TAHAP PENGETAHUAN, KEFAHAMAN DAN PENGAPLIKASIAN PEMBELAJARAN REALITI TERIMBUH DALAM KALANGAN GURU BAHASA MELAYU SEKOLAH RENDAH (The Level of Knowledge, Understanding, and Application of Argumented Reality Learning among Primary School Malay Language Teachers)

Abstract

ABSTRAK: Kajian ini dijalankan bagi meneliti tahap pengetahuan, kefahaman dan pengaplikasian pembelajaran realiti terimbuh atau Augmented Reality (AR) dalam kalangan guru bahasa Melayu sekolah rendah selaras dengan keperluan pedagogi abad ke-21 yang menuntut integrasi teknologi secara bermakna. Objektif kajian adalah untuk mengenal pasti tahap ketiga-tiga konstruk tersebut serta hubungan antara tahap pengetahuan dengan kefahaman dan pengaplikasian guru. Kajian ini menggunakan reka bentuk kuantitatif berbentuk tinjauan melibatkan seramai 100 orang guru bahasa Melayu dari 24 buah sekolah rendah di daerah Pasir Gudang, Johor melalui persampelan bertujuan. Data dikumpulkan menggunakan soal selidik berstruktur berskala Likert lima mata dan dianalisis secara deskriptif serta inferensi menggunakan ujian korelasi Pearson. Dapatan kajian menunjukkan tahap pengetahuan guru berada pada tahap sederhana, manakala tahap kefahaman dan pengaplikasian berada pada tahap rendah. Analisis terperinci turut memperlihatkan bahawa majoriti guru tidak mampu membezakan ciri aplikasi AR, memahami fungsi aplikasinya serta mengaplikasikannya secara sistematik dalam perancangan, pelaksanaan dan penilaian PdP. Ujian korelasi pula menunjukkan wujud hubungan positif yang signifikan pada tahap sederhana antara pengetahuan dengan kefahaman serta pengaplikasian. Secara am, keberkesanan aplikasi AR sangat bergantung kepada penguasaan kognitif dan pedagogi guru. Kajian ini menyumbang kepada pemahaman empirikal tentang keperluan pembangunan profesional guru serta menyediakan asas bagi perancangan latihan pedagogi digital yang lebih berfokus dan sistematik dalam pengajaran bahasa Melayu sekolah rendah.

Kata kunci: Pembelajaran Realiti Terimbuh, Guru Bahasa Melayu, Pengetahuan, Kefahaman, Pengaplikasian 

ABSTRACT: This study was conducted to examine the levels of knowledge, understanding, and application of Augmented Reality (AR) learning among primary school Malay language teachers, in line with the demands of 21st-century pedagogy that emphasises meaningful technology integration. The objectives of the study were to identify the levels of these three constructs and to determine the relationships between teachers’ knowledge with their understanding and application. A quantitative survey design was employed, involving 100 Malay language teachers from 24 primary schools in the Pasir Gudang district, Johor, selected through purposive sampling. Data were collected using a structured five-point Likert scale questionnaire and analysed using descriptive and inferential statistics through Pearson correlation analysis. The findings revealed that teachers’ knowledge was at a moderate level, while their understanding and application were at low levels. Detailed analysis further indicated that most teachers were unable to clearly distinguish the characteristics of AR learning, comprehend the functions of its applications, or apply it systematically in lesson planning, implementation, and assessment. Correlation analysis demonstrated a significant positive relationship at a moderate level between knowledge and understanding, as well as between knowledge and application. In conclusion, the effectiveness of AR learning is highly dependent on teachers’ cognitive and pedagogical mastery. This study contributes empirical evidence to the understanding of teachers’ professional development needs and providesa foundation for more focused and systematic planning of digital pedagogical training in primary school Malay language teaching

Keywords: Augmented Reality Learning, Malay Language Teachers, Knowledge, Understanding, Application