PERSEPSI GURU TERHADAP PENGGUNAAN CHATGPT DALAM PENGAJARAN DI PERINGKAT SEKOLAH RENDAH [TEACHERS’ PERCEPTIONS TOWARDS THE USE OF CHATGPT IN TEACHING OF PRIMARY SCHOOL]
Keywords:
Persepsi, penerimaan, ChatGPT, Tanggapan Kebergunaan, Tanggapan Mudah Diguna, pengajaran, sekolah rendah, TAM, Perception, acceptance, ChatGPT, Perceived Usefulness, Perceived Ease of Use, Teaching, Primary School, TAMAbstract
Abstrak Kajian ini bertujuan untuk menilai tahap persepsi, penerimaan, serta hubungan antara Tanggapan Kebergunaan (Perceived Usefulness – PU) dan Tanggapan Mudah Diguna (Perceived Ease of Use – PEOU) aplikasi ChatGPT dengan penerimaan penggunaannya dalam pengajaran oleh guru sekolah rendah. Reka bentuk kajian ini menggunakan kaedah kuantitatif melalui soal selidik berstruktur yang diedarkan kepada guru sekolah rendah. Analisis data dijalankan menggunakan Perisian Statistik SPSS bagi mendapatkan nilai min, sisihan piawai, dan analisis Korelasi Pearson. Dapatan kajian menunjukkan bahawa tahap persepsi guru terhadap PU (min = 4.02, sisihan piawai = 0.671) dan PEOU (min = 4.05, sisihan piawai = 0.718) berada pada tahap memuaskan. Tahap penerimaan keseluruhan aplikasi ChatGPT dalam pengajaran juga mencatat min = 4.01 (sisihan piawai = 0.705), yang menggambarkan sikap positif, niat untuk menggunakan, dan amalan penggunaan sebenar dalam pengajaran walaupun masih terdapat ruang untuk peningkatan. Analisis Korelasi Pearson mendapati wujud hubungan positif tinggi yang signifikan antara PU dengan penerimaan (r = 0.839, p < 0.01) dan antara PEOU dengan penerimaan (r = 0.833, p < 0.01). Dapatan ini selari dengan Model Penerimaan Teknologi (TAM) yang menyatakan bahawa keberkesanan dan kemudahan penggunaan adalah faktor utama yang mempengaruhi penerimaan teknologi dalam pendidikan. Secara keseluruhan, kajian ini menyimpulkan bahawa persepsi positif guru terhadap keberkesanan dan kemudahan penggunaan ChatGPT menjadi pemacu utama kepada penerimaannya dalam pengajaran. Implikasi kajian mencadangkan agar latihan, pendedahan berterusan, dan sokongan teknikal diberikan bagi mengoptimumkan penggunaan ChatGPT sebagai alat bantu pedagogi, sekali gus meningkatkan kualiti pengajaran di sekolah rendah.
Abstract: This study aims to assess the level of perception, acceptance, and the relationship between Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) of the ChatGPT application with its acceptance in teaching among primary school teachers. The research employed a quantitative design through a structured questionnaire distributed to primary school teachers. Data analysis was conducted using SPSS software to obtain mean scores, standard deviations, and Pearson correlation coefficients. The findings revealed that teachers’ perceptions towards PU (mean = 4.02, SD = 0.671) and PEOU (mean = 4.05, SD = 0.718) were at a satisfactory level. Overall acceptance of ChatGPT in teaching recorded a mean score of 4.01 (SD = 0.705), indicating a positive attitude, intention to use, and actual usage in teaching, although there is still room for improvement. Pearson correlation analysis indicated a strong and significant positive relationship between PU and acceptance (r = 0.839, p < 0.01) and between PEOU and acceptance (r = 0.833, p < 0.01). These findings are consistent with the Technology Acceptance Model (TAM), which posits that usefulness and ease of use are key factors influencing technology adoption in education. Overall, the study concludes that teachers’ positive perceptions of the effectiveness and ease of use of ChatGPT are key drivers of its acceptance in teaching. The study recommends providing continuous training, exposure, and technical support to optimise the use of ChatGPT as a pedagogical tool, thereby enhancing the quality of teaching in primary schools.
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