Kompetensi 6C siswa guru dalam pelaksanaan ‘inovasi digital dalam pengajaran dan pembelajaran’

6C’s competencies of pre-service teacher in implementation of ‘digital innovation in teaching and learning’

Abstract

Kajian ini berfokus kepada penilaian tahap kompetensi 6C berasaskan pendekatan Kapasiti Pedagogi Pembelajaran Bermakna (KPPB) dalam pengajaran dan pembelajaran (PdP) ke atas siswa guru yang mengikuti kursus xxxx3152 ‘Inovasi Digital Dalam Pengajaran dan Pembelajaran’ di Institut Pendidikan Guru Kampus Pendidikan Teknik. Kompetensi 6C merupakan set kemahiran yang perlu dikuasai oleh setiap siswa guru bagi menilai kesan hasil pembelajaran di akhir kursus merangkumi konstruk sahsiah (character), kewarganegaraan (citizenship), kolaboratif (collaboration), komunikasi (communication), kreativiti (creativity) dan pemikiran kritis (critical thinking).  Memandangkan Institut Pendidikan Guru Malaysia (IPGM) melaksana Kapasiti Pedagogi Pembelajaran Bermakna (KPPB) dalam program akademik, oleh itu siswa guru di Institut Pendidikan Guru Kampus (IPGK) bukan sahaja perlu mencapai hasil pembelajaran kursus, mereka juga perlu menguasai kompetensi 6C tersebut. Kajian ini dijalankan secara rintis menggunakan pendekatan kuantitatif berdasarkan adaptasi rubrik 6C yang dikemukakan oleh Institut Pendidikan Guru Malaysia (IPGM) melibatkan siswa guru opsyen Matematik, RBT dan Sains di mana mengikut penjajaran maklumat kursus, siswa guru perlu dapat menghasilkan bahan inovasi digital PdP menggunakan Model Trialogikal. Dapatan kajian menunjukkan kebolehpercayaan item yang digunakan berdasarkan ujian diagnostik Cronbach-alpha (0.966), termasuk nilai peratusan setiap tahap kompetensi 6C yang diperoleh berdasarkan lima aras dimensi perkembangan sama ada ‘Bukti Terhad’, ‘Permulaan’, ‘Berkembang’, ‘Kemajuan’ atau ‘Cemerlang’. Secara keseluruhan, didapati terdapat dua sub-dimensi 6C perlu diberi tumpuan iaitu “Sahsiah - Belajar cara belajar” dan “Kreativiti - Menyoal menggunakan soalan inkuiri yang tepat”. Dapatan ini menunjukkan bahawa tenaga pengajar perlu memberi tumpuan lanjut supaya pengajaran kursus pada masa akan datang dapat membantu siswa guru meningkatkan penguasaan PdP dengan lebih baik khususnya dalam merancang strategi pedagogi yang efektif secara lebih bermakna seterusnya meneruskan amalan dan budaya inovasi secara berterusan. Ini sejajar dengan misi IPGM ke arah menyediakan kualiti siswa guru yang kompeten dan berjiwa pendidik serta “agile” yakni tangkas dan dapat menyesuaikan diri dengan persekitaran dan pemasalahan baharu apabila ditempatkan di sekolah kelak.

Abstract

This study focuses to evaluate of the 6Cs competency level based on the New Pedagogy of Deep Learning (NPDL) approach in teaching and learning (TnL) among pre-service teachers who took the 'Digital Innovation in Teaching and Learning' course, xxxx3152 at IPG Kampus Pendidikan Teknik (IPGKPT). 6Cs competency is a set of skills that every pre-service teacher needs to master, to assess the impact of learning outcomes at the end of the course, including the construct of character, citizenship, collaboration, communication, creativity, and critical thinking. Since the Institute of Teacher Education Malaysia (IPGM) implement the New Pedagogy Deep Learning (NPDL) in the academic program, therefore the pre-service teachers at the Institute of Teacher Education Campus (IPGK) not only need to achieve the course learning outcomes, but also need to master the 6C competencies. This study was piloted using a quantitative approach based on the adaptation of the 6Cs rubric presented by IPGM, involves pre-service teachers majoring in Mathematics, Reka Bentuk & Teknologi (RBT) and Science, which the pre-service teachers need on producing digital innovation TnL materials using the Trialogical Models. The findings showed the reliability of the items used based on Cronbach-alpha diagnostic tests (0.966), including the percentage value of each 6Cs competency level based on five levels of efficiency dimensions, i.e., ‘Limited’, ‘Emerging’, ‘Developing’, ‘Accelerating’ or ‘Proficient’. Overall, two sub-competencies of the 6Cs need to be focused on, ‘Character - Learning how to learn and ‘Creativity - Asking using appropriate inquiry questions. This finding indicates that the instructors need to focus more on the future so that the teaching process will help the pre-service teachers improve their mastery of learning better, especially in effectively planning the pedagogical strategies meaningfully. It also helps pre-service teachers practice and apply innovation culture continuously. This is in line with IPGM mission of providing competent teachers as educators who are agile, and able to adapt to the new environment and problems when they are placed in schools later.