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LANGKAH 1: PENYATAAN MASALAH KAJIAN /PROBLEM STATEMENT

Since the advent of the personal computer in the early 1980s, the progress and development of Information and
Communication Technology (ICT) have increased by leaps and bounds. ICT applications have affected how
societies and economies around the world thrive in the 21st century and has become a pervasive tool used by
society for play, work, communication and collaboration. It has become so indispensable that the public and
Situasi sepatutnya

private sectors depend on it to conduct the daily business activities. In order for the next generation to thrive in
/ Ideal Situation

the 21st century workplace, an early start at introducing ICT in schools become essential and critical. Thus far, to
ensure success, governments around the world and even UNESCO have developed ICT standards for teachers in
order to certify the competency of the teaching profession to integrate ICT in education and to advance the next
generation’s skills and capability in using ICT to complement their work in the 21st century workplace.

In the case of Malaysia, since the 90s the ICT had slowly creep into education, for instant in 1992 the Ministry of
Education, Malaysia introduced the “Computers in Education” programme [2], where computer labs were set up
in sixty secondary schools throughout Peninsular Malaysia. This initiative was the beginning of ICT in schools
where labs were equipped with networked computers running basic software applications.
Moreover, continuous efforts are being taken to enhance teachers’ ICT skill in all schools in the Malaysian context
(Sathiamoorthy, Leong, & Mohd Jamil, 2011), but the ICT usage in schools does not meet the expected
Situasi semasa / Current situation

requirement both in terms of quantity and quality (Fong, Ch'ng, & Por, 2013). Besides, it is also commonly
acknowledged that ICT is expanding rapidly; if teachers are not ready with adequate and latest knowledge and
skills, they would be unable to keep pace with the ever-changing technology and inevitably will be left behind
Data-data kajian (%)

and hampered from mastering new ICT competencies (Mas Nida, Wong, & Ayub, 2011). Moreover, continuous
efforts are being taken to enhance teachers’ ICT skill in all schools in the Malaysian context (Sathiamoorthy,
Leong, & Mohd Jamil, 2011), but the ICT usage in schools does not meet the expected requirement both in terms
of quantity and quality (Fong, Ch'ng, & Por, 2013).

Lack of adequate ICT equipment and internet access is one of the key problems that schools specifically in rural
areas are facing now (Simin & Sani, 2015). In most schools, technical difficulties sought to become a major
problem and a source of frustration for students and teachers and caused interruptions in teaching and learning
process. If there is lack of technical assistance and no repair on it, teachers are not able to use the computer for
temporarily18. The effect is that teachers will be discouraged from using computers because of fear of
equipment failure since they are not given any assistance on the issue.

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Based on a MOE study finding in 2010, only one third of students perceive their teachers to be using ICT regularly
in their teaching process and about 80% of teachers are found to spend less than one hour a week using ICT even
though ICT has tremendous potential to accelerate the learning process. However, this potential has not yet been
achieved (Ministry of Education Malaysia, 2012a). Furthermore, based on the Feedback on The Auditor General’s
Report 2013, Series 3 (Ministry of Finance, 2014), the level of Virtual Learning Environment (VLE) usage among
Malaysian teachers is very low, in the range of 0.57% to 4.69%. Liew (2007) found that most teachers may not be
Laporan-laporan kerajaan/NGO/prosiding dll
in favor of the ICT program because they lack competency in dealing with ICT. Besides teacher ICT competency,
teacher acceptance and use of ICT are another vital elements (Ministry of Education Malaysia, 2010). Chen (2004)
and Wachira and Keengwe (2011) found that despite the proliferation of computer equipment provided in the
school and the promise of educational technologies, survey of teachers consistently showed declines in
educational technology usage. Based on a MOE study finding in 2010, only one third of students perceive their
teachers to be using ICT regularly in their teaching process and about 80% of teachers are found to spend less
than one hour a week using ICT even though ICT has tremendous potential to accelerate the learning process.
However, this potential has not yet been achieved (Ministry of Education Malaysia, 2012a).

Data (need anal;ysis) 80 70 -

Furthermore, based on the Feedback on The Auditor General’s Report 2013, Series 3 (Ministry of Finance,
2014), the level of Virtual Learning Environment (VLE) usage among Malaysian teachers is very low, in the range
of 0.57% to 4.69%.Even though ICT usage has been proven able to improve organizational effectiveness and
productivity, the human factor is identified as the most important determinant for the success or failure of ICT
implementation (Wahdain & Ahmad, 2014). Besides teacher ICT competency, teacher acceptance and use of ICT
are another vital elements (Ministry of Education Malaysia, 2010). Information system has played a significant
role in education management, but resistance to its usage by public school teachers worldwide remains high (Hu,
Clark, & Ma, 2003).
conseque
Kesan /
akibat/

nces

Rumusan/ Kenapa Perlu

kajian dibuat... On the other hand, the establishment the ICT standard for teachers, will ensure that inservice teachers are
capable of integrating ICT in teaching and learning, produce students that are capable of meeting the needs of
the 21st century workplace and help teachers to achieve the desired ICT competency standard in compliance

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with the Malaysia National Education Blueprint 2013 – 2025. (Ziden, Fook, Hoong & Faizal, 2016). In order to
ensure that all teachers have reached such levels of ICT competency covering knowledge, skills, abilities, and
attitudes in Malaysia, it is, therefore, imperative to establish a national ICT competency standard that is aligned
to the Malaysia National Education Blueprint 2013 – 2025. With the competency standards established it would
elevate the overall quality of education, narrow teacher’s ICT competency gaps and improve in-service teacher
training programmes that are aligned with competency standards (Ch’ng, 2010). The rationale of the study is to
serve as a guideline for Malaysian educational institutions such as schools and polytechnics teachers to evaluate
the competency of their teachers’ ICT in order to facilitate new ways of teaching and learning in the 21st Century.
The standards will also be used to accreditate more than 450,00 teachers in Malaysia.

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FOKUS KEPADA PERMASALAHAN KAJIAN

Fokus kepada masalah dengan pertanyaan Personel remark
Siapa? Apa? Bila? Di mana? Dan
Bagaimana?

Apakah permasalahan yang sebenar

berlaku?
Apa yang berlaku?
Apakah masalah itu?
Apa yang kita tahu tentangnya?
Skala kepentingan permasalahan ( tandakan X)
Di mana ia berlaku? 1 2 3 4 5
lokasi

Bila perkara berlaku? Jika pernyataan masalah anda tidak menunjukkan kepentingannya,
Hari, bulan, masa, tahun? perkuatkan permasalahan anda berdasarkan sorotan literatur
Bila perkara ini benar-benar berlaku?

Siapa yang terlibat?

Bagaimana ia berlaku?

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LANGKAH 2: KENAL PASTI PEMBOLEH UBAH UTAMA / DEFINE/IDENTIFIED THE VARIABLE

PEMBOLEH UBAH TIDAK BERSANDAR / INDEPENDENT VARIABLE PEMBOLEH UBAH BERSANDAR / DEPENDENT VARIABLE

kesediaan guru (teacher readiness)

ICT skill/literacy

Kompetensi ICT dalam kalangan guru luar bandar

Sikap terhadap ICT (attitude toward ict)

“RESEARCH FRAMEWORK”

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LANGKAH 3: PEMBINAAN OBJEKTIF, PERSOALAN DAN HIPOTESIS KAJIAN

RESEARCH OBJECTIVES RESEARCH QUESTIONS RESEARCH HYPOTHESES

1
O Q1 Ho1
O2 Q2 Ho2
O3 Q3 Ho3
O4 Q4 Ho4
O5 Q5 Ho5
O6 Q6 Ho6
O7 Q7 Ho7

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HYPOTHESIS DIRECTIONAL
Variable Signifikan Tidak Aras signifikan Jurnal/Rujukan
signifikan
personal / Factors influencing teachers’ intention to use
technology: Model development
and test
/
/
/
/

computer experiance

Variable 3

Variable 4

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LANGKAH 4: BINA ANALISIS KRITIKAL/ MATRIK/ GAP KAJIAN/ STUDY GAP

N PENULIS DAPATAN KAJIAN/ TEORI DASAR INSTRUMEN & SAMPLE GAP/JURANG
o METODOLOGI KAJIAN
1   

   

   

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MATRIK 2
Faktor Analisis
Sumber Sampel/Lokasi Teori Moderator Dapatan Instrumen Jurang
Penerimaan Data
Fleming, J., Becker, K., & Newton, C. (2017). 979 employees who had TAM  Age NA  The Questionnair Path Model  Future research
Factors for successful e-learning: does age completed two or more e-  Perceive findings e Analysis could expand into
matter? Education + Training, 59(1), 76–89. learning courses Complexity suggest different industries
http://doi.org/10.1108/ET-07-2015-0057  Authentic that three and contexts in
learning variables order to further
(PU) are useful explore the
 Technical predictors generalizability of
support of intention findings.
 Overall for future
satisfaction use of
organizatio
nal e-
learning:
low
complexity,
authenticity
and
technical
support
 overall
satisfaction
with e-
learning
was found
to be an
intermediat
e variable in
the
relationship
between
these
factors and
intentions to
use e-
learning in
the future
 age was not
a significant
factor
impacting
either future
use
intentions
or

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satisfaction
with e-
learning

 Teachers’
CoTL have
 Perceive  Types of
a significant
Usefulness  Age technologies
influence on
Teo, T., & Zhou, M. (2016). The influence of  PEOU examined in this
 Gender their
teachers’ conceptions of teaching and study were not
 Att. towards  Teaching technology
learning on their technology acceptance. 592 school teachers from a specified in the
tech. Exp. acceptance. Questionnair
Interactive Learning Environments, South-East Asian country TAM SEM survey questions.
 Subjective  Technology  Moderation e
4820(March), 1–15. (Singapore)  Further research that
Norms Exp. effects of
http://doi.org/10.1080/10494820.2016.114384 involves random
4  Facilitating  Teaching the
sampling from many
Cond. Level proposed
regions to increase
 CoTL variables
generalizability.
were not
found.
 Self-
Efficacy,
 Perceive Subjective
Usefulness Norm,
 PEOU Perceived
Abdullah, F., & Ward, R. (2016). Developing a Enjoyment,  Journal reviewers
 Self-Efficacy
General Extended Technology Acceptance Computer should insist on
 Subjective
Model for E-Learning (GETAMEL) by Anxiety and Meta- Average error values being
107 papers TAM Norms NA
analysing commonly used external factors. Experience Analysis Effect Size published so that
Computers in Human Behavior, 56, 238–256.  Perceived
were bias checking can
http://doi.org/10.1016/j.chb.2015.11.036 Enjoyment classified as be performed.
 Computer most
Anxiety commonly
 Experience used
external
factors.

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LANGKAH 5: PENULISAN PENDAHULUAN KAJIAN/ INTRODUCTION UNIT

Educational technology has altered the instructional landscape (Papa, 2011) and significantly changed the
Malaysian educational system (Wong, Mas Nida, Abu Daud, & Othman, 2011). In 1996, the Malaysian
government launched the Multimedia Super Corridor (MSC) to accelerate its entry into the Information Age as
the major national initiative to transform Malaysia into a knowledge-based society with ICT advancement
www.mojet.net 36 Malaysian Online Journal of Educational Technology 2016 (Volume4 - Issue 4 ) in line with the
country’s ambitions in achieving fully developed status by 2020 (Mei, wai, kannan & Moulud, 2016). Smart
School, one of the seven flagships under the MSC aimed at integrating ICT into the school environment to equip
the next generation to become more competitive in the technology-driven globalized world (Hamsha, 2011).
SUB 1: Sejarah ringkas bidang kajian

Now, the new ‘ICT in Education’ concept has a broader notion and it operates in a grander scheme as compared
to the ‘Smart School’ initiative. The broader concept includes amalgamating multilateral efforts from all
stakeholders, from the Ministry of Education (MOE) level to the school and educational institution level, and
especially the Community of Practice which consists of experienced teachers, industry practitioners, alumni,
parents and students who can provide constructive feedback on user requirements and areas of improvement to
solidify the approach of integrating ICT in education (Ministry of Education Malaysia, 2010). MSC Malaysia would
identify and support the development of niche areas in software and e-solutions, creative multimedia, shared
services, outsourcing and e-business in the 10th Malaysia Plan 2011–2015 (The Economic Planning Unit of Prime
Minister's Department, 2010). Moreover, the Interim Strategic Plan 2011-2020 (Ministry of Education Malaysia,
2012b), also strongly emphasized ICT use in schools or educational institutions as a prerequisite for Malaysia to
become a high income nation to achieve the 10th Malaysia Plan 2011-2015 objectives. To achieve the objectives
mentioned, MOE has launched a comprehensive education system review in order to develop a new National
Education Blueprint in October 2011 (Ministry of Education Malaysia, 2012a). The Blueprint offers a vision of
education system and students’ aspirations that Malaysia both needs and deserves, and 11 strategic or
operational shifts required to achieve that vision have been suggested. Among these 11 strategic shifts, shift
seven is related to the leverage of Information and Communications Technology (ICT) to scale up quality of
learning across Malaysia which provides Internet access and virtual learning environment via 1-BestariNet for all
10,000 schools. Furthermore, Clause 29 & 30 in the National Education Policy effort from the Educational Policy
Planning and Research Division (2012) also clearly reflected the needs of the educational system in Malaysia to
use ICT in teaching and learning and educational management.

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School systems have access to more data than ever before but most teachers and school leaders are lacking in
skills to use the data for student and school improvement (Murray, 2013). Hussein (2013) stated that there
appears to be lack of coordination among Malaysian educational agencies that routinely collect some amount of
SUB 2: Perkenalkan isu dalam bidang kajian

the same school-related information. This practice has tended to create duplication in data collection, raising
issues of questionable data reliability and extra burden to schools. Thus, he suggests that a more comprehensive,
detailed and related information system that can digest, assimilate, interpret and use with full effectiveness is
necessary to overcome this weakness. Besides, the information system should highlight integration of
management, administration and operations that will be required in terms of the principal alliances and the
channels of communication across divisions and units, states, districts and schools. His suggestion is in line with
one of the eight key focus area covered under the Policy on ICT in Education (Ministry of Education Malaysia,
2010) to have a central Educational Management System. Following this, a new School Management System
(SMS) was launched by the Education Technology Division, Ministry of Education in 2013. SMS is a simplified and
resourcefully integrated system with can accomplish many management tasks (Haslina, Bahbibi, & Norhisham,
2014). The main objective of this system is to create only one information management application for all
schools to reduce teachers’ burden and to create a centralized database that can be utilized and reached by
multiple users or all agencies under the MOE. This system automates two key function areas which are: (i) school
management and educational administration and (ii) teaching and learning (Ministry of Education Malaysia,
2013a). School administrators and teachers used the SMS to manage schools’ information, whereas, at the same
time parents, Ministry of Education staff and even students can access relevant information from the SMS.
need to be
(what else
dalam isu
Perkenal
masalah
SUB 3:

done)
Perkenalk

signifikan

about it)
SUB 4:

scholar
kajian
(why

care
an

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LANGKAH 5: RUMUSAN KESELURUHAN / RESEARCH OPERATIO
PENYATAAN MASALAH
TAJUK KAJIAN

KEPENTINGAN KAJIAN

GAP DARI KAJIAN LEPAS PEMBENTUKAN TEORI

OBJEKTIF KAJIAN

PERSOALAN KAJIAN

INSTRUMENTATION SAMPLING TECHNIQUE DATA ANALYSIS

 Adapted from previous studies  Probability and non-probability  SmartPLS

( Adaptasi daripada kajian-kajian technique  SPSS
lalu)


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SOROTAN LITERATUR

key 1

1. Pendahuluan

Bahagian ini pengkaji akan menjelaskan beberapa literatur berkaitan dengan kajian- kajian

berkaitan yang pernah dibuat oleh beberapa penyelidik. Pengkaji membahagikan bahagian ini

kepada konsep ……………………, ……………………., …………………………. serta model-

model yang berkaitan dengan kecurangan akademik dan kajian-kajian lepas yang berkaitan

dengan ……………………………………….. Serta yang berkaitan dengan pembolehubah-

pembolehubah yang dipilih.

2. Konsep (setiap variable)

lit 2

2.1. Pemboleh ubah 1

2.2. Pemboleh ubah 2
2.3. Pemboleh ubah 3
3. Teori-teori berkaitan (semua teori berkaitan dengan kajian)

Lit 2

4. Tinjauan kajian dalam negara

5. Tinjauan kajian luar negara
6. Ringkasan gap kajian
6.1. Justifikasi pemilihan pemboleh ubah
6.2. Justifikasi pemilihan teori

7. Rumusan

Dalam bab ini dibentangkan tinjauan terhadap konsep ……………………., konsep ……………….,
…………………………….., teori-teori berkaitan dengan kajian, tinjauan kajian di luar negara, tinjauan
kajian dalam negara, jurang (gap) kajian dan rasional pemilihan pemboleh ubah. Daripada tinjauan ini,
faktor-faktor yang mempengaruhi ………………………………………………..telah dikenal pasti dan
hipotesis serta model teoretikal penyelidikan dibangunkan. Bab seterusnya akan membincangkan
metodologi untuk pengendalian penyelidikan ini.

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