Deep learning is effective learning that enhances the engagement of trainee teachers through self-directed efforts, relationships with learning partners, skill-building, knowledge, self-confidence, and a sense of curiosity via inquiry-based discovery methods. The benefits of this deep learning focus on teachers, especially trainee teachers at Teacher Education Institutes (IPG), as they will lead the education sector in the future. Therefore, this quantitative survey study was conducted to identify the level of deep learning among TVET trainee teachers in IPG. The respondents of this study comprised 125 Design and Technology (RBT) trainee teachers from Temenggong Ibrahim Teacher Education Institute. A five-point Likert scale questionnaire was used as the instrument for data collection. The researcher employed IBM SPSS version 22 for descriptive statistical analysis, specifically mean and standard deviation, to identify the level of deep learning among trainee teachers at Temenggong Ibrahim Teacher Education Institute. The findings indicate that deep learning is at a high level, with a mean score of 4.13 (SD=0.806). Based on the findings, TVET trainee teachers are believed to be capable of fully practicing deep learning, and this situation aligns with the Ministry of Education's goal to produce quality teachers with high levels of digital competency.
Ashfahani, Z., Amla, M. S., Mohd Arif, I. & Ghavifekr, S. (2017). Promoting Deep Learning via Online Project-based Module. International Journal on e-learning and Higher Education, 6(5): 71–95.
Creswell, J. (2005). Educational Research - Planning, conducting, and evaluating quantitative and qualitative. Edisi Ke-4. University of Nebraska - Lincoln: Pearson Education International.
Karim, E. (2019). Reka Bentuk Pembelajaran Dalam Kapasiti Pedagogi Pembelajaran Bermakna Di IPG Kampus Pendidikan Teknik. Jurnal Refleksi Kepemimpinan, 2:144-159.
Gatz, E., & Akiva, T. (2024). Education networks for deeper learning. Journal of Educational Administration, 62 (1): 91-102.
Kementerian Kewangan Malaysia-MOF. (2022). Anggaran perbelanjaan persekutuan 2023. Putrajaya, Malaysia: KKM.
Kementerian Pendidikan Malaysia (KPM). (2023). Dasar Pendidikan Digital. Kuala Lumpur, Malaysia: Dewan Bahasa dan Pustaka.
Mendoza, M. L. (2015). Innovation across types of organization: A meta-analysis. Suma De Negocios, 6(13), 108–113.
Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative and mixed methods. UK: Sage Publications.
Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the Language Learning Strategies Worldwide with the ESL/EFL version of the Strategy Inventory Language Learning. System, 23: 1-23.
Levin, O. (2024). Simulation As A Pedagogical Model For Deep Learning In Teacher Education. Teaching and Teacher Education, 143.
Unit Perancang Ekonomi (EPU). (2021). Rancangan Malaysia ke-12. Putrajaya, Malaysia: Jabatan Perdana Menteri.
Zandi, P., Thang, S. M. & Krish, P. 2014. Teacher Professional Development through Blogging: Some Preliminary Findings. Procedia - Social and Behavioral Sciences, 118: 530–536.
Supermane, S. (2024). Deep Learning among TVET Trainees at the Teacher Education Institute. International Journal of Academic Research in Business and Social Sciences, 14(11), 1937–1943.
Copyright: © 2024 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
