Kerangka Panduan Efektif Pengajaran Dan Pemudahcaraan (PdPc) Sains Menggunakan Information Communication Technology (ICT) di Sekolah Jenis Kebangsaan Tamil (SJK) (TAML)

Shanmugam, Kalaiselvi; Balakrishnan, Balamuralithara

doi:10.11113/sh.v10n1.1322

Cited by 6 publications

(7 citation statements)

References 23 publications

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“…The development of ICT in the world had brought transformational changes in numerous fields and careers, including the education field. ICT had been known as an invaluable asset and basic knowledge of 21st-century learning [5]. 21st century ICT skills are defined as the ability to use communication tools and other digital technology to solve any obstacles in the information environment [6].…”

Section: Introductionmentioning

confidence: 99%

“…Technology can help to support the teaching and learning process because learners can learn any information whenever and wherever they are, as well as active in the learning process [8]. With the development and efforts of ICT, transformational changes in Education 4.0 can be realized and continue to improve the quality of learning 3626 The Effectiveness of Multimedia Learning on Academic Achievement in Reproduction Topic Science Subject [5]. The development of technical communication is one of the important things to ensure the suitability of graduates in educational institutions [9].…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Multimedia Learning on Academic Achievement in Reproduction Topic Science Subject

Kiat¹,

Jumintono²,

Kriswanto³

et al. 2020

ujer

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This study aims to evaluate the effectiveness of multimedia-based learning on the academic achievement of science subjects in junior high school students. The method used in this research is descriptive. This study involved 40 junior high school students in Malaysia. The research sample was divided into two groups, namely conventional (control) and experimental (based on multimedia). Data obtained by providing pre-test and post-test to students. Data collected were analysed using descriptive and inferential statistics. A normality test is performed to determine the distribution of data. Data were analysed with a 5% T-test. The results of the analysis on the pre-test scores indicate that students in conventional and experimental teaching have the same level of knowledge, whereas in the post-test scores there are significant differences between traditional teaching scores and multimedia teaching. The finding of this study also showed that the student-centered learning approach was suitable for learning science subjects for secondary education. Students were found more active in engaging themselves in their learning and contribute to higher academic achievement in the post-test result. In conclusion, the use of multimedia elements in learning materials enables students to learn at their own pace. Through learning with the integration of multimedia-mediated content, student achievement in science subjects is enhanced, and it has helped students to develop a better understanding of science concepts and ideas.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Multimedia Learning on Academic Achievement in Reproduction Topic Science Subject

Kiat¹,

Jumintono²,

Kriswanto³

et al. 2020

ujer

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“…According to Shanmugam and Balakrishnan (2018), ICT has been adapted to various fields to raise the country's name internationally. As such, new policies have been formulated and updated so that ICT is fully integrated into the national education system.…”

Section: Literature Review Ict In Education In Malaysiamentioning

confidence: 99%

The Role of School Administrative Support and Primary School Teachers’ ICT Literacy to Integrate ICT into the Classrooms in Pahang, Malaysia

Baharuldin¹,

Jamaluddin²,

Shaharom³

2020

IOJEL

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This study aimed to look at the role of information and communications technology (ICT) literacy of teachers as a mediator between the school administrative support and ICT competence of primary school teachers in Pahang. The researchers developed a mediation model based on relevant literature reviews and subsequently tested the model. This study used a total survey design. The researchers employed stratified cluster sampling to select the pilot study and the actual study samples randomly. A total of 514 teachers were involved in the pilot study and 530 teachers were involved in the actual study. The Cronbach's alpha for instrument was .954 while the validity of the instrument used was determined using the SEM-AMOS method. The results based on the pilot data indicated a good model fit with chisquare = 212.406, df = 111, p < .001, CMIN/df = 3.662, GFI = .938, CFI = .941, and RMSEA = .072, whereas results based on the actual study also indicated a good model fit with chi-square = 204.839, df = 58, p < .001, CMIN/df = 3.532, GFI = .942, CFI = .950, and RMSEA = .069. The findings showed that there were direct and indirect effects of school administrative support and teachers' ICT literacy on teachers' ICT competences. There was a statistically significant relationship (p < .05) between school administrative support and teachers' ICT competence and an indirect effect through teachers' ICT literacy as a mediator. Hence, teachers' ICT literacy acts a partial mediator in the model. This study shows that school administrative support and teachers' ICT literacy play an important role in shaping teachers' ICT competence. Furthermore, the study provides further evidence that school principals through teachers' ICT literacy play an important role in integrating ICT into the classroom. School administrators should equip themselves with formal training in technological leadership so that they can better contribute to aiding school teachers to better integrate ICT into their teaching and learning.

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“…To improve the quality of education, various initiatives have been implemented to create a more creative and effective teaching and learning environment that will eventually produce a sustainable backdrop of knowledge and skills (Samian & Awang, 2017). The handling of software 'hardware' and 'software' creates teachers to face many problems and do not want to use them in class (Shanmugan & Balakrishnan, 2018).In. As a result, computer literacy skills are a significant obstacle among teachers and teachers who are inadequate to operate computers and have low confidence in using computers at school and vice versa.…”

Section: Introductionmentioning

confidence: 99%

Teachers Behavior Toward Digital Education

Anuar

Mokhtar

Set

2019

JISTM

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The education system in Malaysia has increased with the use of computers as a teaching tool. Technological amenities such as Internet technology are created as a successful teaching and learning branch. Terms of Digital education is one of the educational transformation efforts undertaken by Ministry of Education Malaysia (MOE) under the Malaysian Education Development Plan (PPPM) 2013-2025 which focus more on digital and Internet materials at schools and known as a 21st Century Learning (PAK-21). Although the MOE introduced this digital education system for the convenience of teachers, the teacher's desire to use computers was limited, and there were some constraints faced by teachers in implementing digital classroom teaching. Computer literacy skills became a significant constraint among teachers. Incomplete teachers handle computers; have low confidence in using computers in the school and vice versa (Gilakjani, Mei & Ismail, 2013). This study aims to analyze the intention of Digital Education behavior among Malaysian school teachers and to explore individual skills as an advanced component of the extended Theory of Planned Behavior (TPB). Also, this study aims to examine the role of Attitude, Subjective Normative and Perceived Behavioral as intermediaries on the relationship between individual skills and intentions to use the Internet among school teachers in Malaysia and to develop an extended TPB model including Individual Skills. To achieve this objective, this study examines the behavioral intention of secondary school teachers in Peninsular Malaysia towards this digital education based on the framework of the TPB. A structured questionnaire has been provided to 91 teachers based from table Green (1991) as the sample size for this research and the teachers some from government secondary schools in Malaysia and to obtain information about the characteristics and performance of their management. A descriptive and inferential analysis was conducted using the Smart PLS 3.0 statistics package. This study provides strong empirical evidence to demonstrate that to increase the use of digital education among teachers in Malaysia there is a need to improve the interest and skills to be exposed to teachers and to use this digital education well and not misused. This can be achieved through the development of policy and effective government creation and providing greater awareness of digital education programs is easier to use than traditional learning methods.

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Kerangka Panduan Efektif Pengajaran Dan Pemudahcaraan (PdPc) Sains Menggunakan Information Communication Technology (ICT) di Sekolah Jenis Kebangsaan Tamil (SJK) (TAML)

Cited by 6 publications

References 23 publications

The Effectiveness of Multimedia Learning on Academic Achievement in Reproduction Topic Science Subject

The Effectiveness of Multimedia Learning on Academic Achievement in Reproduction Topic Science Subject

The Role of School Administrative Support and Primary School Teachers’ ICT Literacy to Integrate ICT into the Classrooms in Pahang, Malaysia

Teachers Behavior Toward Digital Education

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