[Knowledge of Arabic Teacher Technology and its Relationship with Teaching Creativity in Malaysia] Pengetahuan Teknologi Guru Bahasa Arab dan Hubungannya dengan Kreativiti Pengajaran di Malaysia
Abstract
This study is to investigate Technological Knowledge and its relationship to creativity in teaching. Technological Knowledge is one of the elements contained in the model of Technological Pedagogical Content Knowledge (TPACK) that have been introduced by Mishra and Koehler (2006). This model is used as the main reference for this research. Respondents in this study consisted of 530 Arabic teachers involving Peninsular Malaysia including Sabah and Sarawak. Quantitative research methods used and random sampling carried out for the collection of data. The data are analyzed using the Statistical Package for Social Science (SPSS) version 20. The findings show that Technological Knowledge (mean = 3.72, SD = 0.42) is at medium-high level. The findings on creativity of teaching (mean = 4.08, SD = 0.38) is at high level. The findings also describe the positive relationship between Technological Knowledge and the creativity of teaching (r = .427, p < 0.01)Arabic in Malaysia is at low level. In conclusion, based on the finding clearly indicate that the Arabic language teachers in Malaysia have a good knowledge in Technological Knowledge and excellent knowledge in creativity of teaching.
Keywords: Technological Knowledge, Technological Pedagogical Content Knowledge, Arabic language teacher, creativity of teaching.
Kajian ini bertujuan untuk mengenal pasti Pengetahuan Teknologi guru bahasa Arab di Malaysia dan hubungannya dengan kreativiti pengajaran guru. Pengetahuan Teknologi merupakan salah satu elemen yang terdapat dalam Model Pengetahuan Teknologi Pedagogi Kandungan atau dikenali dengan Technological Pedagogical Content Knowledge (TPACK) yang telah diperkenalkan oleh Mishra dan Koehler (2006). Model ini dijadikan kerangka asas kepada kajian ini. Responden dalam kajian ini terdiri daripada 530 orang guru bahasa Arab di seluruh Malaysia termasuk Sabah dan Serawak. Kaedah kajian kuantitatif digunakan dan pensampelan secara rawak dijalankan bagi pengumpulan data. Data kajian dianalisis menggunakan perisian Statistical Package for the Sosial Science (SPSS) versi 20. Dapatan kajian menunjukkan bahawa Pengetahuan Teknologi guru bahasa Arab berada pada tahap sederhana tinggi (Min = 3.72, SP = 0.423). Manakala kreativiti pengajaran guru pula berada pada tahap tinggi (Min = 4.08, SP = 0.384). Dapatan juga menunjukkan terdapat hubungan yang positif dan signifikan antara Pengetahuan Teknologi dengan kreativiti pengajaran guru (r = .427, p < 0.01) guru bahasa Arab di Malaysia. Kekuatan hubungan antara pemboleh ubah dikategorikan sebagai rendah. Kesimpulannya, berdasarkan kepada dapatan kajian jelas menunjukkan bahawa guru bahasa Arab di Malaysia mempunyai pengetahuan yang baik dalam Pengetahuan Teknologi dan sangat baik dalam kreativiti pengajaran.
Kata kunci: Pengetahuan Teknologi, Pengetahuan Teknologi Pedagogi Kandungan, Guru Bahasa Arab, Kreativiti Pengajaran Guru.
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