\slmult0\fi0\tx9429 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs18 Jurnal Pendidikan Bahasa Melayu\tab \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf3\f4\fs20 1\par\pard\ql \li5961\sb6\sl-207\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf5\f6\fs18 Malay Language Education Journal (MyLEJ) \par\pard\qj \li1728\ri1049\sb250\sl-260\slmult0\tx2493 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf6\f7\fs22 PERSEPSI PELAJAR TERHADAP APLIKASI PERISIAN MULTIMEDIA DALAM \line\tab \up0 \expndtw-3\charscalex100 PEMBELAJARAN KOMSAS BAHASA MELAYU TINGKATAN 1 \par\pard\ql \li2102\ri1380\sb0\sl-260\slmult0\tx3242 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf7\f8\fs22 (Students\u8217? Perceptions Towards The Usage of Multimedia Applications In \line\tab \up0 \expndtw-3\charscalex100 Learning Form 1 Malay Literature Component) \par\pard\ql \li3923\sb0\sl-253\slmult0 \par\pard\ql\li3923\sb73\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf9\f10\fs22 NUR AISYAH MOHAMAD NOOR \par\pard\ql \li4101\sb2\sl-260\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf22\f23\fs22\ul asyanur_aisyah@yahoo.com \par\pard\ql \li3931\sb6\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf7\f8\fs22 Universiti Kebangsaan Malaysia \par\pard\ql \li4516\sb187\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf9\f10\fs22 ZAMRI MAHAMOD \par\pard\ql \li4651\sb7\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf22\f23\fs22\ul d-zam@ukm.my \par\pard\ql \li3931\sb7\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf7\f8\fs22 Universiti Kebangsaan Malaysia \par\pard\ql \li4634\sb187\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf9\f10\fs22 AFENDI HAMAT \par\pard\ql \li4240\sb7\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf22\f23\fs22\ul afendihamat@gmail.com \par\pard\ql \li3931\sb7\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf7\f8\fs22 Universiti Kebangsaan Malaysia \par\pard\ql \li4296\sb187\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf9\f10\fs22 MOHAMED AMIN EMBI \par\pard\ql \li4595\sb7\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf22\f23\fs22\ul m.amin@ukm.my \par\pard\ql \li3931\sb7\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf7\f8\fs22 Universiti Kebangsaan Malaysia \par\pard\qj \li1258\sb0\sl-258\slmult0 \par\pard\qj\li1258\sb0\sl-258\slmult0 \par\pard\qj\li1258\ri588\sb7\sl-258\slmult0\fi0 \up0 \expndtw0\charscalex102 \ul0\nosupersub\cf6\f7\fs22 ABSTRAK: \ul0\nosupersub\cf9\f10\fs22 Kajian ini dijalankan bagi meninjau persepsi murid Tingkatan 1 terhadap \line \up0 \expndtw0\charscalex104 perisian Pengajaran dan Pembelajaran Berbantukan Komputer (PPBK) berasaskan \line \up0 \expndtw0\charscalex103 multimedia bagi tajuk novel \ul0\nosupersub\cf7\f8\fs22 Istana Menanti\ul0\nosupersub\cf9\f10\fs22 . Novel tersebut merupakan teks sastera \line \up0 \expndtw-2\charscalex100 baru dalam komponen sastera (Komsas) bagi memenuhi sukatan pelajaran baru Bahasa \line \up0 \expndtw0\charscalex104 Melayu yang bermula pada tahun 2010. Bahan PPBK ini menggunakan pendekatan \line \up0 \expndtw0\charscalex106 tutorial berdasarkan model Hannafin dan Peck yang diintegrasikan dengan model \line \up0 \expndtw-1\charscalex100 ASSURE sebagai model reka bentuk bagi mewujudkan proses pembelajaran yang efektif \line \up0 \expndtw0\charscalex100 dan kreatif. Kajian ini melibatkan seramai 122 orang murid Tingkatan 1 dari tiga buah \line \up0 \expndtw0\charscalex100 sekolah menengah di daerah Muar, Johor. Dapatan kajian dipungut menggunakan soal \line \up0 \expndtw0\charscalex106 selidik dan dianalisis menggunakan statistik deskriptif. Hasil kajian menunjukkan \line \up0 \expndtw0\charscalex102 responden bersetuju bahawa perisian PPBK yang dibangunkan memenuhi keperluan \line \up0 \expndtw-1\charscalex100 mereka dalam proses pembelajaran novel. Murid dapat mengikuti pembelajaran secara \line \up0 \expndtw-1\charscalex100 menyeluruh tanpa bergantung kepada guru. PPBK ini juga telah meningkatkan motivasi \line \up0 \expndtw0\charscalex100 mereka untuk menguasai hasil pembelajaran serta meningkatkan pemahaman mereka \line \up0 \expndtw-1\charscalex100 terhadap elemen sastera dalam pembelajaran Bahasa Melayu. \par\pard\qj \li1258\ri605\sb0\sl-260\slmult0\fi0 \up0 \expndtw0\charscalex105 \ul0\nosupersub\cf6\f7\fs22 Kata kunci\ul0\nosupersub\cf9\f10\fs22 : Interaktif, motivasi, proses pembelajaran, komponen sastera, Bahasa \line \up0 \expndtw-3\charscalex100 Melayu \par\pard\qj \li1258\ri602\sb241\sl-260\slmult0 \up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf12\f13\fs22 ABSTRACT:\ul0\nosupersub\cf7\f8\fs22 \ul0\nosupersub\cf13\f14\fs16 T\ul0\nosupersub\cf7\f8\fs22 he purpose of this study is to investigate the perception of form one students \line \up0 \expndtw0\charscalex102 in using Computer-Assisted Teaching and Learning (CATL) to learn the Istana Menanti \line \up0 \expndtw0\charscalex100 novel. It is a newly introduced text in the literature component aimed to fulfill the Malay \line \up0 \expndtw0\charscalex100 language syllabus since 2010. These CATL materials adopted tutorial approach based on \line \up0 \expndtw0\charscalex100 the Hannafin and Peck model and integrated with ASSURE model as a design to create an \par\pard\sect\sectd\fs24\paperw10320\paperh14560\pard\sb0\sl-240{\bkmkstart Pg2}{\bkmkend Pg2}\par\pard\ql \li1260\sb0\sl-207\slmult0 \par\pard\ql\li1260\sb0\sl-207\slmult0 \par\pard\ql\li1260\sb54\sl-207\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf3\f4\fs20 2\ul0\nosupersub\cf2\f3\fs20 \ul0\nosupersub\cf1\f2\fs18 ISSN: 2180-4842, Vol. 2, Bil. 1 (Mei 2012): 1-16 \par\pard\ql \li1260\sb0\sl-253\slmult0 \par\pard\ql\li1260\sb242\sl-253\slmult0\tx6727 \up0 \expndtw0\charscalex105 \ul0\nosupersub\cf7\f8\fs22 efective and creative learning environment. A total of \tab \up0 \expndtw0\charscalex108 122 Form 1 students from 3 \par\pard\qj \li1259\ri574\sb2\sl-260\slmult0\fi0 \up0 \expndtw0\charscalex100 secondary schools in Muar, Johor were involved in this research. The data were collected \line \up0 \expndtw0\charscalex105 using questionnaire which were then analysed using descriptive statistics. This study \line \up0 \expndtw0\charscalex102 suggested that the multimedia software meets the students\u8217? needs in learning the novel. \line \up0 \expndtw0\charscalex105 They can learn at their own pace without depending on their teachers. CATL has also \line \up0 \expndtw-2\charscalex100 increased their motivation and enhanced their understanding in the literature component. \line \up0 \expndtw0\charscalex104 \ul0\nosupersub\cf12\f13\fs22 Keywords\ul0\nosupersub\cf7\f8\fs22 : Interactive, motivation, learning process, literature component, Malay \line \up0 \expndtw-3\charscalex100 language \par\pard\ql \li4706\sb246\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf6\f7\fs22 PENGENALAN \par\pard\qj \li1259\sb0\sl-260\slmult0 \par\pard\qj\li1259\ri607\sb2\sl-260\slmult0 \up0 \expndtw0\charscalex100 \ul0\nosupersub\cf9\f10\fs22 Sistem pendidikan negara kini telah mengalami satu fenomena penyesuaian matlamat \line \up0 \expndtw0\charscalex103 dan kurikulum selaras dengan perkembangan teknologi maklumat \up0 \expndtw-3\charscalex100 (Kementerian \par\pard\ql \li1259\sb6\sl-253\slmult0\tx4051 \up0 \expndtw-1\charscalex100 Pendidikan Malaysia-KPM \tab \up0 \expndtw0\charscalex105 1999). Kecanggihan dunia teknologi maklumat dan \par\pard\qj \li1260\ri596\sb5\sl-256\slmult0 \up0 \expndtw-2\charscalex100 komunikasi kini telah memberi impak positif dalam sistem pendidikan dunia khususnya \line \up0 \expndtw-1\charscalex100 negara-negara yang sedang membangun. Kaedah pengajaran berasaskan komputer dan \line \up0 \expndtw-1\charscalex100 teknologi maklumat berupaya mengantikan kaedah konvensional dengan pelbagai cara. \line \up0 \expndtw0\charscalex103 Dalam usaha untuk merealisasikan teknologi maklumat dan komunikasi (TMK) dan \line \up0 \expndtw-1\charscalex100 teknologi multimedia dalam dunia pendidikan, KPM (1999) telah berusaha memajukan \line \up0 \expndtw0\charscalex103 sistem pendidikan yang menerapkan elemen teknologi maklumat dalam bidang \line \up0 \expndtw-3\charscalex100 pendidikan. \par\pard\qj \li1259\ri606\sb1\sl-260\slmult0\fi566 \up0 \expndtw0\charscalex100 Perkembangan dalam teknologi multimedia membuka peluang yang lebih besar \line \up0 \expndtw0\charscalex106 dalam merubah cara pembelajaran, memperoleh maklumat dan mengaplikasikan \line \up0 \expndtw0\charscalex102 maklumat dalam ilmu pengetahuan. Menurut Jamalludin dan Zaidatun (2003), Zamri \line \up0 \expndtw0\charscalex102 dan Nur Aisyah \up0 \expndtw0\charscalex102 (2011), multimedia membuka ruang kepada para pendidik \par\pard\qj \li1260\ri587\sb6\sl-253\slmult0 \up0 \expndtw0\charscalex103 mengaplikasikan pelbagai teknik pengajaran, manakala murid diberi peluang untuk \up0 \expndtw-2\charscalex100 memegang kuasa kawalan bagi sesuatu sesi pembelajaran. Hal ini menunjukkan bahawa \up0 \expndtw-2\charscalex100 multimedia mampu mewujudkan suasana pembelajaran yang lebih menarik berbanding \up0 \expndtw-3\charscalex100 kaedah konvensional yang hanya berpandukan buku teks. \par\pard\qj \li1260\ri598\sb4\sl-257\slmult0\fi566 \up0 \expndtw0\charscalex102 Pendekatan pembelajaran berasaskan multimedia mampu memberikan kesan \line \up0 \expndtw0\charscalex103 positif kepada murid dalam proses pengajaran dan pembelajaran (P&P) mereka. Ini \line \up0 \expndtw-1\charscalex100 kerana, proses memindahkan sesuatu maklumat daripada buku teks yang statik kepada \line \up0 \expndtw0\charscalex105 suatu corak pembelajaran yang baru dengan lebih menarik, dinamik dan interaktif \line \up0 \expndtw-1\charscalex100 dengan bantuan media-media tambahan seperti audio, video, animasi dan grafik. Selain \line \up0 \expndtw0\charscalex109 itu, aplikasi multimedia dalam bidang pendidikan akan melahirkan satu konsep \line \up0 \expndtw0\charscalex105 pembelajaran baru gabungan daripada pendekatan pendidikan dan hiburan, iaitu \line \up0 \expndtw0\charscalex104 \ul0\nosupersub\cf7\f8\fs22 edutainment (education & entertainment) \ul0\nosupersub\cf9\f10\fs22 (Jamalludin & Zaidatun 2000). Konsep ini \line \up0 \expndtw0\charscalex105 akan mengantikan buku teks tradisi kepada buku teks elektronik yang lebih mesra \line \up0 \expndtw-3\charscalex100 penggunaannya. \par\pard\qj \li1260\ri580\sb1\sl-260\slmult0\fi566 \up0 \expndtw0\charscalex103 Aplikasi multimedia berkeupayaan menggalakkan murid untuk berfikir secara \line \up0 \expndtw-2\charscalex100 kritikal, menyelesaikan masalah dan bermotivasi dalam pembelajaran. Menurut Buckley \line \up0 \expndtw-2\charscalex100 dan Smith (2008), penggunaan simulasi multimedia dalam proses pembelajaran mampu \line \up0 \expndtw0\charscalex105 meningkatkan kemahiran murid untuk menyelesaikan sesuatu masalah. Selain itu, \line \up0 \expndtw-1\charscalex100 simulasi multimedia mampu mengintegrasikan informasi dengan lebih berkesan dalam \par\pard\sect\sectd\fs24\paperw10320\paperh14560\pard\sb0\sl-240{\bkmkstart Pg3}{\bkmkend Pg3}\par\pard\li6679\sb0\sl-218\slmult0\par\pard\li6679\sb0\sl-218\slmult0\par\pard\li6679\sb49\sl-218\slmult0\fi0\tx9429 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs18 Jurnal Pendidikan Bahasa Melayu\tab \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf3\f4\fs20 3\par\pard\ql \li5961\sb6\sl-207\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf5\f6\fs18 Malay Language Education Journal (MyLEJ) \par\pard\qj \li1260\ri583\sb250\sl-260\slmult0 \up0 \expndtw0\charscalex100 \ul0\nosupersub\cf9\f10\fs22 meningkatkan peluang pembelajaran yang lebih menarik. Hal ini menyebabkan murid \up0 \expndtw0\charscalex102 berpeluang membentuk kemahiran berfikir pada aras yang lebih tinggi dan merubah \up0 \expndtw0\charscalex109 pemikiran serta tingkah laku dalam pembelajaran dari segi berfikir, belajar dan \up0 \expndtw-3\charscalex100 mendapatkan maklumat (Mohd Aizani 2004; Zamri & Nur Aisyah 2011). \par\pard\qj \li1259\ri589\sb3\sl-257\slmult0\fi566 \up0 \expndtw0\charscalex100 Kelebihan yang terdapat dalam multimedia berupaya mengatasi masalah dalam \line \up0 \expndtw-1\charscalex100 pengajaran dan pembelajaran Bahasa Melayu, khususnya Komsas. Antara masalah yang \line \up0 \expndtw0\charscalex104 boleh dibantu melalui aplikasi multimedia adalah bebanan kurikulum. Sukatan \line \up0 \expndtw0\charscalex100 pelajaran yang terlalu banyak menyebabkan guru terkejer-kejar untuk menghabiskan \line \up0 \expndtw-1\charscalex100 silibus dalam tempoh tiga tahun bagi Penilaian Menengah Rendah (PMR). Oleh itu guru \line \up0 \expndtw0\charscalex107 cenderung memilih teks tertentu dalam Komsas untuk diajar kepada para murid. \line \up0 \expndtw0\charscalex100 Kekangan ini telah mematikan kreativiti guru untuk menggunakan kaedah pengajaran \line \up0 \expndtw0\charscalex102 yang lebih kreatif dalam proses pengajaran dan pembelajaran Komsas di dalam bilik \line \up0 \expndtw-1\charscalex100 darjah. Kenyataan ini disokong oleh Hassan Baseri (2007) menyifatkan adalah mustahil \line \up0 \expndtw0\charscalex102 untuk murid perlu membaca tiga buah novel, 36 puisi, 12 buah prosa klasik, 18 buah \line \up0 \expndtw0\charscalex105 prosa moden dan sembilan buah drama dalam tempoh yang ditetapkan. Selain itu, \line \up0 \expndtw0\charscalex105 aktiviti sekolah yang padat menyebabkan jadual tugasan guru padat (Lachs 2006). \line \up0 \expndtw0\charscalex105 Penjadualan aktiviti guru yang tidak sistematik menyebabkan guru terkejar-kejar \line \up0 \expndtw-1\charscalex100 untuk menghabiskan silibus. Hal ini menyebabkan, guru kurang masa untuk merancang \line \up0 \expndtw-2\charscalex100 pengajaran mereka dengan lebih kreatif dan kritis. \par\pard\qj \li1260\ri577\sb3\sl-258\slmult0\fi566 \up0 \expndtw0\charscalex104 Minat murid juga merupakan sebab utaman subjek Komsas kurang diterima. \line \up0 \expndtw0\charscalex102 Bahan sastera sering disifatkan sebagai bebanan kepada para murid kerana teks dan \line \up0 \expndtw0\charscalex105 konteksnya yang sukar difahami. Murid kurang berminat untuk membaca dan \line \up0 \expndtw-1\charscalex100 mendalami kandungan teks sastera kerana kurang faham dengan maksud yang hendak \line \up0 \expndtw0\charscalex102 disampaikan dalam karya-karya tersebut. Kaedah pengajaran konvensional yang \line \up0 \expndtw-2\charscalex100 digunakan oleh guru seperti kaedah bercerita dan kuliah meningkatkan ketidakfahaman \line \up0 \expndtw0\charscalex106 murid terhadap subjek berkenaan. Kajian Jeniri (2007) mendapati bahawa murid \line \up0 \expndtw0\charscalex108 mempunyai tanggapan sambil lewa dan selalu mengangap bahawa bahan-bahan \line \up0 \expndtw0\charscalex100 sastera kurang relevan dengan perkembangan semasa. Guru cenderung mengabaikan \line \up0 \expndtw0\charscalex110 nilai estetika dalam sesebuah karya yang dikaji. Keadaan ini juga menyumbang \line \up0 \expndtw0\charscalex100 kemerosotan minat dan motivasi mereka untuk mengikuti P&P Komsas di dalam bilik \line \up0 \expndtw0\charscalex100 darjah. \par\pard\qj \li1260\ri585\sb1\sl-260\slmult0\fi566 \up0 \expndtw0\charscalex107 Sehubungan itu, kajian ini diharap dapat menilai persepsi murid terhadap \up0 \expndtw0\charscalex105 perisian multimedia novel \ul0\nosupersub\cf7\f8\fs22 Istana Menanti\ul0\nosupersub\cf9\f10\fs22 dalam usaha mewujukan pembelajaran \up0 \expndtw0\charscalex104 berkesan. Kajian ini juga diharap dapat menyumbang kepada pembaharuan proses \up0 \expndtw-2\charscalex100 pembelajaran di dalam bilik darjah. Selain itu, PPBK ini juga diharap mampu membantu \up0 \expndtw0\charscalex108 murid mempelajari bahan sastera dengan lebih menarik dan efektif di samping \up0 \expndtw-3\charscalex100 memupuk minat dan motivasi mereka terhadap subjek tersebut. \par\pard\ql \li4166\sb246\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf6\f7\fs22 PERNYATAAN MASALAH \par\pard\qj \li1260\ri604\sb207\sl-253\slmult0 \up0 \expndtw0\charscalex104 \ul0\nosupersub\cf9\f10\fs22 Pembelajaran Komsas sering diabaikan dalam pembelajaran bahasa. Berdasarkan \line \up0 \expndtw0\charscalex103 kenyataan Hassan Baseri (2007), pembelajaran Komsas kurang diambil berat dalam \line \up0 \expndtw0\charscalex100 pembelajaran kerana murid berasa terbeban dengan teks yang perlu dipelajari. Hal ini \line \up0 \expndtw0\charscalex100 juga diakui oleh Nur Aisyah (2011) dalam kajiannya tentang penggunaan perisian \par\pard\sect\sectd\fs24\paperw10320\paperh14560\pard\sb0\sl-240{\bkmkstart Pg4}{\bkmkend Pg4}\par\pard\ql \li1260\sb0\sl-207\slmult0 \par\pard\ql\li1260\sb0\sl-207\slmult0 \par\pard\ql\li1260\sb54\sl-207\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf3\f4\fs20 4\ul0\nosupersub\cf2\f3\fs20 \ul0\nosupersub\cf1\f2\fs18 ISSN: 2180-4842, Vol. 2, Bil. 1 (Mei 2012): 1-16 \par\pard\qj \li1260\sb0\sl-260\slmult0 \par\pard\qj\li1260\ri583\sb230\sl-260\slmult0 \up0 \expndtw0\charscalex100 \ul0\nosupersub\cf9\f10\fs22 multimedia dalam pengajaran dan pembelajaran Komsas Bahasa Melayu. Kebanyakan \up0 \expndtw0\charscalex103 responden guru yang dikajinya menyatakan bahawa mereka kurang bersedia untuk \up0 \expndtw-3\charscalex100 menggunakan perisian PPBK multimedia dalam pengajaran Komsas. \par\pard\qj \li1259\ri583\sb3\sl-257\slmult0\fi566 \up0 \expndtw0\charscalex103 Selain itu, bebanan kurikulum merupakan antara perkara paling utama dalam \line \up0 \expndtw0\charscalex100 permasalahan ini.\ul0\nosupersub\cf6\f7\fs22 \ul0\nosupersub\cf9\f10\fs22 Kajian Hamzah (2004), Abdul Rasid, Shamsudin dan Norzila (2011) \line \up0 \expndtw0\charscalex102 mendapati guru Bahasa Melayu terpaksa menanggung bebanan kurikulum terutama \line \up0 \expndtw-1\charscalex100 dalam tajuk Komsas. Hal ini kerana dalam tempoh tiga tahun, guru perlu menghabiskan \line \up0 \expndtw0\charscalex107 teks Komsas untuk memenuhi keperluan Penilaian Menengah Rendah. Teks yang \line \up0 \expndtw0\charscalex100 banyak bukan sahaja membebankan pengajaran guru, malah memberi tekanan kepada \line \up0 \expndtw0\charscalex103 pembelajaran murid. Bebanan ini menyebabkan kreativiti pengajaran guru di dalam \line \up0 \expndtw0\charscalex110 bilik darjah terbatas. Oleh itu, guru terpaksa menggunakan kaedah tradisi bagi \line \up0 \expndtw-3\charscalex100 memastikan teks kajian dapat dihabiskan dalam tempoh tersebut. \par\pard\qj \li1259\ri590\sb3\sl-258\slmult0\fi566 \up0 \expndtw0\charscalex102 Selain itu, aktiviti sekolah yang padat menyebabkan jadual tugasan guru padat. \line \up0 \expndtw0\charscalex106 Selain terlibat dengan proses P&P di dalam bilik darjah, guru juga terlibat dengan \line \up0 \expndtw0\charscalex108 kokurikulum dan aktiviti murid di luar bilik darjah. Jadual guru yang padat \line \up0 \expndtw-2\charscalex100 menyebabkan mereka kurang masa untuk merancang pengajaran mereka di dalam bilik \line \up0 \expndtw0\charscalex100 darjah. Menurut Lachs (2006), aktiviti luar bilik darjah yang padat menyebabkan guru \line \up0 \expndtw-2\charscalex100 kurang masa untuk merancang penggunaan sebarang teknologi dalam mempelbagaikan \line \up0 \expndtw-1\charscalex100 kaedah pengajaran sesuatu mata pelajaran. Kenyataan ini disokong oleh kajian Iman M. \line \up0 \expndtw0\charscalex105 Alghazo (2006), Zamri dan Nur Aisyah (2011) yang menyatakan bahawa guru juga \line \up0 \expndtw0\charscalex102 terbeban dengan tugas lain di luar bilik darjah seperti mengendalikan program yang \line \up0 \expndtw0\charscalex108 melibatkan murid. Hal ini ditambah dengan penjadualan aktiviti guru yang tidak \line \up0 \expndtw-1\charscalex100 sistematik menyebabkan guru terkejar-kejar untuk menghabiskan silibus. Kekangan ini \line \up0 \expndtw0\charscalex102 mematikan kreativiti guru untuk menggunakan kaedah pengajaran yang lebih kreatif \line \up0 \expndtw0\charscalex102 dalam proses P&P Komsas dalam Bahasa Melayu. \par\pard\qj \li1260\ri604\sb3\sl-257\slmult0\fi566 \up0 \expndtw-1\charscalex100 Kekurangan bahan bantu mengajar di sekolah juga antara masalah yang dihadapi \line \up0 \expndtw-2\charscalex100 oleh guru Bahasa Melayu dalam P&P Komsas. Kekurangan bahan bantu mengajar bukan \line \up0 \expndtw0\charscalex102 lagi isu yang melanda sekolah luar bandar dan sekolah pedalaman, tetapi keadaan ini \line \up0 \expndtw0\charscalex100 turut dialami di sekolah bandar (Zuraidah 2008). Kemudahan berasaskan TMK seperti \line \up0 \expndtw0\charscalex103 komputer, CD-ROM dan Internet yang kurang memuaskan di sekolah menyukarkan \line \up0 \expndtw0\charscalex102 pengaplikasian multimedia dalam proses P&P.\ul0\nosupersub\cf6\f7\fs22 \ul0\nosupersub\cf9\f10\fs22 Masalah tersebut telah menyebabkan \line \up0 \expndtw-1\charscalex100 para guru memilih untuk menggunakan buku teks dan buku rujukan untuk mengajar di \line \up0 \expndtw0\charscalex109 dalam bilih darjah. Kenyataan ini disokong dengan Rozinah \up0 \expndtw0\charscalex106 (2005), Zamri dan \par\pard\ql \li1260\sb7\sl-253\slmult0\tx3043 \up0 \expndtw0\charscalex101 Mohamed Amin \tab \up0 \expndtw0\charscalex104 (2008) bahawa kurangnya bahan bantu mengajar di sekolah \par\pard\qj \li1260\ri593\sb7\sl-253\slmult0 \up0 \expndtw0\charscalex103 membantutkan kreativiti guru untuk mempelbagaikan kaedah pengajaran untuk \up0 \expndtw0\charscalex105 mengalakkan pembelajaran aktif di dalam bilik darjah. Hal ini menyebabkan guru \up0 \expndtw-1\charscalex100 cenderung untuk bergantung kepada bahan bantu mengajar bercetak seperti buku teks \up0 \expndtw-2\charscalex100 dan buku kerja sebagai aktiviti P&P. \par\pard\qj \li1260\ri605\sb2\sl-260\slmult0\fi566 \up0 \expndtw0\charscalex104 Selain itu, sokongan pihak pentadbiran juga merupakan isu yang menghalang \line \up0 \expndtw0\charscalex107 pengaplikasian multimedia dalam proses P&P Komsas. Hal ini kerana kurangnya \line \up0 \expndtw0\charscalex102 kesedaran pihak pentadbiran untuk memberikan latihan kemahiran penggunaan \line \up0 \expndtw0\charscalex100 teknologi kepada guru. Kenyataan ini disokong oleh Brikerhoff (2006) dan Nur Aisyah \line \up0 \expndtw0\charscalex102 (2011) yang menyatakan bahawa pihak pentadbiran perlu memberi peluang kepada \line \up0 \expndtw0\charscalex102 guru menerima latihan intensif bagi membangunkan sesebuah perisian pembelajaran. \par\pard\sect\sectd\fs24\paperw10320\paperh14560\pard\sb0\sl-240{\bkmkstart Pg5}{\bkmkend Pg5}\par\pard\li6679\sb0\sl-218\slmult0\par\pard\li6679\sb0\sl-218\slmult0\par\pard\li6679\sb49\sl-218\slmult0\fi0\tx9429 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs18 Jurnal Pendidikan Bahasa Melayu\tab \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf3\f4\fs20 5\par\pard\ql \li5961\sb6\sl-207\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf5\f6\fs18 Malay Language Education Journal (MyLEJ) \par\pard\qj \li1260\ri590\sb250\sl-260\slmult0 \up0 \expndtw0\charscalex100 \ul0\nosupersub\cf9\f10\fs22 Pihak pentadbiran tidak boleh mengharapkan guru untuk mengambil inisiatif sendiri \up0 \expndtw0\charscalex104 mendalami teknologi multimedia selepas waktu sekolah. Hal ini demikian bagi \up0 \expndtw-1\charscalex100 membangunkan sesebuah perisian multimedia memerlukan kemahiran dan kepakaran \up0 \expndtw-2\charscalex100 bagi memastikan perisian yang dibina mampu menggalakkan pembelajaran aktif. Walau \up0 \expndtw0\charscalex100 bagaimanapun, matlamat untuk mempelajari teknologi ini sukar direalisasikan kerana \up0 \expndtw0\charscalex104 peruntukan masa yang kurang untuk guru belajar menggunakan teknologi tersebut \up0 \expndtw-3\charscalex100 akibat terikat dengan aktiviti luar yang padat. \par\pard\qj \li1260\ri579\sb4\sl-256\slmult0\fi566 \up0 \expndtw-1\charscalex100 Faktor pembelajaran berasaskan peperiksaan juga antara masalah yang dihadapi \line \up0 \expndtw0\charscalex100 guru untuk mengaplikasikan teknologi multimedia dalam P&P. Kenyataan ini disokong \line \up0 \expndtw0\charscalex104 oleh kajian Ros Azura (2007), Nur Aisyah (2011) dan Zamri dan Nur Aisyah (2011) \line \up0 \expndtw0\charscalex105 bahawa murid mempelajari Komsas semata-mata untuk lulus peperiksaan. Hal ini \line \up0 \expndtw0\charscalex100 kerana sistem pendidikan semasa yang berasaskan peperiksaan menyebabkan murid \line \up0 \expndtw0\charscalex104 belajar hanya untuk lulus dengan cemerlang dalam peperiksaan. Sistem pengajaran \line \up0 \expndtw0\charscalex100 semasa ini tidak memberi peluang kepada murid menghayati citra budaya bangsa dan \line \up0 \expndtw0\charscalex102 cita rasa mengikut acuan masyarakat Malaysia (Mohd. Azman 2003). Faktor ini telah \line \up0 \expndtw0\charscalex102 mendorong murid mempelajari Komsas hanya untuk lulus peperiksaan bukan untuk \line \up0 \expndtw0\charscalex106 penghayatan dalam membina jati diri. Menurut Jeniri (2007), corak pembelajaran \line \up0 \expndtw0\charscalex100 berasaskan peperiksaan tidak mampu menghasilkan murid-murid yang berkebolehan \line \up0 \expndtw-2\charscalex100 berfikir secara kreatif dan tidak berpotensi melahirkan perasaan dan pemikiran mereka \line \up0 \expndtw0\charscalex104 melalui ciptaan karya sastera. Murid-murid hanya belajar berpandukan format \line \up0 \expndtw-3\charscalex100 peperiksaan tanpa meneroka ilmu pembelajaran dengan lebih mendalam. \par\pard\qj \li1259\ri578\sb3\sl-258\slmult0\fi567 \up0 \expndtw0\charscalex108 Selain itu, faktor kekangan masa telah menjadi halangan bagi menetapkan \line \up0 \expndtw0\charscalex100 pendekatan konstruktivisme dalam pembelajaran Bahasa Melayu. Pembelajaran yang \line \up0 \expndtw0\charscalex103 hanya memberikan tumpuan kepada latihan menjawab soalan pemahaman semata-\line \up0 \expndtw0\charscalex102 mata tidak membolehkan murid berpeluang mengambil bahagian secara aktif dalam \line \up0 \expndtw-2\charscalex100 P&P, selain tidak mempelajari lain-lain kemahiran yang sewajarnya dikuasai. Kenyataan \line \up0 \expndtw0\charscalex102 ini disokong oleh kajian Saifol Bahary (2004) bahawa guru cenderung menggunakan \line \up0 \expndtw-2\charscalex100 kaedah latih tubi dan latihan kefahaman selepas sesi pembelajaran di dalam bilik darjah \line \up0 \expndtw0\charscalex104 sebagai usaha meningkatkan kefahaman murid. Kaedah ini kurang merangsang \line \up0 \expndtw0\charscalex100 perkembangan kognitif murid terhadap hasil pembelajaran mereka. Kajian Ros Azura \line \up0 \expndtw0\charscalex107 (2007) menyatakan bilangan murid yang melebihi 30 orang di dalam bilik darjah \line \up0 \expndtw0\charscalex105 merupakan faktor yang menyukarkan guru untuk memberi peluang kepada setiap \line \up0 \expndtw0\charscalex100 murid untuk terlibat secara aktif dalam P&P. Oleh demikian, penghasilan perisian P&P \line \up0 \expndtw-1\charscalex100 dapat memberikan ruang kepada murid belajar mengikut kemampuan diri. \par\pard\qj \li1259\ri586\sb3\sl-257\slmult0\fi566 \up0 \expndtw0\charscalex107 Minat murid juga merupakan sebab utama tajuk Komsas kurang diterima. \up0 \expndtw0\charscalex100 Kebanyakan murid dikatakan kurang berminat terhadap bahan-bahan sastera kerana \up0 \expndtw0\charscalex102 beranggapan bahawa sastera tidak mempunyai kepentingan kepada mereka (Naapie \up0 \expndtw-1\charscalex100 2002; Abdul Rasid, Shamsudin & Norzila 2011). Murid-murid kurang berminat dengan \up0 \expndtw0\charscalex104 bahan sastera yang disifatkan tidak relevan dengan proses P&P kini. Selain itu, teks \up0 \expndtw0\charscalex104 sastera yang sukar difahami dan memerlukan proses pembacaan yang panjang \up0 \expndtw0\charscalex102 mengukuhkan lagi alasan mereka untuk mengabaikan pembelajaran tersebut. Hal ini \up0 \expndtw0\charscalex103 berkaitan dengan kajian yang dilakukan oleh Adam (2003) yang mendapati bahawa \up0 \expndtw-2\charscalex100 murid mempunyai tanggapan sambil lewa dan selalu menganggap bahawa bahan-bahan \up0 \expndtw-3\charscalex100 sastera adalah sebuah karya ringan dan remeh-temeh. \par\pard\sect\sectd\fs24\paperw10320\paperh14560\pard\sb0\sl-240{\bkmkstart Pg6}{\bkmkend Pg6}\par\pard\ql \li1260\sb0\sl-207\slmult0 \par\pard\ql\li1260\sb0\sl-207\slmult0 \par\pard\ql\li1260\sb54\sl-207\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf3\f4\fs20 6\ul0\nosupersub\cf2\f3\fs20 \ul0\nosupersub\cf1\f2\fs18 ISSN: 2180-4842, Vol. 2, Bil. 1 (Mei 2012): 1-16 \par\pard\qj \li1260\sb0\sl-260\slmult0 \par\pard\qj\li1260\ri598\sb230\sl-260\slmult0\fi566 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf9\f10\fs22 Justeru, pengkaji mengambil inisiatif membina perisian PPBK dengan elemen teks \line \up0 \expndtw0\charscalex100 yang ringkas bagi membantu murid dengan menerapkan elemen penting seperti teori \line \up0 \expndtw0\charscalex107 pembelajaran, strategi pembelajaran, kemahiran berfikir dan nilai murni. Hal ini \line \up0 \expndtw0\charscalex105 penting agar perisian yang dibina ini dapat membantu meningkatkan penghayatan \line \up0 \expndtw0\charscalex103 terhadap novel yang dipelajari serta meningkatkan jati diri mereka sebagai pewaris \line \up0 \expndtw-3\charscalex100 budaya bangsa kelak \par\pard\ql \li4603\sb0\sl-253\slmult0 \par\pard\ql\li4603\sb13\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf6\f7\fs22 TUJUAN KAJIAN \par\pard\qj \li1259\ri605\sb242\sl-260\slmult0 \up0 \expndtw0\charscalex104 \ul0\nosupersub\cf9\f10\fs22 Tujuan kajian ini dijalankan adalah meninjau persepsi murid Tingkatan 1 terhadap \line \up0 \expndtw0\charscalex100 Perisian P&P Berbantukan Komputer (PPBK) berasaskan multimedia bagi tajuk novel \line \up0 \expndtw0\charscalex102 \ul0\nosupersub\cf7\f8\fs22 Istana Menanti\ul0\nosupersub\cf9\f10\fs22 . Kajian ini penting bagi menilai kesesuaian dan kebolehgunaan dalam \line \up0 \expndtw-2\charscalex100 pembelajaran Komsas. Bagi merealisasikan kajian ini, novel bertajuk \ul0\nosupersub\cf7\f8\fs22 Istana Menati \ul0\nosupersub\cf9\f10\fs22 yang \line \up0 \expndtw0\charscalex106 diguna pakai oleh murid Tingkatan \up0 \expndtw0\charscalex111 1 di Negeri Johor dipilih\ul0\nosupersub\cf7\f8\fs22 .\ul0\nosupersub\cf9\f10\fs22 Novel ini dipilih \par\pard\qj \li1260\ri585\sb0\sl-260\slmult0 \up0 \expndtw0\charscalex100 berdasarkan sukatan pelajaran baru Komsas yang bermula pada tahun 2010. Perisian \up0 \expndtw-2\charscalex100 ini dibangunkan berdasarkan gabungan dua model reka bentuk, iaitu Hannafin dan Peck \up0 \expndtw-3\charscalex100 (1988) serta model ASSURE (1996). \par\pard\ql \li4594\sb246\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf6\f7\fs22 SOALAN KAJIAN \par\pard\qj \li1260\sb0\sl-260\slmult0 \par\pard\qj\li1260\ri601\sb2\sl-260\slmult0 \up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf9\f10\fs22 Berdasarkan tujuan kajian, sebanyak empat soalan kajian dibina bagi menjawab tujuan \up0 \expndtw-2\charscalex100 kajian, iaitu: \par\pard\ql \li1260\sb6\sl-253\slmult0\tx1826 \up0 \expndtw-3\charscalex100 1. \tab \up0 \expndtw0\charscalex105 Adakah perisian PPBK (multimedia) novel \ul0\nosupersub\cf7\f8\fs22 Istana Menanti\ul0\nosupersub\cf9\f10\fs22 yang dibangunkan \par\pard\qj \li1827\ri600\sb2\sl-260\slmult0 \up0 \expndtw-1\charscalex100 dapat memenuhi dan menepati keperluan sukatan dan kurikulum Bahasa Melayu \up0 \expndtw-2\charscalex100 menengah rendah? \par\pard\li1260\sb10\sl-253\slmult0\fi0\tx1826 \up0 \expndtw-1\charscalex100 2.\tab \up0 \expndtw0\charscalex100 Adakah perisian PPBK (multimedia) novel \ul0\nosupersub\cf7\f8\fs22 Istana Menanti\ul0\nosupersub\cf9\f10\fs22 yang dibangunkan ini\par\pard\li1260\sb4\sl-253\slmult0\fi566 \up0 \expndtw-1\charscalex100 bersifat interaktif?\par\pard\ql \li1260\sb6\sl-253\slmult0\tx1826 \up0 \expndtw-3\charscalex100 3. \tab \up0 \expndtw0\charscalex105 Adakah perisian PPBK (multimedia) novel \ul0\nosupersub\cf7\f8\fs22 Istana Menanti\ul0\nosupersub\cf9\f10\fs22 yang dibangunkan \par\pard\ql \li1827\sb1\sl-237\slmult0 \up0 \expndtw-2\charscalex100 dapat menarik minat dan motivasi para murid terhadap proses pembelajaran? \par\pard\ql \li1260\sb10\sl-253\slmult0\tx1826 \up0 \expndtw-3\charscalex100 4. \tab \up0 \expndtw0\charscalex105 Adakah perisian PPBK (multimedia) novel \ul0\nosupersub\cf7\f8\fs22 Istana Menanti\ul0\nosupersub\cf9\f10\fs22 yang dibangunkan \par\pard\ql \li1827\sb7\sl-253\slmult0 \up0 \expndtw-3\charscalex100 menggalakkan proses pembelajaran? \par\pard\ql \li4695\sb0\sl-253\slmult0 \par\pard\ql\li4695\sb14\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf6\f7\fs22 METODOLOGI \par\pard\ql \li1260\sb0\sl-253\slmult0 \par\pard\ql\li1260\sb14\sl-253\slmult0 \up0 \expndtw-3\charscalex100 Reka Bentuk Kajian \par\pard\qj \li1260\ri587\sb184\sl-257\slmult0 \up0 \expndtw0\charscalex100 \ul0\nosupersub\cf9\f10\fs22 Penyelidikan ini menggunakan gabungan dua model iaitu Model Hannafin & Peck dan \up0 \expndtw0\charscalex100 Model ASSURE untuk membina perisian PPBK \ul0\nosupersub\cf7\f8\fs22 Istana Menanti\ul0\nosupersub\cf9\f10\fs22 . Tujuan gabungan dua \up0 \expndtw0\charscalex108 model tersebut kerana melibatkan segala langkah yang diperlukan bermula dari \up0 \expndtw0\charscalex100 penyelidikan awal sehinggalah kepada pembinaan perisian. Langkah-langkah tersebut \up0 \expndtw0\charscalex100 penting bagi membangunkan perisian kursus multimedia ini supaya mencapai objektif \up0 \expndtw0\charscalex103 yang diingini. Hal ini penting bagi menghasilkan sebuah perisian pembelajaran yang \up0 \expndtw0\charscalex103 berbentuk hiburan dan interaktif. Rajah 1 merupakan model reka bentuk gabungan \up0 \expndtw-3\charscalex100 model Hannafin dan Peck dan model ASSURE. \par\pard\sect\sectd\fs24\paperw10320\paperh14560{\shp{\*\shpinst\shpleft1160\shptop1580\shpright8840\shpbottom7340\shpwr3\shpfblwtxt0\shpbxpage\shpbypage\shpz359\shplid6{\sp{\sn shapeType}{\sv 75}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn pib}{\sv 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Pg7}{\bkmkend Pg7}\par\pard\sect\sectd\sbknone\cols2\colno1\colw5712\colsr160\colno2\colw4308\colsr160\ql \li1408\sb0\sl-268\slmult0 \par\pard\ql \li1408\sb0\sl-268\slmult0 \par\pard\ql \li1408\sb0\sl-268\slmult0 \par\pard\ql \li1408\sb0\sl-268\slmult0 \par\pard\ql \li1408\sb0\sl-268\slmult0 \par\pard\ql \li1408\ri1664\sb177\sl-268\slmult0\tx1768 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf6\f7\fs22 FASA 1: FASA ANALISIS \line\tab \up0 \expndtw0\charscalex103 \ul0\nosupersub\cf16\f17\fs22 \u8226?\ul0\nosupersub\cf15\f16\fs22 \ul0\nosupersub\cf9\f10\fs22 Menganalisis Murid\par\pard\ql \li1768\sb54\sl-253\slmult0 \up0 \expndtw0\charscalex102 \ul0\nosupersub\cf16\f17\fs22 \u8226?\ul0\nosupersub\cf15\f16\fs22 \ul0\nosupersub\cf9\f10\fs22 Mengetahui Objekrtif\par\pard\qj \li1408\sb0\sl-271\slmult0 \par\pard\qj \li1408\sb0\sl-271\slmult0 \par\pard\qj \li1408\sb0\sl-271\slmult0 \par\pard\qj \li1408\ri1941\sb135\sl-271\slmult0\tx1768 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf6\f7\fs22 FASA 2: REKA BENTUK \line\tab \up0 \expndtw0\charscalex104 \ul0\nosupersub\cf16\f17\fs22 \u8226?\ul0\nosupersub\cf15\f16\fs22 \ul0\nosupersub\cf9\f10\fs22 Memilih Kaedah,\par\pard\ql \li2128\sb41\sl-253\slmult0 \up0 \expndtw-3\charscalex100 media dan bahan\par\pard\qj \li1408\sb0\sl-259\slmult0 \par\pard\qj \li1408\sb0\sl-259\slmult0 \par\pard\qj \li1408\sb0\sl-259\slmult0 \par\pard\qj \li1408\ri1264\sb250\sl-259\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf6\f7\fs22 FASA 3: PEMBANGUNAN DAN \up0 \expndtw-3\charscalex100 PELAKSANAAN\par\pard\qj \li1768\ri1158\sb0\sl-286\slmult0\tx2128 \up0 \expndtw0\charscalex102 \ul0\nosupersub\cf16\f17\fs22 \u8226?\ul0\nosupersub\cf15\f16\fs22 \ul0\nosupersub\cf9\f10\fs22 Menggunakan media dan \line\tab \up0 \expndtw-3\charscalex100 bahan\par\pard\ql \li1768\ri1772\sb10\sl-297\slmult0\tx2128 \up0 \expndtw0\charscalex104 \ul0\nosupersub\cf16\f17\fs22 \u8226?\ul0\nosupersub\cf15\f16\fs22 \ul0\nosupersub\cf9\f10\fs22 Menggalakkan \line\tab \up0 \expndtw-3\charscalex100 penglibatan murid\par\pard\column \ql \li6679\sb0\sl-207\slmult0 \par\pard\ql \li6679\sb0\sl-207\slmult0 \par\pard\ql \li827\sb70\sl-207\slmult0\tx3582 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs18 Jurnal Pendidikan Bahasa Melayu\tab \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf3\f4\fs20 7\par\pard\ql \li109\sb28\sl-207\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf5\f6\fs18 Malay Language Education Journal (MyLEJ)\par\pard\qj \li5872\sb0\sl-259\slmult0 \par\pard\qj \li5872\sb0\sl-259\slmult0 \par\pard\qj \li5872\sb0\sl-259\slmult0 \par\pard\qj \li5872\sb0\sl-259\slmult0 \par\pard\qj \li5872\sb0\sl-259\slmult0 \par\pard\qj \li5872\sb0\sl-259\slmult0 \par\pard\qj \li5872\sb0\sl-259\slmult0 \par\pard\qj \li5872\sb0\sl-259\slmult0 \par\pard\qj \li5872\sb0\sl-259\slmult0 \par\pard\qj \li20\ri2609\sb61\sl-259\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf6\f7\fs22 PENILAIAN DAN \line \up0 \expndtw-3\charscalex100 PENYEMAKAN\par\pard\qj \li380\ri1766\sb0\sl-299\slmult0 \up0 \expndtw0\charscalex103 \ul0\nosupersub\cf16\f17\fs22 \u8226?\ul0\nosupersub\cf15\f16\fs22 \ul0\nosupersub\cf9\f10\fs22 Penilaian Formatif \line \up0 \expndtw0\charscalex104 \ul0\nosupersub\cf16\f17\fs22 \u8226?\ul0\nosupersub\cf15\f16\fs22 \ul0\nosupersub\cf9\f10\fs22 Pengubahsuaian \line \up0 \expndtw0\charscalex103 \ul0\nosupersub\cf16\f17\fs22 \u8226?\ul0\nosupersub\cf15\f16\fs22 \ul0\nosupersub\cf9\f10\fs22 Penilaian Sumatif \par\pard\sect\sectd\sbknone \ql \li1259\sb0\sl-260\slmult0 \par\pard\ql\li1259\ri579\sb239\sl-260\slmult0\fi0\tx2049 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf6\f7\fs22 Rajah \tab \up0 \expndtw0\charscalex103 1: Rajah menunjukkan aliran metodologi pembangunan perisian \line \up0 \expndtw-3\charscalex100 multimedia PPBK dalam novel \ul0\nosupersub\cf12\f13\fs22 Istana Menanti\ul0\nosupersub\cf6\f7\fs22 Komsas Tingkatan 1. \line \up0 \expndtw0\charscalex100 Sumber: Adaptasi daripada Model Hannafin dan Peck (1988) dan Model ASSURE \line \up0 \expndtw-1\charscalex100 (1996). \par\pard\ql \li1259\sb246\sl-253\slmult0 \up0 \expndtw-3\charscalex100 Instrumen dan Responden Kajian \par\pard\qj \li1259\sb0\sl-257\slmult0 \par\pard\qj\li1259\ri606\sb7\sl-257\slmult0 \up0 \expndtw0\charscalex104 \ul0\nosupersub\cf9\f10\fs22 Proses penilaian dilakukan terhadap perisian yang dibangunkan bagi mendapatkan \line \up0 \expndtw0\charscalex104 maklum balas yang berkesan untuk menentukan kejayaan kajian ini. Perisian PPBK \line \up0 \expndtw0\charscalex100 novel \ul0\nosupersub\cf7\f8\fs22 Istana Menanti\ul0\nosupersub\cf9\f10\fs22 untuk Tingkatan 1 ini menggunakan beberapa instrumen kajian \line \up0 \expndtw0\charscalex100 bagi mendapatkan penilaian yang dikehendaki daripada responden kajian. Instrumen \line \up0 \expndtw0\charscalex111 kajian ini terdiri daripada set soal selidik, set senarai semak dan