Integrasi TPACK-CoI Dalam Pembelajaran Teradun: Impak Terhadap Kualiti Penulisan Esei STPM

Abstract

Kesusasteraan Melayu Komunikatif menekankan kaedah pengajaran dan pembelajaran yang berorientasikan digital. Kajian ini dijalankan untuk menambah baik amalan guru dalam memperkasa kemahiran menulis esei pelajar Tingkatan Enam melalui projek digital berasaskan Technological Pedagogical Content Knowledge dan Community of Inquiry (Mishra & Koehler, 2006). Masalah yang dikenal pasti ialah pelajar menghadapi kesukaran mengolah fakta, menghuraikan isi, dan menulis esei yang tersusun. Objektif kajian ini untuk meningkatkan keupayaan pelajar menghuraikan kesan nilai keagamaan dalam konteks pembangunan insan, mengaplikasikan nilai agama dalam kehidupan seharian, serta menulis esei yang gramatis. Kajian ini menggunakan pendekatan kualitatif dengan reka bentuk kajian tindakan berdasarkan model Zuber-Skerritt (1995). Seramai sepuluh pelajar Tingkatan Enam dipilih sebagai peserta. Instrumen kajian ialah temu bual, pemerhatian, catatan refleksi, dan ujian. Data kualitatif dianalisis menggunakan analisis tema dan data kuantitatif dianalisis secara deskriptif. Dapatan gelung pertama menunjukkan keupayaan pelajar menulis esei secara kritis, membuat keputusan, dan memberi justifikasi. Dapatan kuantitatif menunjukkan peningkatan skor purata  daripada 36.7% kepada 62.6%. Gelung kedua memperlihatkan projek digital mencetuskan strategi pedagogi kolaboratif yang meningkatkan keterlibatan pelajar. Gelung ketiga pula membuktikan pelajar berjaya menguasai nilai keagamaan melalui pelaksanaan tugasan. Isu tatabahasa, literasi digital dan capaian internet kekal sebagai cabaran. Keseluruhan, integrasi TPACK dan CoI bukan sahaja memperkasa kemahiran menulis tetapi juga menyumbang kepada penambahbaikan amalan guru dalam konteks pembelajaran teradun.

Communicative Malay Literature emphasizes digitally oriented teaching and learning methods. This study was conducted to improve teaching practices to empower the essay-writing skills of Form Six students through a digital project based on the Technological Pedagogical Content Knowledge (TPACK) and the Community of Inquiry (CoI) frameworks (Mishra & Koehler, 2006). The identified problem is that students have difficulty processing facts, elaborating on details, and writing well-structured essays. The objectives of this study are to enhance students' ability to elaborate on the impact of religious values within the context of human development, to apply religious values in daily life, and to write grammatically correct essays. This study employs a qualitative approach with an action research design based on the Zuber-Skerritt (1995) model. A total of ten Form Six students were selected as participants. Research instruments include interviews, observations, reflective journals, and tests. Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed descriptively. Findings from the first cycle demonstrate students' ability to write essays critically, make decisions, and provide justifications. Quantitative data show an increase in the average score from 36.7% to 62.6%. The second cycle reveals that the digital project triggered collaborative pedagogical strategies that increased student engagement. The third cycle demonstrates that students successfully mastered religious values by completing tasks. However, grammar issues, digital literacy, and internet access remain challenges. Overall, the integration of TPACK and CoI not only enhances writing skills but also improves teaching practices in the context of blended learning.