Hubungan antara Kepimpinan Teknologi Guru Besar dan Penguasaan TPACK Guru Sekolah Rendah Luar Bandar
Abstract
Transformasi pendidikan digital pasca-pandemik telah memperhebat jurang digital antara sekolah bandar dan luar bandar, merangkumi infrastruktur ICT dan tahap kompetensi teknologi dalam kalangan guru. Dalam konteks ini, kepimpinan teknologi guru besar berperanan sebagai pemacu utama untuk memperkukuh keupayaan guru luar bandar mengintegrasikan teknologi secara berkesan dalam pengajaran melalui pendekatan TPACK. Kajian ini meneliti hubungan antara amalan kepimpinan teknologi guru besar dan tahap penguasaan TPACK guru di sekolah rendah luar bandar. Reka bentuk kuantitatif bukan eksperimental dengan pendekatan korelasional dan tinjauan keratan rentas telah digunakan, melibatkan 249 orang guru dari 21 buah sekolah dipilih melalui pensampelan berstrata berkadaran dan sistematik. Instrumen soal selidik yang diadaptasi berdasarkan kerangka NETS-A dan skala TPACK menunjukkan kebolehpercayaan tinggi dengan nilai Cronbach’s Alpha melebihi 0.85 (α > 0.85). Data dianalisis secara deskriptif dan inferens menggunakan korelasi Pearson melalui SPSS 30.0. Dapatan menunjukkan tahap kepimpinan teknologi guru besar adalah sangat tinggi, manakala tahap penguasaan TPACK berada pada tahap tinggi. Terdapat hubungan positif yang signifikan dan sederhana antara kedua-dua pemboleh ubah (r = 0.543, p < 0.01). Implikasi kajian melibatkan pengukuhan latihan profesional guru, amalan kepimpinan berasaskan data, serta dasar pendidikan digital yang lebih kontekstual di sekolah luar bandar. Kajian ini menyumbang kepada Matlamat Pembangunan Lestari (SDG 4: Pendidikan Berkualiti; SDG 10: Mengurangkan Ketaksamaan), dan menawarkan nilai tambah melalui integrasi dua model global dalam konteks tempatan. Keaslian kajian ini terletak pada fokus luar bandar serta pemerkasaan guru sebagai agen perubahan pendidikan digital negara.
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References
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