CONTRIBUTION OF THE TPACK MODEL TOWARD TEACHING CREATIVITY AMONG ARABIC LANGUAGE INSTRUCTORS IN MALAYSIA

The aim of this study was to contribution of the Tpack model toward teaching creativity among Arabic language instructors in Malaysia. The sample of this study involved 530 Arabic language teachers based on a population of 7,309. A quantitative approach and random sampling were preferred for data collection purposes. Data were analyzed using the Statistical Package for Social Science (SPSS) Vol. 21. While a regression test was conducted to identify the contribution of the Tpack model to Arabic instructors’ creativity. The outcomes of this study indicated that four main factors contribute to the creativity of teaching Arabic teachers in Malaysia. To further enhance creativity in teaching Arabic, it can be concluded from this study that Arabic language teachers in Malaysia need to concentrate on the four elements listed above. Because it is the primary driver of the creativity of Arabic language instructors in Malaysia, the emphasis on these four knowledge areas, particularly Pedagogical Knowledge, needs special attention.


Introduction
The Malaysian Education Development Plan (2013 -2025) has outlined its main goal to emphasize the production of creative and innovative students.This emphasis is in line with the importance of creativity in the PdP process (Mohsin & Alias, 2013;Niu & Stranberg, 2006;Soh, 2000;Storm & Storm, 2002).
The issue is evident when numerous studies highlight the critical role that the teaching and learning process plays in developing strong student personalities (Rusdi, 2017;Othman et al., 2020;KPM, 2016;Zaid et al., 2020).With time, this need has grown more critical, especially in the present, which emphasizes the importance of creativity in education (Hennessey & Amabile, 2010;Molly, 2015;Soon, 2011).
These preparations and challenges need to be handled well by Arabic teachers to ensure that the teaching and learning process that takes place succeeds in achieving the wishes that have been enacted by the government.In retrospect, Arabic is one of the most difficult subjects for students to master (Azman & Goh 2010;Zaini et al., 2019).

Problem Statement
When applying the present PdP approach, traditional and one-way Arabic language education techniques are still recommended.The approach and its sole emphasis on memorizing are out of date.The learning environment is sluggish and monotonous because of the teacher's propensity to teach without considering the students' skills and interests.According to the report, a lack of innovative teaching strategies during PdP is to blame for the students' limited Arabic proficiency.(Azani, 2012).This phenomenon is associated with low student motivation and negative perception of the Arabic language (Ahmad Shafiq et al., 2017;Faizuddin et al., 2016;Zamri et al., 2014;Ashinida, 2013).Creativity in teaching and learning as well as the selection of good teaching techniques and activities can ensure that learning runs smoothly and make it easier for students to understand the content of the lessons delivered (Azani et al., 2012;Martiny et al., 2017).
Teachers must drive this shift because numerous studies have revealed that the majority of students react negatively to the Arabic language.They have no interest in learning this language because they believe it to be challenging.Additionally, students disregard these studies as being useless and even having no practical worth, and they struggle to learn basic Arabic language abilities (Hassan Basri, 2005;Muhammad Azhar, 2005;Rusni Abdul Latif, 2007).Concerning that, Sternberg (2006) claimed that a creative teacher will serve as an example for pupils to follow to develop creative thinking.

Literature Review
Almost all studies conducted in Malaysia prove the existence of the need for teachers to master and implement creativity in the teaching and learning process (Azani et al., 2012;Balakrishnan, 2002;Chua, 2011;Martiny et al., 2017;Shafiq et al., 2017;Tamuri et al., 2004).The need to master and implement this creativity is not only limited in Malaysia but also throughout the world.Many studies have been done proving that teachers need to master and implement creativity in the teaching and learning process.Many studies both domestic and foreign have discussed this matter (Chamorro and Richenbacher, 2008;Chumo, 2014;Diamantes, 2007;Hyde & Thomas, 2005;Maybien & Swan, 2007;Niu & Stranberg, 2006;Park, 2011Park, , 2012;;Rusdi, 2020;Robert, 2006;Sabelius, 2002;Storm & Storm, 2002).

Tpack Model
This model was chosen based on its suitability to assess the teaching competence of teachers.The TPACK model has also been developed for the field of teacher education for the integration of technology in teaching based on the content of the subjects taught (Mishra and Koehler, 2006).For this study, the TPACK (Technological Pedagogical Content Knowledge) model is used as the main basis to identify the contribution of this model toward teaching creativity among Arabic language instructors in Malaysia.
As reported by Mishra and Koehler (2006)

Research Design
This study employs a quantitative survey based on a questionnaire to identify the contribution of the TPACK model to the creativity of teaching Arabic teachers in Malaysia.

Research Population and Location
The study's geographic scope includes all of Malaysia, which consists of 14 states and is organized into five primary zones, including Sabah and Sarawak in East Malaysia and the northern, southern, central, and eastern zones.Although there are 7,309 Arabic language teachers working in national primary schools across Malaysia (KPM, 2013).

Research Sample
The total sample of this study is 530 people.The study sample was divided into pre-determined zones, namely the eastern, central, northern, southern, and East Malaysia zones.

Research Instruments
The instrument used is a questionnaire based on the TPACK model that has been introduced by Mishra and Koehler ( 2006), Schmidt (2010), and a questionnaire that has been developed by Hosseini (2012).While the teacher's teaching creativity questionnaire is based on the questionnaire proposed by Amabile (1992) and Stranberg (2006Stranberg ( , 2010)).

Findings
This section reports the analysis results based on established procedures.
The analysis of the findings is based on the discussion of the contribution of the TPACK model toward teaching creativity among Arabic instructors in Malaysia.

The contribution of the TPACK model toward creativity among Arabic instructors in Malaysia
Multiple regression tests are performed to identify whether there is a contribution of the independent variable to the dependent variable.To perform a regression test, various criteria must be met.Among the things that need to be paid attention to is that normality, linearity, and homoscedasticity distribution tests are carried out.Tests and checks are performed to show that the data distribution is appropriate and can be used for multiple regression analysis.Checking is also done on multicollinearity by using Pearson correlation (r) and reference to variance inflation and tolerance values (Hair et al., 1998).

Discussion
According to the findings of this study, creativity is an important aspect that needs to be taken into account in implementing the teaching and learning process so that the process can generate significant changes as in the ideas that have been set by the educational goals.As a result, an Arabic language instructor must play a role in a student's education by helping them grow and achieve their potential.In addition to enhancing the current educational system, the dynamism of the teaching process built on creativity is crucial for developing competent students (Abdullah & Ainon, 2006).
Overall, the current study found that the Arabic language instructors' creativity can be improved by focusing on the 4 basic knowledge found in the TPACK  At the same time, more focus should be given to pedagogical knowledge as the main contributor to the creativity of teachers' teaching.A mastery of PK and the other three factors can ensure that teaching is more creative and will certainly have a positive impact on the teaching and learning process carried out by teachers.

Conclusion
The results of this study demonstrated the contribution of the TPACK model toward teaching creativity among Arabic instructors in Malaysia.The study explained that to improve teaching creativity among Arabic instructors, there is a need to focus on the previously explained elements.In light of that, Arabic language teachers must get ready to learn the components of the suggested approach.The modern shifts in teaching and learning methods must also be dealt with by Arabic language teachers.The ability to adapt to the quick changes occurring in the education sector is a critical quality.Teachers should be capable of adapting to , this methodology emphasizes three key elements: pedagogical knowledge, content knowledge, and technological pedagogy.Four key knowledge components-Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPCK)-are produced as a result of the interplay of the TPACK components (AACTE, 2008).

Figure 1
Figure1below illustrates and explains this explanation.
model, namely pedagogical knowledge, pedagogical content knowledge, technological pedagogical knowledge and technological pedagogical content knowledge.Based on this study, the researcher proposed a model that is closely related to the TPACK model on the creativity of teaching Arabic language teachers in Malaysia.The proposed model is reflected in figure 2 below.

Table 1 -
Multiple Regression Coefficients (Coefficients) Components of Technological Pedagogical Content Knowledge Towards Teaching Creativity

Table 2 -
Multiple Regression Coefficients (Excluded Variables) Components of Technological Pedagogical Content Knowledge Towards Teaching Creativity