| Abstrakt: |
Malaysia has introduced 21st-century learning initiatives through the Malaysia Education development plan 2013-2925. Among the focus are learning, teaching, and facilitation (TLF) by teachers in schools. This study aims to understand the knowledge, attitude, and practice of 21st-century education among teachers in the Rompin District, Pahang. This study employs a quantitative approach with the help of a questionnaire. The sample comprised 152 school teachers with simple random sampling techniques. This research employed a descriptive analysis and inferential analysis (Pearson correlation, t-test. The findings showed the moderate level for knowledge (M=2.95, SD=0.22), attitude (M=2.94, SD=0.23) and practices (M=2.90, SD=0.29). The t-test showed a significance difference between knowledge (t=-2.11, df=157, p<0.05) and attitude (t=-2.26, df=157, p<0.05) while there are no significant differences in practice (t=-1.81, df=157, p>0.05). Pearson correlation analysis showed a modest positive relationship between knowledge and practices (r=0.677, p<.01) and a high positive relationship between attitudes and practices (r=0.837, p<.1). In conclusion, the knowledge, attitude, and practices level are moderate among teachers. So, teachers need to improve their 21st-century education from time to time with, among others, short courses. Help from the obligatory authorities and academicians will increase teachers' awareness of 21st-century learning in their lives. This study's implications showed that 21st-century education literacy among teachers can increase the teachers' knowledge, attitude, and practice and always use 21st-century education in their teaching process. [ABSTRACT FROM AUTHOR] |
