A Preliminary Study of the Levels of Engineering Drawing Teaching of Creativity Practices Teachers in Malaysia

  • Suriana Ngatiman Ngatiman School of Education, Faculty of Sosial Sciences and Humanities, Universiti Teknologi Malaysia (UTM), 81310 Skudai, Johor, Malaysia.
  • Muhammad Sukri Saud School of Education, Faculty of Sosial Sciences and Humanities, Universiti Teknologi Malaysia (UTM), 81310 Skudai, Johor, Malaysia.
Keywords: Level, Creativity Practice, Teaching, Engineering Drawing Teacher

Abstract

This study was a preliminary study that aim to identify the level of knowledge and understanding of Engineering Drawing (ED) teachers. The area covered creativity, and the level of teachers’ creativity in teaching, which focusing on the domains of planning, implementing, and making evaluations and assessments. It was conducted to review the need to produce a framework for the teaching creativity of ED teachers, as a guide in practicing creative and effective teaching. Respondents were asked to answer 35 questionnaire questions using a five-point Likert scale. The sample was selected using a purposive sampling method, consisting of 30 primary school teachers from nine Technical Secondary Schools throughout Malaysia. Descriptive analysis was performed using SPSS V21 software to report the study in the form of frequency, percentage, mean, and standard deviation. The results of the study found that the level of knowledge and understanding of ED teachers towards creativity was (mean = 3.64), at a medium level. Meanwhile, the average level of teaching creativity of ED teachers from the aspects of planning, implementing, and making evaluations and creative assessments was at a moderate level. The three domains of creativity practice recorded a mean achievement between 3.71 and 3.79. However, all respondents agreed that a guide and reference in the form of a creativity practice framework for the teaching of ED teachers is needed to be used as a reference by teachers. Therefore, this finding also shows guidance in realizing various Ministry of Education (MoE) policies.

Downloads

Download data is not yet available.

References

Abu, N. E., & Eu, L. K. (2014). Hubungan Antara Sikap, minat, pengajaran guru dan pengaruh rakan sebaya terhadap pencapaian matematik tambahan Tingkatan 4. Jurnal Kurikulum & Pengajaran Asia PAsifik, 2(1), 1–10. https://doi.org/10.1140/epjc/s10052-012-2241-5

Ahmad, N. L., Looi, S. S., Ab Wahid, H., & Yusof, R. (2019). Kepentingan Amalan Pengajaran dan Pembelajaran Abad 21 Terhadap Pembangunan Pelajar. International Journal of Education and Counseling, 4(28), 28–51.

Ahmad Saifudin, N. H., & Hamzah, M. I. (2021). Cabaran Pengajaran Dan Pembelajaran Di Rumah ( PdPR ) Dalam Talian Dengan Murid Sekolah Rendah ( Challenges in Implementing Home Teaching and Learning ( PdPR ) among Primary School Students ). Jurnal Dunia Pendidikan, 3(3), 250–264. https://doi.org/2682-826X

Apak, J., & Taat, M. S. (2018). Hubungan Tingkah Laku Pemupukan Kreativiti Guru dengan Pengurusan Bilik Darjah Abad Ke-21. Malaysian Journal of Social Sciences and Humanities (MJSSH), 3(3), 64–79.

Bahrom, Z. (2020). Pedagogi Norma Baharu: Cabaran Dan Hikmah. Jurnal Refleksi Kepimpinan, 3, 76–85.

Batjo, N., & Ambotang, A. S. (2019). Pengaruh Pengajaran Guru Terhadap Kualiti Pengajaran Guru. Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(2), 30–42.

Dagang, M. Y. (2016). Amalan Kreativiti Pengajaran Guru Pendidikan Islam Di Sekolah [Unpublish Doctoral Thesis). Universiti Tun Hussein Onn Malaysia].

Darusalam, G., & Hussin, S. (2021). Metodologi Penyelidikan dalam Pendidikan, Amalan dan Analisis Kajian . Penerbit Universiti Malaya.

Hamdan, N. (2017). Komponen pengajaran dan pembelajaran berkesan guru pendidikan islam sekolah menengah rendah di Johor [Unpublish Doctoral Thesis). Universiti Teknologi Malaysia.

Henry, J. D., & Mahamod, Z. (2021). Penerapan amalan kreativiti , pemikiran kritis , kolaborasi dan komunikasi ( 4C ) pembelajaran abad ke-21 dalam kalangan guru Bahasa Melayu. Jurnal Dunia Pendidikan, 3(1), 239–248. http://myjms.mohe.gov.my/index.php/jdpd

KPM. (2011). Standard Kualiti Pendidikan Malaysia (2010). Kementterian Pendidikan Malaysia

Leifler, E. (2020). Teachers’ capacity to create inclusive learning environments. International Journal for Lesson and Learning Studies, 9(3), 221–244. https://doi.org/10.1108/IJLLS-01-2020-0003

Mohd Shah, N. F., & Halim, F. wati. (2018). Pengaruh personaliti lima faktor terhadap tingkah laku kewargaan organisasi (TKO) dalam kalangan guru. Jurnal Psikologi Malaysia, 32(2), 136–147.

Mustaffa, Z., Hussin, Z., & Sulaiman, A. M. (2021). Pedagogi Terbeza Untuk Pengajaran Guru Terhadap Kepelbagaian Murid. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(9), 202–214.

Ngatiman, S. (2018). Konstruk Amalan Kreativiti Pengajaran Guru Lukisan Kejuruteraan. (Unpublish Master Thesis). Universiti Teknologi Malaysia.

Samsudin, M. Z., Hasan, A., & Hassan, R. (2013). Amalan kreativiti guru dalam Pengajaran Pendidikan Asas Vokasional (PAV). Technology, Education and Science International Conference (TESIC), 1-11. https://doi.org/10.13140/2.1.4265.2161

Wong, B. T. (2016). Factors leading to effective teaching of MOOCs. Asian Association of Open Universities Journal, 11(1), 105–118. https://doi.org/10.1108/aaouj-07-2016-0023

Published
2023-10-27
How to Cite
Ngatiman, S. N. and Saud, M. S. (2023) “A Preliminary Study of the Levels of Engineering Drawing Teaching of Creativity Practices Teachers in Malaysia”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(10), p. e002565. doi: 10.47405/mjssh.v8i10.2565.
Section
Articles