This study explores the readiness of Google Slides pedagogical practices regarding knowledge, skill, and attitude levels among primary teachers. The study was conducted using an online questionnaire to collect data. This research has utilised questionnaires as the research instrument. The sampling method used in this research is stratified random sampling. The quantitative method has been used in the study. A total of 40 respondents from Primary school teachers were selected through a simple random sampling method to answer the questionnaire. The findings indicated that the teacher's knowledge and skill levels are high among the teachers.
Moreover, teachers' attitude towards using Google Slides in teaching and learning was positive. Inferential analysis using the T-test was conducted to compare the differences in the knowledge, skill, and attitude levels towards gender. The inference analysis revealed significant differences in knowledge levels associated with the teacher's gender. In contrast, there were no significant differences in skill levels and attitudes related to teacher gender when using Google Slides. Hence, this study contributes to the significant empirical results on the readiness of Google Slides pedagogical practices among primary teachers. The implications of this study are expected to contribute to government, stakeholders, teachers, students, school administrators, and educational organisations, especially practical and theoretical implications regarding teachers' readiness in terms of knowledge, skill, and attitude toward using Google Slides in teaching and learning.
Al Anshori, F., & Syam, S. (2018). Pengaruh Penggunaan Aplikasi Google Slide Terhadap Minat Bertanya Mahasiswa Pendidikan Biologi. Jurnal Biogenerasi, 3(2), 7-10.
Chang, W. L., & Benson, V. (2022). Jigsaw teaching method for collaboration on cloud platforms. Innovations in Education and Teaching International, 59(1), 24-36.
Dangi, M. R. M., & Saat, M. M. (2021). 21st Century Educational Technology Adoption in Accounting Education: Does Institutional Support Moderates Accounting Educators Acceptance Behaviour and Conscientiousness Trait towards Behavioural Intention? International Journal Academic Research in Business and Social Sciences, 11(1), 304–333.
Doyle & Nagle (2019). A framework for evaluating the effectiveness of technology enabled collaborative learning. https://doi.org/10.31219/osf.io/6hq5j
Harper, Devon. (2020). The Efficacy of Google Slides on Adult Learning Outcomes in a Montessori Teacher Training Center. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/387
Kaviza, M., Saad, S., & Dahaman, A. (2021). Kesan Pembelajaran Abad Ke-21 Melalui Aplikasi Google Classroom Terhadap Penguasaan Pengetahuan Sejarah. Journal of ICT in Education, 8(1), 92-103. https://doi.org/10.37134/jictie.vol8.1.7.2021
Junedi & Juliana (2019). Penerapan Strategi Pembelajaran Interaktif Dengan Teknik Pembelajaran Kolaboratif Send-A-Problem Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas Ix Smp. Journal of Mathematics Education and Science. 4(2), 139-144.
Malaysian Ministry of Education (2013). Malaysia Education Blueprint 2013-2025. Putrajaya: MOE.
Mohd Azli Yeop, Wong, K. T., Rosela Sabran (2020). Faktor-faktor yang mempengaruhi penerimaan dan penggunaan pendekatan pembelajaran teradun dalam kalangan guru: Pembangunan dan pengujian model. Jurnal Penyelidikan Pendidikan Guru. 16, 130- 145
Mohiddin dan Khalid (2014). Tahap Pengetahuan Guru Sekolah Rendah dalam Penggunaan VLE-Frog untuk Pengajaran & Pembelajaran. Fakulti Pendidikan, Universiti Kebangsaan Malaysia. The 4th International Conference on Learner Diversity (ICELD 2014) 781-788
Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109.
Pius, Ahmad & Othman, (2021). Aplikasi Google Classroom Dalam Mata Pelajaran Sejarah. Jurnal Dunia Pendidikan, 3(1), 12-25.
Purnama, Syifa J., and Puri Pramudiani. (2021) Pengembangan Media Pembelajaran Interaktif Berbasis Google Slide pada Materi Pecahan Sederhana di Sekolah Dasar. Jurnal Basicedu, 5(4). 2440-2448.
Saidin & Husnin. (2021). Google Classrrom Sebagai Pelantar M-Pembelajaran: Tahap Pengetahuan Dan Kesediaan Guru-Guru Sekolah Menengah Luar Bandar. Jurnal Dunia Pendidikan. 3(2), 278-292.
Shah, C. (2021). Virtual Resus Room An Innovative, Collaborative Approach To Online Simulation Education: Virtual Resus Room-Approach To Online Simulation Education. National Journal of Integrated Research in Medicine, 12(3), 100–104.
Sumardi, L., Rohman, A., & Wahyudiati, D. (2020). Does the teaching and learningProcess in Primary Schools Correspond to the Characteristics of the 21st Century Learning?. International Journal of Instruction, 13(3), 357-370.
Wan Ab Aziz Wan Daud, Wong, K. T., Mohammad Taufiq & Saipol Barin Ramli, (2021). Gender differences in Learning Arabic Language Proficiency via M-learning among Malaysia University Students. Journal of Language and Linguistic Studies, 17(2), 1069-1082.
Wan Ab Aziz Wan Daud, MTA Ghani, Wong, K. T., (2022) M-Learning: How well it works for people who are learning Arabic as a beginner in Malaysia. Journal of Positive School Psychology, 5637–5650.
Wong, K. T., Abdullah, N., & Goh, P. S. C. (2019). A Cross Examination of the Intention to Integrate MOOCs in Teaching and Learning: An Application of Multi-Group Invariance Analysis. International Journal of Emerging Technologies in Learning (IJET), 14(19), 106–116.
Wong, K. T., Hwang, G., Choo Goh, P. S., & Mohd Arrif, S. K. (2020). Effects of blended Learning pedagogical practices on students' motivation and autonomy for the teaching of short stories in upper Secondary english. Interactive Learning Environments, 28(4), 512-525.
Wong, K. T., Muhammad, M., & Abdullah, N. (2020). Exploring the drivers of intention to use IWBs among Malaysia university students: Does technology self-efficicacy matter? International Journal of Emerging Technologies in Learning (iJET), 15(1), 163-175.
