Persepsi Guru Matematik terhadap Pengetahuan Teknologi Pedagogikal Isi Kandungan Semasa Pengajaran dan Pembelajaran di Rumah (Mathematics Teachers’ Perceptions towards Technological Pedagogical Content Knowledge During Home-based Learning)
Abstract
Pengajaran dan pembelajaran di rumah (PdPR) telah memberi cabaran terhadap pedagogi guru matematik sepanjang penularan COVID-19. Pelaksanaan PdPR memerlukan guru matematik untuk mengaplikasikan teknologi, pedagogi dan kandungan berpandukan kepada kerangka Pengetahuan Teknologi Pedagogi Isi Kandungan (PTPIK). Namun begitu, kajian tentang PTPIK guru matematik dalam konteks PdPR adalah masih baharu dan perlu dikaji. Oleh itu, kajian ini dijalankan bagi meninjau persepsi guru matematik berkaitan PTPK semasa pelaksanaan PdPR. Selain itu, kajian ini juga bertujuan untuk mengenalpasti perbezaan persepsi guru matematik berkaitan PTPK semasa PdPR berdasarkan jantina dan peringkat persekolahan yang diajar. Kajian tinjauan ini melibatkan seramai 210 orang responden yang dipilih melalui pensampelan kuota dari daerah Kulai, Johor yang telah menjawab instrumen soal selidik PTPIK secara dalam talian. Data yang diperoleh telah dianalisis secara deskriptif dan inferensi melalui ujian-t tak bersandar. Hasil dapatan menunjukkan bahawa tahap persepsi guru matematik terhadap PTPK adalah tinggi bagi domain pengetahuan kandungan dan pengetahuan pedagogi manakala persepsi bagi domain pengetahuan teknologi pula pada aras sederhana. Hasil kajian gagal menunjukkan terdapat perbezaan yang signifikan persepsi guru matematik terhadap PTPK matematik berdasarkan jantina atau peringkat persekolahan yang diajar. Guru matematik didapati masih belum mencapai kompetensi yang sepenuhnya dari segi pengetahuan teknologi. Lantaran itu, sokongan daripada pelbagai pihak diperlukan bagi membantu guru matematik bagi mendalami pengetahuan teknologi terkini dari semasa ke semasa bagi pengajaran matematik yang lebih berkesan.
Kata kunci: PdPR, tinjauan; PTPIK; COVID-19; matematik
Abstract
Home teaching and learning (PdPR) has challenged the pedagogy of mathematics teachers throughout the spread of COVID-19. The implementation of PdPR requires mathematics teachers to apply technology, pedagogy and content based on the Technological Pedagogical Content Knowledge framework (TPACK). However, the study of TPACK for mathematics teachers in the context of PdPR is still new and needed. Therefore, this study was conducted to examine mathematics teachers’ perceptions related to TPACK during the implementation of PdPR. In addition, this study also aims to identify differences in the perceptions of mathematics teachers related to TPACK during PdPR based on gender and level of schooling taught. This survey study involved a total of 210 respondents, who were selected through a quota sampling from Kulai district, Johor had answered the PTPK questionnaire online. The data obtained were analyzed descriptively and inferentially through independent t tests. The results show that the perception level of mathematics teachers on TPACK is high on content knowledge and pedagogical knowledge while the perception at a moderate level for technological knowledge. The results of the study failed to show that there was a significant difference in the perception of mathematics teachers on the knowledge of mathematics TPACK based on gender or level of schooling taught. Mathematics teachers were found to have not yet reached full competence in terms of technological knowledge. Therefore, support from various parties is needed to help mathematics teachers to deepen their knowledge of the latest technology from time to time for more effective mathematics teaching.
Keywords: PdPR; survey; TPACK; COVID-19; mathematics
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