CONTRIBUTION OF THE TPACK MODEL TOWARD TEACHING CREATIVITY AMONG ARABIC LANGUAGE INSTRUCTORS IN MALAYSIA
DOI:
https://doi.org/10.18316/rcd.v15i38.11046Palabras clave:
Teaching Creativity, Arabic Language, Education, Malaysia, Teaching Creativity. Arabic Language. Education. Malaysia.Resumen
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.
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