Enhancing Creative Instructional Planning through Technological Knowledge Advancement: An Empirical Analysis of Islamic Education Teachers in Secondary Schools/ Pemerkasaan Perancangan Pengajaran Kreatif melalui Peningkatan Pengetahuan Teknologi: Analisis Empirikal Guru Pendidikan Islam di Sekolah Menengah
DOI:
https://doi.org/10.11113/sh.v18n3.2170Keywords:
Technological knowledge, Creative teaching planning, Islamic Education, Teaching experience, Technology integrationAbstract
Although technology increasingly dominates the contemporary educational landscape, a significant gap persists in the level of technological proficiency among Islamic Education teachers, thereby undermining the effectiveness of teaching and learning processes. This study aims to analyse the influence of technological knowledge on creative instructional planning among Islamic Education teachers in secondary schools, whilst examining the role of teaching experience as a moderating factor. Technological knowledge within the context of this study encompasses proficiency in using digital hardware, productivity software, learning management systems and multimedia applications for instructional purposes. A quantitative design employing a cross-sectional survey approach was applied, involving 266 Islamic Education teachers in Sabah. Data were collected through validated questionnaires and analysed using descriptive and inferential statistics. Findings indicated that teachers' technological knowledge was at a moderately high level, whilst creative instructional planning was at a high level. Regression analysis revealed a significant positive influence of technological knowledge on creative instructional planning. However, teaching experience did not exert a significant moderating effect on this relationship. These findings reflect an urgent need for more strategic and targeted training programmes within the context of Islamic education technology. This study contributes to the existing body of knowledge by examining the role of teaching experience as a moderator, an aspect that remains underexplored within the context of Islamic Education in Malaysia. The implications of this study emphasise the importance of strengthening technology training within professional development programmes for Islamic Education teachers and providing adequate infrastructural support to facilitate technology integration in teaching.
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