Kesediaan dan Efikasi Guru Matematik Sekolah Rendah dalam Pengintegrasian Teknologi Semasa Pandemik COVID-19

  • Nurul Farahin Ab Aziz Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM)
  • Siti Mistima Maat Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM)
Keywords: kesediaan, efikasi, guru matematik, integrasi teknologi, pengetahuan teknologi

Abstract

Banyak negara mengambil keputusan untuk melaksanakan pengajaran dan pembelajaran (PdP) atas talian dengan memanfaatkan Teknologi Maklumat dan Komunikasi (TMK). Walau bagaimanapun, didapati ramai guru matematik masih lemah dalam aspek penguasaan ilmu, pengkaedahan PdP, penggunaan dan kepercayaan serta sikap terhadap TMK dalam pendidikan. Oleh yang demikian, perlaksanaan kajian ini adalah bertujuan untuk mengenal pasti kesediaan dan efikasi guru matematik dalam pengintegrasian teknologi sewaktu pandemik COVID-19. Faktor jantina, tempoh perkhidmatan dan Pengetahuan Teknologi Pedagogi Isi Kandungan (PTPIK) guru matematik turut diambil kira. Kajian ini menggunakan reka bentuk tinjauan keratan rentas dengan memanfaatkan pensampelan mudah ke atas 62 guru matematik sekolah rendah Kuala Selangor. Analisis statistik deskriptif dan inferensi digunakan bagi tujuan penganalisisan data kajian. Analisis deskriptif menunjukkan pengetahuan guru matematik berada pada tahap yang tinggi. Analisis statistik inferensi menunjukkan perbezaan tidak signifikan bagi kesediaan dan efikasi guru matematik dalam pengintegrasian teknologi berdasarkan jantina dan tempoh perkhidmatan. Selain itu, efikasi guru matematik mempunyai hubungan linear yang signifikan ke atas kesediaan guru matematik dalam pengintegrasian teknologi. Implikasi terhadap peranan guru matematik dan pihak kepimpinan dibincangkan dengan berfokuskan kepentingan latihan dalam perkhidmatan bagi memastikan pengetahuan, kesediaan dan efikasi guru matematik sentiasa berada di tahap yang memuaskan. Banyak usaha yang perlu dilakukan bagi memastikan keberhasilan pengajaran matematik sewaktu pandemik COVID-19.

Statistics
Abstract views: 482 , PDF downloads: 432

Downloads

Download data is not yet available.

References

Abdul Hamid, H., & Khalidi, J. R. (2020). COVID-19 and unequal learning (Issue April, pp. 1–8). Khazanah Research Institute. http://www.krinstitute.org/Views-@-Covid-19_and_Unequal_Learning.aspx

Akturk, A. O., & Saka Ozturk, H. (2019). Teachers’ TPACK levels and students’ self-efficacy as predictors of students’ academic achievement. International Journal of Research in Education and Science, 5(1), 283–294.

Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16–25. https://doi.org/10.5539/hes.v10n3p16

Alshehri, K. A. (2012). The influence of mathematics teachers’ knowledge in Technology, Pedagogy and Content (TPACK) on their teaching effectiveness in Saudi Public Schools [Doctor of Philosophy, University of Kansas.]. Ihttps://www.learntechlib.org/p/41968/

Amick, M. (2019). The impact of 1:1 technology initiatives on teacher planning [Doctor of Philosophy, Duquesne University.]. https://dsc.duq.edu/cgi/viewcontent.cgi?article=2771&context=etd

Antonelli, S. (2019). Teacher perceptions of technological knowledge and pedagogy in Mathematics instruction in a Northeast State [Doctor of Philosophy, Johnson & Wales University.]. https://search.proquest.com/openview/9a48bd8eb750a56f1e9abe1e06578ff3/1?pq-origsite=gscholar&cbl=18750&diss=y

Awofala, A. O. A., Lawal, R. F., Isiakpere, B. J., Arigbabu, A. A., & Fatade, A. O. (2020). COVID-19 pandemic in Nigeria and attitudes towards Mathematics homeschooling among pre-tertiary students. Nigerian Online Journal of Educational Sciences and Technology (NOJEST), 1(2), 57–70.

Bahasoan, A., Ayuandiani, W., Mukhram, M., & Rahmat, A. (2020). Effectiveness of Online Learning In Pandemic Covid-19. International Journal Of Science, Technology & Management, 1(2), 100–106. https://ijstm.inarah.co.id/index.php/ijstm/article/view/30

Bhattacherjee, A. (2012). Social science research: Principles, methods, and practices (2nd ed.). Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1002&context=oa_textbooks

Brown, S. M. (2015). Interactive whiteboards and TPACK for technology-enhanced learning: Secondary mathematics teachers’ barriers, beliefs, and support needs in one rural school district. [Doctor of Philosophy, Mississippi State University].

Chaaban, Y., & Moloney, R. (2016). Educating pre-service teachers in technology use: a study of provision at Lebanese Universities. International Journal of Education, 8(2), 14–31. https://doi.org/10.5296/ije.v8i2.9188

Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). SAGE Publications Inc.

Dinc, E. (2019). Prospective teachers’ perceptions of barriers to technology integration in education. Contemporary Educational Technology, 10(4), 381–398. https://doi.org/10.30935/cet.634187

Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the Structural Relationship Among Teachers’ Technostress, Technological Pedagogical Content Knowledge (TPACK), Computer Self-efficacy and School Support. Asia-Pacific Education Researcher, 29(2), 147–157. https://doi.org/10.1007/s40299-019-00461-5

Durak, H. Y. (2019). Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interactive Learning Environments, 0(0), 1–27. https://doi.org/10.1080/10494820.2019.1619591

El-daou, B. M. N. (2016). The effect of using computer skills on teachers’ perceived self- efficacy beliefs towards technology integration, attitudes and performance. World Journal on Educational Technology, 8(2), 106–118.

ELDaou, B. (2016). The relationship between teacher’s self-efficacy, attitudes towards ICT usefulness and student’s science performance in the Lebanese Inclusive Schools 2015. Acta Psychopathologica, 2(3), 1–10. https://doi.org/10.4172/2469-6676.100054

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 4(47), 47–61. https://link.springer.com/content/pdf/10.1007%2FBF02299597.pdf%0Ahttps://link.springer.com/content/pdf/10.1007%2FBF02299597.pdf%0Ahttp://download.springer.com/static/pdf/155/art%253A10.1007%252FBF02299597.pdf?auth66=1393957450_9f37f14fbe720aad62eb78240cc8

Etikan, I. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1. https://doi.org/10.11648/j.ajtas.20160501.11

Fahrurozi, S. K., Budiyanto, C., & Roemintoyo. (2019). Pre-service teachers perspective in developing TPACK: Literature review. AIP Conference Proceedings, 2194(December). https://doi.org/10.1063/1.5139756

Farah, A. C. (2011). Factors influencing teachers‘ technology self-efficacy: A case study [Doctor of Philosophy, Liberty University.]. https://core.ac.uk/download/pdf/58824405.pdf

Fontanilla, H. S. (2015). Comparison of beginning teachers’ and experienced teachers’ readiness to integrate technology as measured by TPACK scores [Doctor of Philosophy, Brandman University.]. https://digitalcommons.brandman.edu/edd_dissertations/78/

Graham, C. R., Borup, J., Pulham, E., & Larsen, R. (2019). K–12 blended teaching readiness: Model and istrument development. Journal of Research on Technology in Education, 51(3), 239–258. https://doi.org/10.1080/15391523.2019.1586601

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th ed.). Pearson Education Limited.

Hanneman, R. A., Kposowa, A. J., & Riddle, M. D. (2012). Basic statictics for social research (1st ed.). John Wiley & Sons Inc.

Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) pandemic. International Journal of Technology in Education and Science, 4(4), 267–282. https://doi.org/10.46328/ijtes.v4i4.113

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning : Current knowledge gaps and recommendations for future research. Education Tech Research Dev, 55(0), 223–252. https://doi.org/10.1007/s11423-006-9022-5

Holden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43(4), 343–367. https://doi.org/10.1080/15391523.2011.10782576

Humes, V. (2017). The impact of TPACK, SAMR, and teacher effectiveness on student academic growth in eighth grade Language Art and Mathematics [Doctor of Philosophy, Youngstown State University.]. https://etd.ohiolink.edu/apexprod/rws_olink/r/1501/10?p10_etd_subid=160680&clear=10

İşler, C., & Yıldırım, Ö. (2018). Perceptions of Turkish pre-service EFL teachers on their Technological Pedagogical Content Knowledge. Journal of Education and Future, 13, 145–160.

Jan, A. (2020). Online teaching practices during COVID-19: An observation case study. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3584409

Johns, C., & Mills, M. (2020). Online Mathematics tutoring during the COVID-19 pandemic: Recommendations for best practices. Problems, Resources, and Issues in Mathematics Undergraduate(PRIMUS), 0(0), 1–32. https://doi.org/10.1080/10511970.2020.1818336

Jung, Y. J., Cho, K., & Shin, W. S. (2019). Revisiting critical factors on teachers’ technology integration: The differences between elementary and secondary teachers. Asia Pacific Journal of Education, 39(4), 548–561. https://doi.org/10.1080/02188791.2019.1620683

Kamsurya, R. (2020). Learning evaluation of Mathematics during the pandemic period COVID-19 in Jakarta. International Journal of Pedagogical Development and Lifelong Learning, 1(2), ep2008. https://doi.org/10.30935/ijpdll/8439

Kapici, H. O., & Akcay, H. (2020). Improving student teachers’ TPACK self-efficacy through lesson planning practice in the virtual platform. Educational Studies, 0(0), 1–23. https://doi.org/10.1080/03055698.2020.1835610

Kariki, S., Mohd Zaki, I., & Fook, F. S. (2017). Keperluan instrumen ptpk-ipg untuk merealisasikan kompetensi mengintegrasikan teknologi maklumat dan komunikasi dalam pembelajaran dan pemudahcaraan. Jurnal Kinabalu, 3(0), 115–138.

Kementerian Pendidikan Malaysia. (2020). Pemakluman pelaksanaan pengajaran dan pembelajaran di rumah. https://www.moe.gov.my/pemberitahuan/kenyataan-media/km-kpm-pengoperasian-institusi-pendidikan-kpm-seluruh-negara

Kementerian Pendidikan Malaysia. (2021). Pengoperasian institut pendidikan bawah Kementerian Pendidikan Malaysia seluruh Negara. https://www.moe.gov.my/pemberitahuan/kenyataan-media/km-kpm-pengoperasian-institusi-pendidikan-kpm-seluruh-negara

Knapp, W. M. (2017). The impact of TPACK and teacher technology efficacy on social studies teachers’ use of teachnology in the classroom [Doctor of Philosophy, University of Minnesota.]. http://search.ebscohost.com/login.aspx?direct=true&db=ddu&AN=230B8EBB287B01CB&lang=tr&site=ehost-live

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650

Lapada, A. A., Miguel, F. F., Robledo, D. A. R., & Alam, Z. F. (2020). Teachers’ COVID-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127–144. https://doi.org/10.26803/ijlter.19.6.8

Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1–9. https://doi.org/10.29333/EJMSTE/8240

Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). Implementation and readiness of online learning pedagogy: A transition to COVID 19 pandemic. European Journal of Open Education and E-Learning Studies, 5(2), 71–90. https://doi.org/10.46827/ejoe.v5i2.3321

Maneesriwongul, W., & Dixon, J. K. (2004). Instrument translation process: A methods review. Journal of Advanced Nursing, 48(2), 175–186. https://doi.org/10.1111/j.1365-2648.2004.03185.x

Martin, F., Budhrani, K., & Wang, C. (2019). Examining faculty perception of their readiness to teach online. Online Learning Journal, 23(3), 97–119. https://doi.org/10.24059/olj.v23i3.1555

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Mohalik, R., & Sahoo, S. (2020). E-Readiness and perception of student teachers’ towards online learning in the midst of COVID-19 pandemic. SSRN Electronic Journal, August 4, 0. https://doi.org/10.2139/ssrn.3666914

Mulenga, E. M., & Marbán, J. M. (2020). Prospective teachers’ online learning mathematics activities in the age of COVID-19: A cluster analysis approach. Eurasia Journal of Mathematics, Science and Technology Education, 16(9), 1–9. https://doi.org/10.29333/EJMSTE/8345

Nurul Shahhida, A. B., Siti Mistima, M., & Roslinda, R. (2020). Mathematics teacher’s self-efficacy of technology integration and Technological Pedagogical Content Knowledge. Journal on Mathematics Education, 11(2), 256–276. https://doi.org/10.22342/jme.11.2.10818.259-276

Petko, D., Prasse, D., & Cantieni, A. (2018). The interplay of school readiness and teacher readiness for educational technology integration: A structural equation model. Computers in the Schools, 35(1), 1–18. https://doi.org/10.1080/07380569.2018.1428007

Poyo, S. R. (2016). Transforming traditional practices of teacher preparation to meet changing needs of digital learners: A first step intervention by assessing and addressing needs of pre-service teachers in a dual learning environment. [Doctor of Philosophy, Duquesne University.].

Putra, Z. H., Witri, G., & Sari, I. K. (2020). Prospective elementary teachers’ perspectives on online mathematics learning during coronavirus outbreak. Journal of Physics: Conference Series, 1655(1), 1–6. https://doi.org/10.1088/1742-6596/1655/1/012057

Sahin Izmirli, O., & Kirmaci, O. (2017). New barriers to technology integration. Egitim Arastirmalari - Eurasian Journal of Educational Research, 2017(72), 147–166. https://doi.org/10.14689/ejer.2017.72.8

Salwana, M., & Norasmah, O. (2020). Kesahan dan Kebolehpercayaan Instrumen Kecerdasan Menghadapi Cabaran Teknologi Menggunakan Model Rasch. Akademika, 90(Khas 3), 29–41.

Sarwa, Simaremare, A., Hasibuan, N. I., & Priyadi, M. (2020). Teacher readiness in accommodating the TPACK framework to meet teacher competence the 21st Century. Journal of Physics: Conference Series, 1511(1), 1–7. https://doi.org/10.1088/1742-6596/1511/1/012041

Şen, Ş. (2020). Modelling the relations between Turkish chemistry teachers’ sense of efficacy and technological pedagogical content knowledge in context. Interactive Learning Environments, 0(0), 1–14. https://doi.org/10.1080/10494820.2020.1712430

Simsek, O., & Yazar, T. (2019). Examining the self-efficacy of prospective teachers in technology integration according to their subject areas: The case of Turkey. Contemporary Educational Technology, 10(3), 289–308. https://doi.org/10.30935/cet.590105

Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1(November), 100016. https://doi.org/10.1016/j.ijedro.2020.100016

Tay, M. G. (2017). Pengetahuan Teknologi Pedagogi Kandungan dalam kalangan pelajar institut pendidikan guru. Jurnal Penyelidikan IPGKBL, 14(0), 17–28.

Tiba, C., & Condy, J. L. (2021). Identifying factors influencing pre-service teacher readiness to use technology during professional practice. International Journal of Information and Communication Technology Education, 17(2), 12–24. https://doi.org/10.4018/IJICTE.20210401.oa2

Tschannen-Moran, M., & Gareis, C. R. (2004). Principals’ sense of efficacy: Assessing a promising construct. Journal of Educational Administration, 42(5), 573–585. https://doi.org/10.1108/09578230410554070

UNESCO. (2020). COVID-19 educational disruption and response. https://en.unesco.org/news/covid-19-educational-disruption-and-response

Valtonen, T., Leppänen, U., Hyypiä, M., Sointu, E., Smits, A., & Tondeur, J. (2020). Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas. Education and Information Technologies, 25(4), 2823–2842. https://doi.org/10.1007/s10639-019-10092-4

Vasantha Raju, N., & Harinarayana, N. S. (2016). Online survey tools : A case study of Google Forms online. National Conference on "Scientific, Computational & Information Research Trends in Engineering, GSSS-IETW, Mysore, January 2016, 1–12.

Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231–250. https://doi.org/10.1080/15391523.2004.10782414

Yang, L. (2018). Fuzzy cluster correlation mapping for online evaluation of teaching efficacy towards IoT study. Cognitive Systems Research, 52(July), 365–370. https://doi.org/10.1016/j.cogsys.2018.07.025

Zolkefli, B., Nordin, O., & Mohd Kasri, S. (2018). Faktor-faktor yang mempengaruhi pengintegrasian teknologi pengajaran berdasarkan model TPACK dalam kalangan guru matematik. Proceedings of the ICECRS, 1(2), 66–73. https://doi.org/10.21070/picecrs.v1i2.1438
Published
2021-08-10
How to Cite
Ab Aziz, N. F. and Maat, S. M. (2021) “Kesediaan dan Efikasi Guru Matematik Sekolah Rendah dalam Pengintegrasian Teknologi Semasa Pandemik COVID-19”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(8), pp. 93 - 108. doi: https://doi.org/10.47405/mjssh.v6i8.949.
Section
Articles