Page 7 - JURNAL PENYELIDIKAN AKADEMIK IPGM 2021

JURNAL PENYELIDIKAN AKADEMIK IPGM
JILID 6/2021

ABSTRACT

Teacher training in a digital environment is one of the key competencies needed
by citizens of the world today and its relationship is closely related to the quality
st
of education in the 21 century. In a previous European Commission report, it
was stated that teachers must be alert of various pedagogical approaches to
st
leverage ICT and support the development of the 21 century learning skills. It
st
suggests that the 21 century skills must be included in teacher education. There
is a consensus from scholars saying that teachers must provide students with
st
learning content in a way that supports the development of students’ 21 century
skills. In practice, discussions related to digital technology can increase
stakeholders' understanding of efforts to increase digital use in Malaysia,
specifically among teachers. Poor digital usage will affect non-optimal usage
and, in turn, contribute to the failure of an organization. In determining the
accuracy of digital use, measurements of digital concepts must also be specific
and focused. Although the concepts of digital literacy and information or
technology fluency are already commonly used to represent digital use, it is still
in general form. A key concept that should be considered in engaging
digitalization is "digital fluency” which extends the framework of previous
information technology fluency by framing fluency in a practice-oriented
perspective rather than a purely data information or knowledge-centered
perspective. Thus, there is a need to measure a better understanding and belief
in the use of digital technology today. This study aims to determine the validity of
the content by making pre-test tests on digital fluency variables including all
relevant dimensions.

Keywords: education, competencies, digital, teacher, measure, pre-test.

PENDAHULUAN

Kepentingan melatih guru dalam persekitaran digital dan hubungannya yang erat
dengan kualiti pendidikan pada abad ke-21 telah dinyatakan dalam laporan
Suruhanjaya Eropah (Commission, 2018) yang menyatakan penguasaan
persekitaran digital sebagai salah satu daripada sembilan kecekapan utama yang
diperlukan warga dunia pada hari ini. Sebelum ini pandangan Voogt et al.,
(2013) guru mesti mengetahui pelbagai pendekatan pedagogi untuk
memanfaatkan ICT dan menyokong pengembangan kemahiran belajar abad ke-
21 dan sarjana seperti Rotherham & Willingham, (2009) guru mesti
menyediakan kandungan pembelajaran selaras dengan pengembangan kemahiran
abad ke-21.

2