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Utilization of FROG VLE as Teaching Tools:

Readiness of Islamic Education Teachers in
Muar District Schools

Article April 2016

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RESEARCH ARTICLE Adv. Sci. Lett. X, XXXXXX, 2016

Copyright 2016 American Scientific Publishers Advanced Science Letters

All rights reserved Vol.X, XXX-XXX, 2016
Printed in the United States of America

Utilization of FROG VLE as Teaching Tools:

Readiness of Islamic Education Teachers
in Muar District Schools.
Hairuddin Harun, Prof. Dr.Ahmad Esa, Dr.Mohd Hasril Amiruddin,Dr.Alias Masek,
Noorazman Abd Samad, Siti Noor Fazelah Mohd Noor and Mohd Hafiz Kamarudin.
Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia,
86400 Batu Pahat, Johor, Malaysia
Email : hairuddin@uthm.edu.my

Abstract

The explosion of information technology in the field of education requires all teachers to master the information and technology
area whether they have to do it willingly or being forced. In this case, religious teachers are always perceived left behind with
technology but somehow there is no exemption for them in using ICT. This research was conducted to identify the level of
readiness of the Islamic education teachers in the District of Muar in using FROG VLE as a tool of T&L in schools. A total of
five research questions have been developed in this study. The design of the study involves descriptive and inferential analyses
in the form of surveys using questionnaires as an instrument. This study also used the Likert five points scale questionnaire as
an instrument. Respondents involved for this research were a total of 190 comprising Islamic education teachers who served in
schools in the Muar district, Johor, Malaysia. This instrument contains 10 items related to demographics and 41 items that were
based on infrastructure, perception and technical skills and interface. The Alpha Cronbach earned value was 0.94. Results from
the findings through Mean Score Test indicates that in the aspects of Teacher Preparedness (mean = 3.49), ICT Infrastructure
aspects (mean = 3.57) and technical aspects and the interface (mean =3.74) were at a high level. In one-way ANOVA test
showed there were no significant differences in terms of teacher's preparedness that were based on age and on an independent t-
test sample on the other hand showed that there were no significant differences in teacher's preparedness based on the category
of school location.

Keywords:FROG-VLE, Islamic education teachers,Information Communication&Technology ICT,Teaching and Learning.T&L

1. INTRODUCTION be integrated and applied in the T&L process to help

Information and Communication Technology (ICT)
in Teaching & Learning process (T&L) can increase the
efficiency and effectiveness of the learning outcomes.
Through ICT teachers can find related information
pertaining to teaching in a much better way and they can
delivered the information to students effectively. The
use of ICT as teaching aids can make the T&L process
more attractive and effective. In relation to that, The
Ministry of Education (MOE) has introduced FROG-
VLE in school to improve T&L process in Malaysian
schools. Tools like PowerPoint, Flash, video, visual can
1
students to understand. In Addition, students will not be
weary and tired easily when undergoing the T&L
process as they will much be attracted by the various
style of presentations. MOE has allocated an additional
computer labs to support PPSMI (RM2.6 billion) and
building a computer lab in each school (RM2.5 billion).
Ironically, a study carried out by the MOE in 2010
found out that the use of ICT at school is limited. About
80% of teachers used ICT for just one hour a week6.
According to previous survey only one-third of the
teachers use ICT for the T&L process. In UNESCO
review (2012) noted that although the ICT was used
Adv. Sci. Lett. X, XXXXXX, 2015
during teaching, PowerPoint presentations is the most
popular as a teaching tool. As a matter of fact, there is
no evidence to prove that ICT is used to encourage
creativity, problem solving, communication skills. It
does not enhance critical thinking among students either
In Malaysia, the science and technology field is an
important field and catch utmost attention. It is a very
important field in order to maintain economic
development, improve the quality of life and national
security5. Therefore, various efforts have been
undertaken actively so that science and technology field
is accepted and become part of community life in this
country, especially in the context of T&L. The Ministry
of Education (MOE) also strives to harness ICT in
enhancing the efficiency of the educational presentation
quality in schools. In this regard, one of the highest
capital investment ever carried out by the MOE in the
last two decades was the provision of ICT for schools.
From 1999 to 20106, the Ministry invested about RM6
billion for ICT including introducing and implementing
FRG-VLE in education.
The Frog Virtual Learning Environment (Frog-VLE) is
a web-based learning system that replicates real-world
learning by integrating virtual equivalents of conventional
concepts of education. For example, teachers can assign
lessons, tests, and marks virtually, while students can
submit homework and view their marks through the Frog-
VLE. Parents can also view school news and important
documents while school administrators can organize their
school calendars and disseminate school notices via the
Internet
Due to the fact, researchers have come out with an
opinion that a study on the readiness of Islamic education
teachers in using FROG VLE as a tool of T&L in District
of Muar schools should be carried out. This study was
carried out to measure the actual readiness level of
teachers of Islamic education in the District of Muar in
implementing the use of FROG VLE in their T&L. First
and foremost, researchers evaluate the teachers' existing
knowledge concerning about FROG VLE as well as some
related matters that can be show differences in knowing
the level of readiness such as age, gender, SSM service
scheme and grade posts, academic qualifications, teaching
experiences and other information that is connected with
FROG VLE. This assessment is expected to provide some
guidelines and reflections to the school in the District of
Muar in using FROG VLE as a tool. It is also expected to
help to improve the quality of Islamic Education teachers
performing T&L process in classroom.
2. ISLAMIC EDUCATION TEACHERS AND ICT
In general, some teachers are still reluctant in using
ICT in classroom because they do not have enough skills
in handling ICT hardware4. They are more at ease teaching
using the conventional way. Apart from that school
location can be one of the factors in influencing teachers
RESEARCH ARTICLE
using ICT in T&L process. For instance teachers in the
urban area are more exposed to the latest technologies4.
On the other hand, the teachers who are working in a rural
areas are always left behind in latest technology related to
ICT thus making them more complacent with conventional
way. Age factor also plays a role among the teachers in
using of ICT. Senior teachers always have weak skills in
using ICT compared to the younger ones. They are more
comfortable using the conventional method in T&L. On
the other hand, younger teachers who graduated from
teacher training at universities or colleges always prefer
working with all advance gadgets related to ICT.
Islamic education teacher is always perceived left
behind in regarding ICT application. A rough survey made
by the researcher through interviews3 that are conducted
with teachers of Islamic education found out that teachers
of Islamic education are still bound by the traditional way
of teaching. In an era of rapid usage of ICT at school, it is
very difficult find teachers of Islamic education that uses
ICT in T&L. The lack of use of ICT in the T&L by Islamic
education teacher is associated with the passive teaching
methods and not innovative and too tied to the old
traditions, lack of teacher's internal motivation, short
teaching time period and the failure of Islamic education
teachers keep up with the fast development of ICT
nowadays. (Special Courses Handbook for teachers of
Islamic Education Ministry of education Phase 5 in 2010)
Following the issue that have been discussed, it is
concluded that teacher readiness factor against FROG
VLE, ICT infrastructure, aspects of ICT technical skills,
age factor, teaching experiences and school locations is a
matter that needs to be studied by researchers. These
factors affect the readiness of teachers in using FROG
VLE as a tool for their T&L in schools.
3. METHODOLOGY
A descriptive quantitative survey was carried out in the
form of reviewing the readiness of the Islamic Education
teachers in the District of Muar, Johor, Malaysia in using
FROG VLE as a tool of T&L in school.
A total of 230 questionnaires were distributed to all
Islamic education teachers in Muar district that were
selected as research samples. However, only 190
questionnaires were collected from the whole population.
The number of samples, consists of Islamic education
teachers from secondary and primary schools in Muar.
4. EXPERIMENTAL RESULT
From all of the total respondents, a total of 109
people, where 56% of the respondents were from the city
whereas 83 people which are 44% of the rest of
respondents were from rural areas. Determination of urban
and rural areas is based on the boundaries of the city that
has been provided by the Department of City and Villages
2
RESEARCH ARTICLE
Planning and has been enacted in 2005.
There were 86 respondents which covers 45% was the
male teachers of Islamic education and there were as many
as 104 respondents which covers another 55% of them
were female teacher of Islamic education.
In the distribution of respondents according to their
age. They were categorized under 30 years, 20 to 40 years
old, 41 to 50 years and 51 years and above. From data that
has been collected, a total of 57 respondents which was
30% of the total respondents are in the category of under
30 years, while a total of 67 respondents which takes 35 %
are in the category of 31 to 40 years old. In the category of
41 to 50 years a total of 52 respondents which was 27%
while a total of 14 respondents about 8% are in the
category of 51 years and above.
The distribution of respondents according to the level
of the ICT skills. Respondents who have a basic level
(Microsoft Word/Browsing) is a total of 63 people which
makes a total of 33% from the total respondents,
Intermediate levels (Excel, PowerPoint) has a total of 107
people which covers 56% of the respondents and a total of
20 respondents which covers 11% of the rest of the
respondents who have Advanced levels (programming,
publications, and others).
About 91% of the respondents know about FROG
VLE while 18 respondents, which cover 9% of the
respondents, did not know about FROG VLE. the overall
mean value was shown for each item in the ICT
infrastructure aspect. Items numbered 8 shows the highest
mean value which was 3.84 while item numbered 2 shows
the lowest mean values that were 3.01. The average mean
of teacher's preparedness aspect was 3.57. These findings
is slightly different with a research made1 which
researched on the readiness of English language teachers
in private schools in Saudi Arabia to conduct e-learning.
His research shows teachers only have average knowledge
in finding for information using the internet.
Young teachers prefer to use ICT compared with
senior teachers. Most of senior teachers felt difficult to
accept innovation and renewal. Islamic education teachers
in this research agree that with the availability of e-
learning, learning materials can be diversified and not
limited to textbooks, chalk and blackboard. E-learning also
trains students to become more active and independent in
the classroom where independent learning was highly
emphasized. Effective learning depends on the T&L plan
that needs to be done based on experiences of a teacher.
Most of the teachers know that FROG VLE allows
students to do their own revisions with questions that can
be accessed on the website provided by the teachers.
3
Adv. Sci. Lett. X, XXXXXX, 2016
Students are also able to make online interaction with
teachers if there were any doubt in their studies. This
research also shows that Islamic education teachers in the
district of Muar know that applications in the FROG VLE,
they can provide and review assignments to students by
email. Self-learning module gives students some space of
freedom to continue their learning process according to
their ability and their own ways in completing the learning
activity which contained in the module.
Teacher's knowledge and the readiness level
related to pedagogy and appropriate technologies in using
FROG VLE should always be increased to ensure that
teachers of Islamic education in district of Muar to be
ready to use this application in optimum and next to give
good impact to students..
The second objective was to identify the level of
infrastructure setup of ICT in schools in district of Muar to
facilitate Islamic education teachers in using FROG VLE
as a tool in the Teaching and Learning. Results of this
research was the mean value is high, it means that the level
of infrastructure of ICT in the districts of Muar was very
good. It is undoubted that the T&L process that used ICT
is a comprehensive strategy in determining students
achievement levels. Teachers should find more creative,
innovative and interesting ideas, in order to enhance the
interest as well as motivates students to learn.
This research showed the levels of ICT's
infrastructure provision in schools in Muar district in order
to facilitate Islamic education teachers in using FROG
VLE as a tool in the T&L were at a high level. Muar
District Education Office in particular and the Department
of State Education generally had responded to the
Government's call in the National Education Policy that
wanted ICT's facilities being provided as best as possible
to makes it easier for teachers to use the ICT to diversify
the process of T&L in class5.
The third research questions was the level of
Islamic Education teachers' knowledge in the district of
Muar towards the technical and interface aspects of FROG
VLE can be categorized as high rankings. This shows that
the Islamic education teachers in the Muar district have a
high level of skills in using FROG VLE's applications. In
line with the view of researchers7 stated that thought
teachers should have sufficient knowledge about the
technology to ensure that the use of instructional
technology could achieve its goal. In the context of this
research, teachers must have the basic knowledge to
Adv. Sci. Lett. X, XXXXXX, 2015
handle FROG VLE so they can optimize all the functions
available on this application to make sure that the T&L
process is effective. Therefore, the dominance of ICT and
computers among teachers are very important in the
implementation of e-learning because this is a tool or key
component for instructional technology.
Teachers also need to be well versed on the
information and content of FROG VLE application. This
area showed teacher's knowledge on information and
FROG VLE applications content are at moderate level.
This researched showed Islamic education teachers in the
districts of Muar knows what is contained inside this
FROG VLE application that could be applied in the
process of Teaching and Learning.
The findings of this research were not consistent
done by2 where this research showed teachers of technical
and vocational have average skills in handling ICT for the
T&L process. The importance of mastery of ICT skills in
the implementation of e-learning is certainly undeniable
anymore. Past researched emphasize more of the
importance of ICT that need to be mastered by teachers in
order to implement an effective e-learning. According to2
teachers should always ready to improve their skills in
technology that are related to education field. Teachers
should also not to belittle the benefits that obtained
derived from the implementation of e-learning in schools.
In ensuring the success of the implementation of the
FROG VLE application in schools, teachers should always
strive to improve their skills in a way that is to be familiar
with this application. Apart from the technical and
interface aspects, skills in using appropriate pedagogy is
also important to ensure that the T&L process runs
smoothly and the objective can be achieved.
Therefore it is concluded that teachers' readiness
in the aspects of technical skills and the interface skills in
this research were at a high level. These skills were
important for the teachers to translate their knowledge to
practical. Teachers, who have these skills, will be able to
use pedagogy for T&L with e-learning will be able to
produce quality T&L materials and that suits with the
students. Mastery in these skills will also allow the T&L
processes that were operated by teacher run smoothly
because the teacher is able to handle e-learning properly.
The ability of the teacher in handling equipment and
programs based on ICT is the result of a rigorous effort
from KPM by running courses to increase the level of
teachers' professionalism in schools in Malaysia5.
RESEARCH ARTICLE
To answer research question 4 in this research that
is determining significant differences of readiness level of
Islamic education teachers in the district of Muar in using
FROG VLE as a tool of T&L in schools with their age
were analyzed using ANOVA test to determine whether
there is a significant difference or not. Based on the overall
significant value level according to the age group that was
researched that was age under 30, aged 31 to 40, age 41 to
50 and 51 above, the findings showed there was no
significant differences for each area that was researched
except between the age under 30 and the age 31 to 40
years. This is proven by the significant level values
obtained. This shows that each of Islamic education
teachers in the Muar district is at high readiness to
confront and use this FROG VLE application. Hence,
there are no significant differences in the level of readiness
of the Islamic Education teachers in the district of Muar in
using FROG VLE as a tool of T&L in school with age.
Age is not a barrier for a teacher to use FROG VLE in
school.
The findings from this research were analyzed
using inferential statistics to show the differences in the
readiness of Islamic education teachers in the district of
Muar in using FROG VLE as a tool of T&L in school
based on the school's location category. This mean value
refers to the average level for teachers in rural areas and
tool position. There were no significant differences against
the readiness of the Islamic Education teachers the District
of Muar in using FROG VLE as a tool of T&L in school
based on the school's location category. This is not in line
with the findings from a research that was conducted by4
which states that there are many teachers who work in
rural areas were still unskilled and rarely use ICT in the
T&L process, even though they were given computer
facilities at the school.
The findings of this research showed that there were no
significant differences between the levels of readiness of
the Islamic education teachers in the district of Muar in
using FROG VLE as a tool of T&L in school based on the
school's location category. Based on the overall mean
value based on school rankings there are no differences
between urban and rural schools. Teachers in urban and
rural areas respectively rank well in using FROG-VLE
applications in the process of T&L in their schools. In
accordance with the National Education Policy that is to
ensure that the smart school can closed the digital gap
between city schools and schools in rural areas.
4
RESEARCH ARTICLE
Mean
No Teachers Readiness Questions Value
Does the administrator directs you to
1 3.95
increase the use of FROG VLE at school?
I use FROG VLE application in the
2 Teaching and Learning at least 30 3.42
minutes a week.
I give assignments to students using
3 3.33
FROG VLE.
I received student assignments feedback
4 3.27
through FROG VLE.
I am proficient in using Microsoft Office
5 3.58
to build T&Lmaterials in Frog VLE.
I build learning materials in the FROG
6 3.35
VLE application.
I share T&L materials in FROG VLE
7 3.43
application.
I am convinced that the use of the FROG
8 VLE application should be extending to 3.73
parents and care takers.
The use of FROG VLE facilitates my job
9 3.51
in the Teaching and Learning.
The use of FROG VLE helps to achieve
10 3.51
my learning objectives.
11 FROG VLE application is user friendly. 3.46
I use FROG VLE in T&L because I am
12 3.24
skilled to use it.
The VLE application gives me a choice
13 3.63
to diversify teaching techniques.
Mean Average 3.49
5. CONCLUSIONS
In conclusion, researcher has managed to see the
level of readiness of the Islamic education teachers in the
district of Muar in using FROG VLE as a tool of T&L in
schools. Researcher found that the level of readiness of
Islamic education teachers in the district of Muar is in a
high level when in implementing FROG VLE applications
in their T&L process in school. The readiness of the
teacher in executing FROG VLE showed the level of
understanding of the technology as well as the teacher's
ability in handling the application. The teacher is said to
have high readiness in using technology in education if
they are able to translate the knowledge and skills that they
have to handle FROG VLE applications with confidence.
To ensure that all teachers are able to use FROG-VLE
View publication stats
Adv. Sci. Lett. X, XXXXXX, 2016
applications, the complete ICT's infrastructure such as
computer lab facilities, internet, appropriate software and
ICT's equipment must be provided in schools.. If all these
factors can be identified and improved, our nation
certainly is able to produce students who have creative
thinking and competitive.
ACKNOWLEDGMENTS
This work was supported in part by RSGS under
Grant No. U226
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