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See discussions, stats, and author profiles for this publication at: <a href=https://www.researchgate.net/publication/313565857 Utilization of FROG VLE as Teaching Tools: Readiness of Islamic Education Teachers in Muar District Schools Article · April 2016 CITATIONS READS 0 324 7 authors , including: Hairuddin Harun Universiti Tun Hussein Onn Malaysia 4 PUBLICATIONS 2 CITATIONS SEE PROFILE Ismail Affero Universiti Tun Hussein Onn Malaysia 32 PUBLICATIONS 82 CITATIONS SEE PROFILE Noorazman Abd Samad Universiti Tun Hussein Onn Malaysia 4 PUBLICATIONS 2 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Regional Core Standard for Teacher View project Public Private Partnership View project All content following this page was uploaded by Ismail Affero on 11 February 2017. The user has requested enhancement of the downloaded file. " id="pdf-obj-0-2" src="pdf-obj-0-2.jpg">

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Article · April 2016

 

CITATIONS

READS

0

324

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4 PUBLICATIONS 2 CITATIONS SEE PROFILE

32 PUBLICATIONS 82 CITATIONS SEE PROFILE

See discussions, stats, and author profiles for this publication at: <a href=https://www.researchgate.net/publication/313565857 Utilization of FROG VLE as Teaching Tools: Readiness of Islamic Education Teachers in Muar District Schools Article · April 2016 CITATIONS READS 0 324 7 authors , including: Hairuddin Harun Universiti Tun Hussein Onn Malaysia 4 PUBLICATIONS 2 CITATIONS SEE PROFILE Ismail Affero Universiti Tun Hussein Onn Malaysia 32 PUBLICATIONS 82 CITATIONS SEE PROFILE Noorazman Abd Samad Universiti Tun Hussein Onn Malaysia 4 PUBLICATIONS 2 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Regional Core Standard for Teacher View project Public Private Partnership View project All content following this page was uploaded by Ismail Affero on 11 February 2017. The user has requested enhancement of the downloaded file. " id="pdf-obj-0-58" src="pdf-obj-0-58.jpg">

4 PUBLICATIONS 2 CITATIONS SEE PROFILE

Some of the authors of this publication are also working on these related projects:

All content following this page was uploaded by Ismail Affero on 11 February 2017.

The user has requested enhancement of the downloaded file.

RESEARCH ARTICLE Adv. Sci. Lett. X, XXX – XXX, 2016

RESEARCH ARTICLE

Adv. Sci. Lett. X, XXXXXX, 2016

RESEARCH ARTICLE Adv. Sci. Lett. X, XXX – XXX, 2016 Copyright © 2016 American Scientific Publishers

Copyright © 2016 American Scientific Publishers All rights reserved Printed in the United States of America

Advanced Science Letters Vol.X, XXX-XXX, 2016

Utilization of FROG VLE as Teaching Tools:

Readiness of Islamic Education Teachers in Muar District Schools.

Hairuddin Harun, Prof. Dr.Ahmad Esa, Dr.Mohd Hasril Amiruddin,Dr.Alias Masek, Noorazman Abd Samad, Siti Noor Fazelah Mohd Noor and Mohd Hafiz Kamarudin.

Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Batu Pahat, Johor, Malaysia Email : hairuddin@uthm.edu.my

Abstract

The explosion of information technology in the field of education requires all teachers to master the information and technology area whether they have to do it willingly or being forced. In this case, religious teachers are always perceived left behind with technology but somehow there is no exemption for them in using ICT. This research was conducted to identify the level of readiness of the Islamic education teachers in the District of Muar in using FROG VLE as a tool of T&L in schools. A total of five research questions have been developed in this study. The design of the study involves descriptive and inferential analyses in the form of surveys using questionnaires as an instrument. This study also used the Likert five points scale questionnaire as an instrument. Respondents involved for this research were a total of 190 comprising Islamic education teachers who served in schools in the Muar district, Johor, Malaysia. This instrument contains 10 items related to demographics and 41 items that were based on infrastructure, perception and technical skills and interface. The Alpha Cronbach earned value was 0.94. Results from the findings through Mean Score Test indicates that in the aspects of Teacher Preparedness (mean = 3.49), ICT Infrastructure aspects (mean = 3.57) and technical aspects and the interface (mean =3.74) were at a high level. In one-way ANOVA test showed there were no significant differences in terms of teacher's preparedness that were based on age and on an independent t- test sample on the other hand showed that there were no significant differences in teacher's preparedness based on the category of school location.

Keywords:FROG-VLE, Islamic education teachers,Information Communication&Technology ICT,Teaching and Learning.T&L

1. INTRODUCTION

Information and Communication Technology (ICT) in Teaching & Learning process (T&L) can increase the efficiency and effectiveness of the learning outcomes. Through ICT teachers can find related information pertaining to teaching in a much better way and they can delivered the information to students effectively. The use of ICT as teaching aids can make the T&L process more attractive and effective. In relation to that, The Ministry of Education (MOE) has introduced FROG- VLE in school to improve T&L process in Malaysian schools. Tools like PowerPoint, Flash, video, visual can

be integrated and applied in the T&L process to help students to understand. In Addition, students will not be weary and tired easily when undergoing the T&L process as they will much be attracted by the various style of presentations. MOE has allocated an additional computer labs to support PPSMI (RM2.6 billion) and building a computer lab in each school (RM2.5 billion). Ironically, a study carried out by the MOE in 2010 found out that the use of ICT at school is limited. About 80% of teachers used ICT for just one hour a week 6 . According to previous survey only one-third of the teachers use ICT for the T&L process. In UNESCO review (2012) noted that although the ICT was used

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during teaching, PowerPoint presentations is the most popular as a teaching tool. As a matter of fact, there is no evidence to prove that ICT is used to encourage creativity, problem solving, communication skills. It does not enhance critical thinking among students either In Malaysia, the science and technology field is an important field and catch utmost attention. It is a very important field in order to maintain economic development, improve the quality of life and national security 5 . Therefore, various efforts have been undertaken actively so that science and technology field is accepted and become part of community life in this country, especially in the context of T&L. The Ministry of Education (MOE) also strives to harness ICT in enhancing the efficiency of the educational presentation quality in schools. In this regard, one of the highest capital investment ever carried out by the MOE in the last two decades was the provision of ICT for schools. From 1999 to 2010 6, the Ministry invested about RM6 billion for ICT including introducing and implementing FRG-VLE in education.

The Frog Virtual Learning Environment (Frog-VLE) is a web-based learning system that replicates real-world learning by integrating virtual equivalents of conventional concepts of education. For example, teachers can assign lessons, tests, and marks virtually, while students can submit homework and view their marks through the Frog- VLE. Parents can also view school news and important documents while school administrators can organize their school calendars and disseminate school notices via the Internet

Due to the fact, researchers have come out with an opinion that a study on the readiness of Islamic education teachers in using FROG VLE as a tool of T&L in District of Muar schools should be carried out. This study was carried out to measure the actual readiness level of teachers of Islamic education in the District of Muar in implementing the use of FROG VLE in their T&L. First and foremost, researchers evaluate the teachers' existing knowledge concerning about FROG VLE as well as some related matters that can be show differences in knowing the level of readiness such as age, gender, SSM service scheme and grade posts, academic qualifications, teaching experiences and other information that is connected with FROG VLE. This assessment is expected to provide some guidelines and reflections to the school in the District of Muar in using FROG VLE as a tool. It is also expected to help to improve the quality of Islamic Education teachers performing T&L process in classroom.

2. ISLAMIC EDUCATION TEACHERS AND ICT

In general, some teachers are still reluctant in using ICT in classroom because they do not have enough skills in handling ICT hardware 4 . They are more at ease teaching using the conventional way. Apart from that school location can be one of the factors in influencing teachers

using ICT in T&L process. For instance teachers in the urban area are more exposed to the latest technologies 4 . On the other hand, the teachers who are working in a rural areas are always left behind in latest technology related to ICT thus making them more complacent with conventional way. Age factor also plays a role among the teachers in using of ICT. Senior teachers always have weak skills in using ICT compared to the younger ones. They are more comfortable using the conventional method in T&L. On the other hand, younger teachers who graduated from teacher training at universities or colleges always prefer working with all advance gadgets related to ICT.

Islamic education teacher is always perceived left behind in regarding ICT application. A rough survey made by the researcher through interviews 3 that are conducted with teachers of Islamic education found out that teachers of Islamic education are still bound by the traditional way of teaching. In an era of rapid usage of ICT at school, it is very difficult find teachers of Islamic education that uses ICT in T&L. The lack of use of ICT in the T&L by Islamic education teacher is associated with the passive teaching methods and not innovative and too tied to the old traditions, lack of teacher's internal motivation, short teaching time period and the failure of Islamic education teachers keep up with the fast development of ICT nowadays. (Special Courses Handbook for teachers of Islamic Education Ministry of education Phase 5 in 2010)

Following the issue that have been discussed, it is concluded that teacher readiness factor against FROG VLE, ICT infrastructure, aspects of ICT technical skills, age factor, teaching experiences and school locations is a matter that needs to be studied by researchers. These factors affect the readiness of teachers in using FROG VLE as a tool for their T&L in schools.

3. METHODOLOGY

A descriptive quantitative survey was carried out in the form of reviewing the readiness of the Islamic Education teachers in the District of Muar, Johor, Malaysia in using FROG VLE as a tool of T&L in school.

A total of 230 questionnaires were distributed to all Islamic education teachers in Muar district that were selected as research samples. However, only 190 questionnaires were collected from the whole population. The number of samples, consists of Islamic education teachers from secondary and primary schools in Muar.

4. EXPERIMENTAL RESULT

From all of the total respondents, a total of 109 people, where 56% of the respondents were from the city whereas 83 people which are 44% of the rest of respondents were from rural areas. Determination of urban and rural areas is based on the boundaries of the city that has been provided by the Department of City and Villages

RESEARCH ARTICLE Adv. Sci. Lett. X, XXX – XXX, 2016

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Planning and has been enacted in 2005.

There were 86 respondents which covers 45% was the male teachers of Islamic education and there were as many as 104 respondents which covers another 55% of them were female teacher of Islamic education.

In the distribution of respondents according to their age. They were categorized under 30 years, 20 to 40 years old, 41 to 50 years and 51 years and above. From data that has been collected, a total of 57 respondents which was 30% of the total respondents are in the category of under 30 years, while a total of 67 respondents which takes 35 % are in the category of 31 to 40 years old. In the category of 41 to 50 years a total of 52 respondents which was 27% while a total of 14 respondents about 8% are in the category of 51 years and above.

The distribution of respondents according to the level of the ICT skills. Respondents who have a basic level (Microsoft Word/Browsing) is a total of 63 people which makes a total of 33% from the total respondents, Intermediate levels (Excel, PowerPoint) has a total of 107 people which covers 56% of the respondents and a total of 20 respondents which covers 11% of the rest of the respondents who have Advanced levels (programming, publications, and others).

About 91% of the respondents know about FROG VLE while 18 respondents, which cover 9% of the respondents, did not know about FROG VLE. the overall mean value was shown for each item in the ICT infrastructure aspect. Items numbered 8 shows the highest mean value which was 3.84 while item numbered 2 shows the lowest mean values that were 3.01. The average mean of teacher's preparedness aspect was 3.57. These findings is slightly different with a research made 1 which researched on the readiness of English language teachers in private schools in Saudi Arabia to conduct e-learning. His research shows teachers only have average knowledge in finding for information using the internet.

Young teachers prefer to use ICT compared with senior teachers. Most of senior teachers felt difficult to accept innovation and renewal. Islamic education teachers in this research agree that with the availability of e- learning, learning materials can be diversified and not limited to textbooks, chalk and blackboard. E-learning also trains students to become more active and independent in the classroom where independent learning was highly emphasized. Effective learning depends on the T&L plan that needs to be done based on experiences of a teacher.

Most of the teachers know that FROG VLE allows students to do their own revisions with questions that can be accessed on the website provided by the teachers.

Students are also able to make online interaction with teachers if there were any doubt in their studies. This research also shows that Islamic education teachers in the district of Muar know that applications in the FROG VLE, they can provide and review assignments to students by email. Self-learning module gives students some space of freedom to continue their learning process according to their ability and their own ways in completing the learning activity which contained in the module.

Teacher's knowledge and the readiness level related to pedagogy and appropriate technologies in using FROG VLE should always be increased to ensure that teachers of Islamic education in district of Muar to be ready to use this application in optimum and next to give good impact to students ..

The second objective was to identify the level of infrastructure setup of ICT in schools in district of Muar to facilitate Islamic education teachers in using FROG VLE as a tool in the Teaching and Learning. Results of this research was the mean value is high, it means that the level of infrastructure of ICT in the districts of Muar was very good. It is undoubted that the T&L process that used ICT is a comprehensive strategy in determining students’ achievement levels. Teachers should find more creative, innovative and interesting ideas, in order to enhance the interest as well as motivates students to learn.

This research showed the levels of ICT's infrastructure provision in schools in Muar district in order to facilitate Islamic education teachers in using FROG VLE as a tool in the T&L were at a high level. Muar District Education Office in particular and the Department of State Education generally had responded to the Government's call in the National Education Policy that wanted ICT's facilities being provided as best as possible to makes it easier for teachers to use the ICT to diversify the process of T&L in class 5 .

The third research questions was the level of Islamic Education teachers' knowledge in the district of Muar towards the technical and interface aspects of FROG VLE can be categorized as high rankings. This shows that the Islamic education teachers in the Muar district have a high level of skills in using FROG VLE's applications. In line with the view of researchers 7 stated that thought teachers should have sufficient knowledge about the technology to ensure that the use of instructional technology could achieve its goal. In the context of this research, teachers must have the basic knowledge to

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handle FROG VLE so they can optimize all the functions available on this application to make sure that the T&L process is effective. Therefore, the dominance of ICT and computers among teachers are very important in the implementation of e-learning because this is a tool or key component for instructional technology.

Teachers also need to be well versed on the information and content of FROG VLE application. This area showed teacher's knowledge on information and FROG VLE applications content are at moderate level. This researched showed Islamic education teachers in the districts of Muar knows what is contained inside this FROG VLE application that could be applied in the process of Teaching and Learning.

The findings of this research were not consistent done by 2 where this research showed teachers of technical and vocational have average skills in handling ICT for the T&L process. The importance of mastery of ICT skills in the implementation of e-learning is certainly undeniable anymore. Past researched emphasize more of the importance of ICT that need to be mastered by teachers in order to implement an effective e-learning. According to 2 teachers should always ready to improve their skills in technology that are related to education field. Teachers should also not to belittle the benefits that obtained derived from the implementation of e-learning in schools. In ensuring the success of the implementation of the FROG VLE application in schools, teachers should always strive to improve their skills in a way that is to be familiar with this application. Apart from the technical and interface aspects, skills in using appropriate pedagogy is also important to ensure that the T&L process runs smoothly and the objective can be achieved.

Therefore it is concluded that teachers' readiness in the aspects of technical skills and the interface skills in this research were at a high level. These skills were important for the teachers to translate their knowledge to practical. Teachers, who have these skills, will be able to use pedagogy for T&L with e-learning will be able to produce quality T&L materials and that suits with the students. Mastery in these skills will also allow the T&L processes that were operated by teacher run smoothly because the teacher is able to handle e-learning properly. The ability of the teacher in handling equipment and programs based on ICT is the result of a rigorous effort from KPM by running courses to increase the level of teachers' professionalism in schools in Malaysia 5 .

To answer research question 4 in this research that is determining significant differences of readiness level of Islamic education teachers in the district of Muar in using FROG VLE as a tool of T&L in schools with their age were analyzed using ANOVA test to determine whether there is a significant difference or not. Based on the overall significant value level according to the age group that was researched that was age under 30, aged 31 to 40, age 41 to 50 and 51 above, the findings showed there was no significant differences for each area that was researched except between the age under 30 and the age 31 to 40 years. This is proven by the significant level values obtained. This shows that each of Islamic education teachers in the Muar district is at high readiness to confront and use this FROG VLE application. Hence, there are no significant differences in the level of readiness of the Islamic Education teachers in the district of Muar in using FROG VLE as a tool of T&L in school with age. Age is not a barrier for a teacher to use FROG VLE in school.

The findings from this research were analyzed using inferential statistics to show the differences in the readiness of Islamic education teachers in the district of Muar in using FROG VLE as a tool of T&L in school based on the school's location category. This mean value refers to the average level for teachers in rural areas and tool position. There were no significant differences against the readiness of the Islamic Education teachers the District of Muar in using FROG VLE as a tool of T&L in school based on the school's location category. This is not in line with the findings from a research that was conducted by 4 which states that there are many teachers who work in rural areas were still unskilled and rarely use ICT in the T&L process, even though they were given computer facilities at the school.

The findings of this research showed that there were no significant differences between the levels of readiness of the Islamic education teachers in the district of Muar in using FROG VLE as a tool of T&L in school based on the school's location category. Based on the overall mean value based on school rankings there are no differences between urban and rural schools. Teachers in urban and rural areas respectively rank well in using FROG-VLE applications in the process of T&L in their schools. In accordance with the National Education Policy that is to ensure that the smart school can closed the digital gap between city schools and schools in rural areas.

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Mean No Teacher’s Readiness Questions Value
Mean
No
Teacher’s Readiness Questions
Value

applications, the complete ICT's infrastructure such as computer lab facilities, internet, appropriate software and

1

Does the administrator directs you to

increase the use of FROG VLE at school?

3.95

ICT's equipment must be provided in schools

If all these

.. factors can be identified and improved, our nation

I

use FROG VLE application in the

certainly is able to produce students who have creative

2

Teaching and Learning at least 30 minutes a week.

  • 3.42 thinking and competitive.

3

give assignments to students using FROG VLE.

I

  • 3.33 ACKNOWLEDGMENTS

4

I

received student assignments feedback

3.27

This work was

supported in part

by

RSGS under

through FROG VLE.

5

I

am proficient in using Microsoft Office

to build T&Lmaterials in Frog VLE.

  • 3.58 Grant No. U226

6

I

build learning materials in the FROG

3.35

REFERENCES

VLE application.

 

I

share T&L materials in FROG VLE

7

application.

3.43

I

am convinced that the use of the FROG

8

VLE application should be extending to parents and care takers.

3.73

[1]

Al-Furayd, A.A. (2013). Measuring E-Learning Readiness among EFL Teachers in Intermediate Public School in Saudi Arabia, English Language Teaching; Vol. 6, No. 7; 2013 ISSN 1916-4750

9

The use of FROG VLE facilitates my job

3.51

Published by Canadian Centre of Science and Education,

[2]

  • 3.51 Effects of Demographic Characteristics, Educational Background,

3.46

3.24 [3] Bahagian Dakwah Dan Kepimpinan Jabatan Pendidikan Islam

Vol. 5, No. 6; 2012

229-243.

Kementerian Pelajaran Malaysia 397.

[4]

10

11

in the Teaching and Learning. The use of FROG VLE helps to achieve my learning objectives.

7(3)(1960) 201-215. Alazzam, A.Q & Bakar, A.R & Hamzah, R. & Asimiran (2012).

and Supporting Factors on TMK Readiness Of Technical and

12

FROG VLE application is user friendly. I use FROG VLE in T&L because I am

skilled to use it.

Vocational Teachers in Malaysia. International Education Studies;

13

The VLE application gives me a choice to diversify teaching techniques.

dan Moral. (2010). Kursus Khas Guru Pendidikan Islam Fasa 5.
3.63

 

Mean Average

3.49

Johari, H. & Kamisan, S. N. (2010). Halangan Terhadap Penggunaan Komputer Dan TMK Di Dalam Pengajaran Dan

[5]

5. CONCLUSIONS

Pembelajaran (P&P) Di Kalangan Guru Di Sekolah Menengah Kebangsaan Luar Bandar Di Daerah Kulai Jaya, Johor. Universiti Teknologi Malaysia, Johor Darul Takzim. Kementerian Pendidikan Malaysia. (2012). Pelan Pembangunan

Pendidikan Malaysia 2013-2025. Dicapai dari

In conclusion, researcher has managed to see the level of readiness of the Islamic education teachers in the district of Muar in using FROG VLE as a tool of T&L in

[6]

[7]

ExecSummary-BM.pdf. Kementerian Pendidikan Malaysia. (2013). Ringkasan Eksekutif Pelan Pembangunan Pendidikan Malaysia 2013-2025. Accessed from http://pelan pembangunan pendidikan Malaysia 2013-2025

ringkasan-130909000252.pdf

O’Quinn L,Corry M. (2002). Factors that deter faculty from

[8]

18.

United Nations Educational, Scientific and Cultural Organization

Received:. Accepted

schools. Researcher found that the level of readiness of Islamic education teachers in the district of Muar is in a

high level when in implementing FROG VLE applications

participating in distance education. Onliner Dist Learn Adin 5:1-

in their T&L process in school. The readiness of the

teacher in executing FROG VLE showed the level of understanding of the technology as well as the teacher's

(UNESCO). (2012). The Malaysia Education Policy Review

ability in handling the application. The teacher is said to have high readiness in using technology in education if they are able to translate the knowledge and skills that they have to handle FROG VLE applications with confidence. To ensure that all teachers are able to use FROG-VLE

5