Tahap Amalan dan Pengintegrasian ICT dalam Proses Pengajaran dan Pembelajaran Sains
DOI:
https://doi.org/10.11113/sh.v2n4.463Keywords:
ICT integration, awareness and practice, teaching and learning, science education, teacherAbstract
This article aims to report research results regarding Science teacher’s level of awareness and practice towards importance of ICT integration in the process of teaching and learning. The study was carried out using descriptive design. Instrument used comprised Likert scale questionnaire. A total of 66 teachers in 7 schools were chosen based on a random sampling basis. Data were analysed using descriptive analysis which included frequency, percentage and mean.Results from the study showed most teachers had a high level of awareness towards the importance of ICT integration in the process of teaching and learning Science. However, teacher’s practice of ICT application in the process of teaching and learning Science was average. This result set off an understanding regarding the continuous need to encourage ICT practice among teachers to increase the effectiveness of teaching and learning Science.References
Abdul Manaf Bohari. (2006). ICT dari Perspektif Profesional Isu-isu Pengurusan Organisasi, Penyelenggara. Pearson Prentice Hall, Petaling Jaya.
Abdul Rahim Abdul Rashid. (2005). Profesionalisme Keguruan Prospek Dan Cabaran. Dewan Bahasa dan Pustaka: Kuala Lumpur.
Breiter, A. dan Light, D. (2006). Data for School Improvement: Factors For Designing Effective Information Systems To Support Decision-Making In Schools. Educational Technology & Society, 9(3), 206–217.
Low Johan. (2008). Tahap Kemahiran ICT dalam kalangan Pelajar Semester 5 dan 6 Ijazah Sarjana Muda Pendidikan Ekonomi Universiti Pendidikan Sultan Idris.
Chung Hui Ching dan Jamaludin Badusah. (2010). Sikap Guru Bahasa Melayu terhadap Penggunaan Teknologi Maklumat dan Komunikasi (ICT) dalam Pengajaran di Sekolah-sekolah Rendah di Bintulu, Sarawak. Jurnal Pendidikan Malaysia, 35(1), 59–65.
Crawford R. (1997). Managing Information Technology In Secondary Schools. London. Roudedge.
Dasar Pembangunan Negara dalam Rancangan Malaysia Kelapan (2001-2005).
Dasar Sains dan Teknologi. (2010). Kementerian Sains, Teknologi dan Alam Sekitar.
Davitt, J. (2005). Accelerated Learning Meets ICT. Great Britain. Network Educational Press Ltd.
Gaskill, M, McNulty, A. dan Brooks, D. W. (2006). Learning from WebQuests. Journal of Science Education and Technology, 15(2), 133–136.
Ibrahim Ahmad Bajunid. (2001). The Transformation of Malaysian Society Through Technological Advantage: ICT And Education In Malaysia. Journal of Southeast Asian Education, 2, 2–12.
Irfan Naufal Umar dan Sajap Maswan. (2011). Aplikasi Pendekatan Inkuiri dalam Persekitaran Pembelajaran Berasaskan Web.
Jamalludin Harun dan Zaidatun Tahir. (2005). Multimedia Konsep dan Praktis. Venton Publishing. Kuala Lumpur.
Johari Surif. (2004). Pembinaan Dan Keberkesanan Perisian Prototaip Berdasarkan Model Generatif-Metakognitif Bagi Konsep Asas Jirim Dalam Fenomena Fizikal. Tesis Sarjana UTM. Bahan tidak diterbitkan.
Johari Surif, Nor Hasniza Ibrahim dan Mahani Mokhtar. (2012). Conceptual And Procedural Knowledge In Problem Solving. Kertas Kerja dibentangkan dalam Seminar ICTLHE 2012, Seremban, Negeri Sembilan.
Cennamo, K. S., Ross, J. dan Ertmer, P. E. (2010). Technology Integration for Meaningful Classroom Use. United States of America. Cencage Learning.
Kementrian Pendidikan Malaysia. (2001). Penggunaan Teknologi Maklumat Dan Komunikasi (ICT) Dalam Pengajaran Dan Pembelajaran. Pusat Perkembangan Kurikulum: Kuala Lumpur
Mohd Najib Abdul Ghafar dan Mohd Yusof Arshad. (1995). Dalam Meor Ibrahim Kamaruddin & Hazira Hassan. 2010. Tahap Penguasaan Kemahiran Manipulatif dalam Kalangan Pelajar Tahun Akhir Kursus Pendidikan Sains Di UTM.
Noraziah Kassim@Aziz. (2009). Penggunaan ICT dalam P&P Matematik di kalangan guru-guru pelatih UTM. Universiti Teknologi Malaysia, Skudai.
NorHisham Abu Samah, Mazenah Youp dan Rose Alinda Alias. (1996). Pengajaran Bantuan Komputer. UTM.
Pelan Induk Pembangunan Pendidikan. (2001–2010). Kementerian Pendidikan Malaysia.
Preston, P. (2000). Dalam A Review of The Research Literature on Barriers to The Uptake of ICT by Teachers British Educational Communications and Technology Agency (2004).
Razak Ibrahim dan Wan Norazlin Yusuf. (2005). Siri Perspektif Minda Sekolah Bestari dan ICT. Cemerlang Publications Sdn. Bhd. Seri Kembangan.
Rogers. 1995. Diffusion of Innovations Model. 429-440
Shaharir Mohd Zain. (1987). Pengenalan Sejarah dan Falsafah Sains. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Singapore School Trials iPad as Textbook Replacement. Artikel atas talian: http://english.ntdtv.com/ntdtv_en/ns_life/2011-01-14/196332269116.html diakses pada 25/6/2012.
Singh, Marimuthu dan Mukhrjee. (1990). Dalam Chong Lih Shun. 2008. Pelaksanaan Pengajaran Berasaskan Konstruktivisme oleh Guru Pelatih Sains dan Matematik UTM semasa Latihan Mengajar.
Stanley Laja anak Jimbau. Mengkaji minat dan sikap serta cara-cara meningkatkan minat murid-murid terhadap pembelajaran sains di Sekolah Kebangsaan Banndaran, Sibu. Atas talian: http://www.scribd.com/doc/17729664/Kajian-Tindakan-an-Sains diakses pada 25/6/2012.
Telem, M. (1999). A Case Study of the Impact of School Administration Computerization on the Department Head's Role. Journal of Research on Computing in Education, 33, 385–401.
Telem, M. (2001). Computerization of School Administration: Impact on the Principal's role-A Case Study. Computers & Education, 37, 345–362.
Tuuliki Keskitalo. (2012). Students’ Expectations Of The Learning Process In Virtual Reality And Simulation-Based Learning Environments. Australasian Journal of Educational Technology, 28(5), 841–856.
Venthan, A. M. (2006). An Insight Into Secondary Science Education In Singapore Classrooms. A Dissertation Submitted To The Nanyang Technological University In Partial Fulfilment Of The Requireme Nt For The Degree Of Master Of Education.
