Hubungan Antara Pengetahuan, Sikap dan Kesediaan Menggunakan Gamifikasi dalam Kalangan Guru Pelatih Pendidikan Awal Kanak-kanak
The Relationship Between Knowledge, Attitude and Readiness of Using Gamification among Early Childhood Education Teacher Trainers
DOI:
https://doi.org/10.37134/jpakk.vol15.2.3.2026Keywords:
Elemen gamifikasi, Guru pelatih, Pengetahuan, Sikap , Kesediaan , IPGMAbstract
Masalah kajian timbul apabila didapati sebahagian guru pelatih masih kurang memahami elemen gamifikasi yang kompleks, walaupun menunjukkan minat terhadap penggunaannya dalam pengajaran dan pembelajaran. Kajian ini bertujuan mengenal pasti tahap pengetahuan, sikap dan kesediaan penggunaan elemen gamifikasi serta mengkaji hubungan antara ketiga-tiga konstruk tersebut. Kajian ini menggunakan reka bentuk tinjauan kuantitatif dengan edaran soal selidik kepada 139 orang guru pelatih opsyen Pendidikan Awal Kanak-kanak daripada empat kampus IPGM. Data dianalisis menggunakan perisian Statistical Package for the Social Sciences (SPSS) versi 31 yang melibatkan analisis deskriptif dan inferensi Korelasi Pearson r. Dapatan menunjukkan tahap pengetahuan (Min = 3.68, SP = 1.14) berada pada tahap sederhana tinggi, manakala sikap (Min = 4.03, SP = 0.99) dan kesediaan (Min = 4.07, SP = 0.92) berada pada tahap tinggi. Ujian korelasi mendapati terdapat hubungan positif yang tinggi dan signifikan antara pengetahuan dengan kesediaan (r = 0.72, p<0.01) dan antara sikap dengan kesediaan (r = 0.77, p<0.01). Dapatan ini membuktikan bahawa peningkatan pengetahuan dan sikap positif terhadap gamifikasi dapat memperkukuh kesediaan guru pelatih untuk mengaplikasikannya dalam konteks pendidikan awal kanak-kanak. Implikasi kajian mencadangkan agar program latihan IPGM menekankan penguasaan teori dan amali penggunaan elemen gamifikasi bagi memperkukuh kemahiran gamifikasi pedagogi guru pelatih masa hadapan.
The research problem arose when it was found that some pre-service teachers still lacked understanding of more complex gamification elements, despite showing interest in using them in teaching and learning. Therefore, this study aims to identify the levels of knowledge and attitudes towards the readiness to use gamification elements, as well as to investigate the relationships between these three constructs. A quantitative survey design was employed and questionnaires were distributed to 139 pre-service teachers specializing in Early Childhood Education from for IPGM campuses. Data were analysed using the Statistical Package for the Social Sciences (SPSS) version 31, involving descriptive analysis and inferential analysis using Pearson’s r correlation. The findings revealed that the level of knowledge (Mean = 3.68, SD = 1.14) was moderately high, while attitudes (Mean = 4.03, SD = 0.99) and readiness (Mean = 4.0, SD = 0.92) were at a high level. Correlation tests indicated a strong and significant positive relationship between knowledge and readiness (r = 0.717, P < 0.001), as well as between attitudes and readiness (r = 0.769, p < 0.001). These findings demonstrate that higher levels of knowledge and positive attitudes towards gamification can strengthen pre-service teachers readiness to apply it within early childhood contexts. The implications of thes study suggest that IPGM training programmes should emphasise both theoretical understanding and practical application of gamifications elements to enhance the future pedagogical gamification competencies of pre-service teachers.
KEYWORDS: Elemen gamifikasi, guru pelatih, Pengetahuan, Sikap, Kesediaan, IPGM
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