KERANGKA PEDAGOGI PEMBELAJARAN PRAKTIKAL DIGITAL DALAM AMALAN TVET DI MALAYSIA
PEDAGOGICAL FRAMEWORK FOR DIGITAL PRACTICAL LEARNING IN TVET PRACTICE IN MALAYSIA
DOI:
https://doi.org/10.35631/IJMOE.829078Keywords:
TVET, Pembelajaran Praktikal Digital (Digital Practical Learning), Pedagogi TVET Digital (Digital TVET Pedagogy), Kemahiran Psikomotor (Psychomotor Skills), Transformasi Digital Pendidikan (Education Digital Transformation)Abstract
Transformasi digital dalam Pendidikan dan Latihan Teknikal dan Vokasional (TVET) di Malaysia telah mempercepatkan penggunaan platform pembelajaran dalam talian, simulasi digital serta teknologi realiti maya dan terimbuh. Walau bagaimanapun, pelaksanaan pembelajaran praktikal digital masih menimbulkan pelbagai cabaran, khususnya dari aspek pencapaian kemahiran psikomotor, kesediaan pendidik, keselarasan dengan keperluan industri, serta kesahan penilaian kompetensi. Kertas konsep ini bertujuan mengupas secara kritikal isu dan permasalahan pembelajaran praktikal digital dalam konteks TVET Malaysia. Selain itu, kertas ini mensintesis dapatan kajian literatur terkini, serta mencadangkan satu kerangka konseptual pembelajaran praktikal digital. Walau bagaimanapun, kajian yang membincangkan kerangka pedagogi khusus bagi menyokong pembelajaran praktikal digital dalam TVET Malaysia masih terhad. Kerangka ini berpotensi menjadi asas kepada pembangunan pedagogi TVET digital yang lebih sistematik, kontekstual dan selaras dengan keperluan industri.
Digital transformation in Technical and Vocational Education and Training (TVET) in Malaysia has accelerated the use of online learning platforms, digital simulations, and virtual and augmented reality technologies. However, the implementation of digital practical learning still poses various challenges, especially in terms of psychomotor skill achievement, educator readiness, alignment with industry needs, and the validity of skills assessment. This concept paper aims to critically examine the issues and problems of digital practical learning in the context of Malaysian TVE. This paper also synthesizes the findings of recent literature studies and proposes a conceptual framework for digital practical learning. However, studies discussing specific pedagogical frameworks to support digital practical learning in Malaysian TVET are still limited. This framework has the potential to be the basis for the development of digital TVET pedagogy that is more systematic, contextual and in line with industry needs.
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