Adakah Kerangka TPACK Masih Relevan untuk Guru TVET Malaysia? Satu Analisis Konseptual

Is the TPACK Framework Still Relevant for Malaysian TVET Teachers? A Conceptual Analysis

Abstract

Malay :
Pendidikan dan Latihan Teknikal dan Vokasional (TVET) merupakan tunjang penting dalam pembangunan modal insan berkemahiran tinggi serta pemacu utama kepada pertumbuhan ekonomi negara berasaskan kemahiran. Dalam konteks Malaysia, usaha memperkukuh ekosistem TVET diperkasakan melalui pelbagai dasar nasional yang menekankan kebolehpasaran graduan, kerjasama industri, pendigitalan latihan serta pembangunan tenaga pengajar berkualiti (Kementerian Pendidikan Malaysia, 2022; UNESCO, 2021). Sehubungan itu, guru TVET perlu memiliki kompetensi profesional yang holistik bagi memastikan pengajaran dan pembelajaran kekal relevan dengan perubahan teknologi dan keperluan industri semasa. Salah satu kerangka yang sering digunakan dalam menilai keupayaan guru mengintegrasikan teknologi ialah Technological Pedagogical Content Knowledge (TPACK). Walau bagaimanapun, perkembangan pesat Revolusi Industri 4.0 (IR4.0), kecerdasan buatan (AI), automasi dan transformasi digital menimbulkan persoalan sama ada kerangka TPACK masih mencukupi dalam konteks guru TVET masa kini. Oleh itu, artikel ini bertujuan menilai semula kerelevanan kerangka TPACK melalui pendekatan analisis konseptual berasaskan sorotan literatur semasa. Dapatan menunjukkan bahawa TPACK masih signifikan sebagai asas integrasi pengetahuan kandungan, pedagogi dan teknologi. Namun demikian, kerangka ini perlu diperluas dengan memasukkan elemen kompetensi industri, literasi digital lanjutan, pedagogi berasaskan simulasi, kemahiran hijau dan kolaborasi industri. Artikel ini mencadangkan model TPACK-TVET+ sebagai kerangka yang lebih kontekstual bagi pembangunan profesional guru TVET Malaysia.

English : 

Technical and Vocational Education and Training (TVET) serve as a fundamental pillar in the development of a highly skilled workforce and act as a key driver of a skills-based national economy. In the Malaysian context, efforts to strengthen the TVET ecosystem have been intensified through various national policies that emphasize graduate employability, industry collaboration, training digitalization, and the development of high-quality educators (Ministry of Education Malaysia, 2022; UNESCO, 2021). Consequently, TVET teachers are required to possess holistic professional competencies to ensure that teaching and learning processes remain relevant and responsive to technological advancements and current industry demands. One of the most widely adopted frameworks used to assess teachers’ ability to integrate technology in teaching is the Technological Pedagogical Content Knowledge (TPACK) framework. However, the rapid advancement of Industry Revolution 4.0 (IR4.0), artificial intelligence (AI), automation, and digital transformation raise questions regarding whether the TPACK framework remains sufficient in explaining the competencies required of contemporary TVET teachers. In this regard, the current demands of TVET extend beyond mere technological integration in teaching, encompassing a broader understanding of industrial ecosystems, smart technologies, and graduate employability. Therefore, this article aims to re-evaluate the relevance of the TPACK framework through a conceptual analysis based on current literature. The findings indicate that TPACK remains significant as a foundational framework for integrating content, pedagogy, and technology. Nevertheless, the framework is found to be insufficient in addressing the complexities of contemporary TVET without further contextual expansion. Accordingly, this article proposes the TPACK-TVET+ model, which integrates elements of industry competency, advanced digital literacy, simulation-based pedagogy, green skills, and industry collaboration as a more comprehensive framework for the professional development of TVET teachers in Malaysia.