Development Of a Pattern Learning Module for Early Mathematics Based on Flipped Classroom with Augmented Reality

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Haliza Idris, Mariani Md Nor, MohdNazri Abd Rahman


The topic of pattern in early childhood is commonly regarded as easy, but little research has been done on students’
mastery level at a deeper level. Students’ inability to master the topic of the pattern will affect their performance in the subject
when they are required to manipulate and apply this knowledge at a higher level. This research is done to develop a module
called EM-Flip which intends to increase students’ understanding of the topic of pattern in Early Mathematics based on
Flipped classroom concept, using the application of Augmented Reality in TADIKA. 120 teachers and parents, and 25 students
from TADIKA around Petaling Jaya, Selangor, Malaysia were involved as respondents in this study. The method used for this
study is a combination of five stages of the ADDIE model and three phases of Design and Development Research (DDR) using
the Fuzzy Delphi Methodology through a consensus from 10 field experts. Overall, the research found that there is a gap
between students’ mastery in the topic of pattern which is students are more likely to master the practice on easy sequencing
pattern as compared to additional sequencing pattern. The analysis of the results uncovers a few significant findings: teachers
need a more interactive module, students’ creativity is still under-developed, and there are challenges in terms of the support
from surrounding and parents at home. This, therefore, proved that the use of EM-Flip Module that integrates the interactive
element with the Flipped classroom concept is crucial in the education setting nowadays.

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