Penerimaan guru pelatih terhadap penggunaan realiti berperantara (AR) dalam pendidikan prasekolah: Trainee teachers acceptance towards the use of augmented reality (AR) in preschool education

Maeve Judi

doi:10.51200/jpp.v12i1.5006

Authors

Maeve Judi Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah

DOI:

https://doi.org/10.51200/jpp.v12i1.5006

Keywords:

realiti berperantara, teknologi, persepsi, prasekolah, guru pelatih, augmented reality, technology, perception, preschool, trainee teacher

Abstract

Kajian ini dijalankan bagi mendapatkan persepsi penerimaan guru pelatih terhadap penggunaan realiti berperantara (AR) dalam pendidikan prasekolah. Pengumpulan data menggunakan soal selidik dalam talian dan melibatkan 31 orang guru pelatih bidang pendidikan awal kanak-kanak. Data dianalisis dengan menggunakan Statistical Package for the Social Sciences (SPSS). Dapatan menunjukkan guru pelatih mempunyai persepsi positif bahawa penggunaan AR boleh memotivasikan, meningkatkan pengetahuan dan kreativiti murid prasekolah. Hasil kajian menunjukkan perbezaan signifikan antara persepsi guru pelatih lelaki dan perempuan terhadap keberkesanan AR untuk memotivasikan kanak-kanak dalam pembelajaran, t (29) = -2.063, P < .05, keberkesanan AR meningkatkan kreativiti, t (29) = - 2.767, P < .05. Sebaliknya, tidak terdapat perbezaan signifikan antara kepercayaan guru pelatih lelaki dan perempuan terhadap sumbangan AR untuk meningkatkan pengetahuan murid prasekolah dalam pembelajaran, t (4.543) = - 1.631, P > .05. perceived usefulness penggunaan AR, t(29) = -1.405, P > .05; perceived ease of use, t (29) = -1.339, P > .050; perceived enjoyment penggunaan AR, t (29) = -.591, P > .050. Hasil kajian ini telah membuka satu perspektif baru dalam mempromosikan penggunaan AR dalam pengajaran murid sejak di peringkat prasekolah lagi.

This study was conducted to obtain the perception of trainee teachers towards the use of augmented reality (AR) in preschool education.This data collection was conducted on 31 trainee teachers using an onlinequestionnaire and the data was analyzed using the Statistical Package for the Social Sciences (SPSS). The findings of the study show that trainee teachers have a positive perception that the use of AR can motivate, and increase the knowledge and creativity of preschool students. The results of the study also show that there is a significant difference between the perception of male and female trainee teachers on the effectiveness of AR to motivate children in learning, t (29) = -2.063, P < .05, the effectiveness of AR to increase the creativity of preschool students in learning, t (29) = -2.767, P < .05. On the other hand, there is no significant difference between the belief of maleand female trainee teachers towards the contribution AR to increase the knowledge of preschool students in learning, t (4.543) = -1.631, P > .05, the perceived usefulness of the use of AR, t (29) = -1.405, P > .05; perceived ease of use AR, t (29) = -1.339, P > .050; perceived enjoyment of the use of AR,t (29) = -.591, P > .050. The results of this study have opened up a new perspective in promoting the use of AR in the teaching of students since preschool.

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