1. Tahap penguasaan
kemahiran RBT
(pengaturcaraan)
sangat rendah di
kalangan murid.
Pembuktian
1. Murid yang baru mempelajari konsep pengaturcaraan akan mengalami
kesukaran dan akhirnya mengundang kecewa untuk menguasainya.
(Bati,2015)
2. Many beginner students across the globe fail their first programming
course. (Bati,2015)
3. Murid di Malaysia masih belum menguasai bidang STEM dengan baik.
(Nithia et al, 2015)
4. Learning different syntax of programming tools may be difficult for
students, especially at their young age. (Gary et al, 2015)
5. Technical skills such as computer literacy (ICT) are also very important
in the T&F of robotic programming topics. In this light, low ICT skills
cause T&F programming to be disrupted and more time-consuming.
According to teachers, students’ skills, such as computational thinking
skills, are still low. (Mazlan et al, 2021)
Akibat
1. Murid sukar menguasai konsep pengaturcaraan sekiranya
mereka tidak mempunyai pengetahuan sedia ada
berkaitan pengaturcaraan. (Xinogalos,2016)
2. New programming students (also known as novices)
commence their course with subdued motivation, often
the result of misinformation from their seniors, and their
frustration increases when they struggle with program
concepts and laboratory activities. (Bati,2015)
3. The primary students may need to be more reliant to their
parents and self-knowledge in coding. (Gary et al, 2015)
4. Debugging can be another issue where students cannot
comprehend. Due to their lack of programming
experience, many programming students find debugging to
be challenging. When the scale of programs grows, the
difficulty of debugging can increase. (Gary et al, 2015)
5. The difficulties students experience at the different levels
of Bloom‘s taxonomy‘s cognitive domains, apart from the
programming language used. (Renumol et al, 2010)
Guru Pelajar Fasiliti
KURANG
PENGETAHUAN
- Silibus baru: Tiada
taklimat/ kursus
khas dari
PPD/JPN/Sekolah
TIADA
KEMAHIRAN –
Tiada latihan
hands-on dari
PPD/JPN
SIKAP
Tidak
bermotivasi
Punca / Faktor
(Latent variable)
Konstruk
(Measured variable)
Punca yang menyumbang kepada tahap penguasaan
pengaturcaraan yang rendah di kalangan murid.
OUTCOME: MENENTUKAN LATIHAN KEMAHIRAN PENGATURCARAAN YANG SESUAI KEPADA GURU-GURU RBT SEKOLAH RENDAH

2. 1. Most elementary school teachers have not
been trained in the content and pedagogy of CS
(Ng, 2017)
2. The lacking subject knowledge of teachers,
which is mentioned even more often by primary
school teachers than secondary school teachers
(Sentence & Csizmadia, 2017)
3. Lacking training, teachers face emotional and
knowledge barriers. (Mason & Rich,2019)
4. (Hubwieser et al., 2011) describes that the
educators in the field of computational faces
lack of knowledge and motivation in teaching.
5. The education of primary school teachers who
usually teach several subjects without
specialising on one particularly has been
reported to be insufficient. This might be
explained by primary school teachers covering
several subjects, while secondary school
teachers focus on fewer subjects in which they
receive more in-depth training (Rich et al,
2019).
1. Affective issues of teachers. Interestingly, as for
cognitive issues, teacher training should both
address content knowledge and affective factors
such as attitudes, motivation and confidence.
2. This might be explained by well-informed
teachers being confident: “[...] an expert came to
talk to the staff about ‘Scratch’ and showed us
how to do a variety of things. This certainly
helped boost the confidence of the less
technology literate members of staff.”
3. Scratch courses at university can reduce fears of
contact through self-experience and also convey
the competencies that are relevant for their
future teaching practice. (Luisa et al, 2021)
4. Teacher motivation needed to influence
students’ enthusiasm to learn and help teachers
to become effective teachers while monitor
student learning (Nor Masharah, Muhammad
Modi, & Sulaiman, 2017).
5. Teachers’ attitude and belief are interrelated with
other skills and knowledge that are important in
developing a competency framework (Margaritis
et al., 2015; Yu, Luo, Sun, & Strobel, 2012) which
can help efforts to produce competent teachers
many important fields.
1. As part of the education improvement plan,
programming has been included in the Design and
Technology (RBT) subject for Year 5. However, the
teaching and learning of these skills are still given
less attention due to challenges, such as teachers’
lack of knowledge and skills (Ling et al., 2017).
2. Technical skills such as computer literacy (ICT) are
also very important in the T&F of robotic
programming topics. In this light, low ICT skills
cause T&F programming to be disrupted and more
time-consuming. (Mazlan et al,2021)
3. The programming software is newly adopted and
many teachers had no idea how to use it.
(Abdessamad,2022)
4. Most teachers (77.2%) reported their inability to
teach coding for various reasons; the main reasons
for that were: the fact they were not trained to use
it yet (52% were not trained yet, 26.7% were self-
trained, and 21.3% were trained by the ministry).
(Abdessamad,2022)
5. Pre-service teachers need practice, not only
mastering new technological skills but also
teaching skills and concepts to others — ideally to
children (Ertmer & Ottenbreit-Leftwich, 2010)
PENGETAHUAN
PENGATURCARAAN
SIKAP TERHADAP
PENGATURCARAAN
KEMAHIRAN
PENGATURCARAAN
Dengan pembuktian
kajian terdahulu (LR) Guru

3. Kriteria terbaik
Guru RBT
Pengetahuan
Kemahiran
Sikap
Guru
RBT
Pengetahuan
Kemahiran
Sikap
P1
S1
P3
K1
K2
K3
P2
S2
S3
LANGKAH 2 : PEMBENTUKAN KERANGKA KONSEP KAJIAN

4. Objektif Persoalan Pendekatan Analisis
Menentukan kriteria-kriteria terbaik
bagi guru RBT dari aspek
Pengetahuan.
Apakah bidang pengetahuan yang
perlu dikuasai oleh guru RBT sekolah
rendah?
Kuantitatif
- Soal – selidik
Analisis Deskriptif
- Min, Std-Dev
Analisis Regrasi
Menentukan kriteria-kriteria terbaik
bagi guru RBT dari aspek
Kemahiran
Apakah kemahiran-kemahiran
terbaik yang perlu dikuasai oleh
seorang guru RBT sekolah rendah?
Kuantitatif
- Soal – selidik
Analisis Deskriptif
- Min, Std-Dev
Analisis Regrasi
Mengenalpasti sikap guru RBT di
sekolah rendah.
Apakah sikapterbaik yang perlu ada
pada guru-guru RBT sekolah
rendah?
Kuantitatif
- Soal – selidik
Analisis Deskriptif
- Min, Std-Dev
Analisis Regrasi
LANGKAH 3 : PEMBANGUNAN JADUAL RINGKASAN KAJIAN

5. LANGKAH 4 : PEMBENTUKAN KERANGKA OPERASI KAJIAN
Soal
Selidik
Kriteria-kriteria
terbaik yang
diperlukan oleh
guru RBT sekolah
rendah
Sampel
1. Guru-guru
RBT sekolah
rendah
Verifying the essential skill
needed by RBT teachers
Persoalan Kajian 1
Persoalan Kajian 2
Persoalan Kajian 3
Analisis Data Sebenar
Analisi Deskriptif
1. Analisis : Skor Min
2. Dapatan: Senarai kriteria-
kriteria guru RBT
Analisi Inferensi
1. Analisis : Ujian Regrasi
2. Dapatan : Kriteria terbaik guru
RBT
Rumusan Analisis Kajian
Fasa Penentuan Faktor
Fasa Analisis Data
( Kuantitatif)
Kajian Literatur
(Teori & Model)
Pengetahuan
Kemahiran
SIkap
GURU
RBT
Fasa Perbincangan