CABARAN INTEGRASI DIGITAL PENGAJARAN KEMAHIRAN BERMAIN ALAT MUZIK REKODER DALAM MATA PELAJARAN PENDIDIKAN MUZIK DI DAERAH KUCHING [CHALLENGES OF DIGITAL INTEGRATION IN TEACHING RECORDER INSTRUMENT SKILLS IN MUSIC EDUCATION IN THE KUCHING DISTRICT]

Abstract

Abstrak: Kajian ini dijalankan untuk mengenal pasti cabaran, potensi dan impak integrasi teknologi digital dalam pengajaran kemahiran bermain alat muzik rekoder dalam mata pelajaran Pendidikan Muzik di sekolah rendah di daerah Kuching. Transformasi pendidikan yang didorong oleh Revolusi Industri 4.0 serta pelaksanaan Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013–2025 telah menjadikan teknologi digital sebagai elemen penting dalam memperkasa pedagogi dan meningkatkan pencapaian murid. Penggunaan teknologi seperti aplikasi pembelajaran muzik, platform gamifikasi, rakaman audio dan video serta sistem pengurusan pembelajaran (LMS) diperkenalkan bagi menyokong pelaksanaan pengajaran dan Pentaksiran Bilik Darjah (PBD). Kajian ini menggunakan pendekatan kuantitatif dengan reka bentuk tinjauan deskriptif, melibatkan 68 orang guru muzik sekolah rendah yang dipilih melalui kaedah pensampelan bertujuan berdasarkan pengalaman mengajar rekoder dan keterlibatan dalam penggunaan teknologi digital. Instrumen soal selidik berstruktur digunakan untuk mengumpul data, yang kemudiannya dianalisis menggunakan statistik deskriptif dan inferensi bagi mengenal pasti tahap integrasi, cabaran serta hubungan antara pemboleh ubah berkaitan. Hasil kajian mendapati bahawa tahap integrasi teknologi digital dalam pengajaran rekoder adalah pelbagai dan dipengaruhi oleh faktor seperti kemahiran digital guru, ketersediaan infrastruktur, sokongan pentadbiran dan tahap kesediaan murid. Antara cabaran utama yang dikenal pasti termasuk kekangan masa, kekurangan latihan, isu teknikal serta tahap literasi digital murid. Walau bagaimanapun, dapatan turut menunjukkan bahawa penggunaan teknologi digital yang terancang mampu meningkatkan motivasi, penglibatan dan pencapaian murid. Kajian ini berasaskan kerangka teori Konstruktivisme, Model TPACK dan ARCS, serta menekankan keperluan latihan profesional, penambahbaikan infrastruktur dan dasar yang lebih menyokong integrasi teknologi dalam pendidikan muzik. Dapatan kajian ini diharap dapat menyumbang kepada pengayaan literatur serta menjadi panduan kepada guru, pentadbir dan pembuat dasar dalam melaksanakan pengajaran muzik yang relevan dengan keperluan pendidikan abad ke-21.

Abstract: This study was conducted to identify the challenges, potential, and impact of digital technology integration in teaching recorder-playing skills within the Music Education subject at primary schools in the Kuching district. The transformation of education driven by the Fourth Industrial Revolution, along with the implementation of the Malaysian Education Development Plan (PPPM) 2013–2025, has positioned digital technology as a key element in enhancing pedagogy and improving student achievement. The use of technologies such as music learning applications, gamification platforms, audio and video recordings, and learning management systems (LMS) has been introduced to support instructional delivery and the implementation of Classroom-Based Assessment (PBD). This study employed a quantitative approach using a descriptive survey design, involving 68 primary school music teachers selected through purposive sampling based on their experience in teaching the recorder and involvement in using digital teaching tools. Structured questionnaires were used to collect data, which were then analyzed using descriptive and inferential statistics to determine the level of integration, challenges, and relationships among relevant variables. The findings revealed that the level of digital technology integration in recorder instruction varied and was influenced by factors such as teachers’ digital skills, infrastructure availability, administrative support, and student readiness. Major challenges identified include time constraints, lack of training, technical issues, and students’ low digital literacy. Nevertheless, the findings also indicated that well-planned integration of digital technology could enhance student motivation, engagement, and achievement. The study was grounded in the Constructivist Theory, the TPACK Model, and the ARCS Model, and highlights the need for professional training, infrastructure improvement, and supportive educational policies to encourage the integration of digital technology in music education. The outcomes of this study are expected to enrich the literature and provide practical guidance for teachers, school administrators, and policymakers in implementing music instruction aligned with 21st-century educational demands.