The readiness of IR4.0: Morality and technology integration among mathematics teachers

Hutkemri Zulnaidi; Nofouz Mafarja; Enny Oktavika; Hutkemri Zulnaidi; Nofouz Mafarja; Enny Oktavika

doi:10.3934/steme.2024001

STEM Education

2024, Volume 4, Issue 1: 1-19. doi: 10.3934/steme.2024001

Previous Article Next Article

Research article

The readiness of IR4.0: Morality and technology integration among mathematics teachers

1.
Department of Mathematics and Science Education, Faculty of Education, University of Malaya, 50603 Kuala Lumpur, Malaysia; hutkemri@um.edu.my
2.
Department of Professional Education and Postgraduate, Faculty of Technical and Vocational Education, Universiti Tun Hussain Onn Malaysia, 86400 Johor, Malaysia; nofouz@uthm.edu.my
3.
MTsN 2 Rokan Hulu, Riau, Indonesia; ennyoktavika1984@gmail.com

Academic Editor: Suhua Wang

Received: 18 November 2023 Revised: 27 December 2023 Accepted: 08 January 2024 Published: 11 January 2024

The rapid advancement of technology in the era of the Fourth Industrial Revolution presents both opportunities and challenges for education, particularly in the field of mathematics. As teachers incorporate technology into their instructional practices, it is crucial to examine the role of morality in shaping their approach and the subsequent impact on readiness to face the demands of this transformative era. This study investigates the effect of morality as a mediator between teachers' use of technology in mathematics education and readiness for the Fourth Industrial Revolution. The study adopted a quantitative research design, involving a sample of mathematics teachers from Malaysia and Indonesia. The findings found that the impact of technology use on the readiness for IR4.0 among mathematics teachers in Indonesia and Malaysia was found not statistically significant, but it significantly influences morality, suggesting that morality full mediates the relationship between technology use and readiness among mathematics teachers in Indonesia and Malaysia. This study contributes to understanding of how technology integration and moral values intersect in preparing mathematics teachers for the readiness of IR4.0. These insights can inform the development of effective strategies, policies, and interventions to equip teachers with the necessary skills and ethical frameworks to thrive in the digital age.
- morality,
- technology integration,
- mathematics teachers,
- Fourth Industrial Revolution,
- readiness
Citation: Hutkemri Zulnaidi, Nofouz Mafarja, Enny Oktavika. The readiness of IR4.0: Morality and technology integration among mathematics teachers[J]. STEM Education, 2024, 4(1): 1-19. doi: 10.3934/steme.2024001

Related Papers:

Abstract

The rapid advancement of technology in the era of the Fourth Industrial Revolution presents both opportunities and challenges for education, particularly in the field of mathematics. As teachers incorporate technology into their instructional practices, it is crucial to examine the role of morality in shaping their approach and the subsequent impact on readiness to face the demands of this transformative era. This study investigates the effect of morality as a mediator between teachers' use of technology in mathematics education and readiness for the Fourth Industrial Revolution. The study adopted a quantitative research design, involving a sample of mathematics teachers from Malaysia and Indonesia. The findings found that the impact of technology use on the readiness for IR4.0 among mathematics teachers in Indonesia and Malaysia was found not statistically significant, but it significantly influences morality, suggesting that morality full mediates the relationship between technology use and readiness among mathematics teachers in Indonesia and Malaysia. This study contributes to understanding of how technology integration and moral values intersect in preparing mathematics teachers for the readiness of IR4.0. These insights can inform the development of effective strategies, policies, and interventions to equip teachers with the necessary skills and ethical frameworks to thrive in the digital age.

References

[1]	Higgins, K., Huscroft-D'Angelo, J. and Crawford, L., Effects of Technology in Mathematics on Achievement, Motivation, and Attitude: A Meta-Analysis. Journal of Educational Computing Research, 2019, 57(2): 283–319. https://doi.org/10.1177/0735633117748416 doi: 10.1177/0735633117748416
[2]	Bai H., Pan W., Hirumi A., and Kebritchi M., Assessing the effectiveness of a 3-D instructional game on improving mathematics achievement and motivation of middle school students. British Journal of Educational Technology, 2012, 43: 993–1003. https://doi:10.1111/j.1467-8535.2011.01269.x. doi: 10.1111/j.1467-8535.2011.01269.x
[3]	Mertala, P., Teachers' beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research. Computers in Human Behavior, 2019,101: 334–349. https://doi.org/10.1016/j.chb.2019.08.003 doi: 10.1016/j.chb.2019.08.003
[4]	Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S.V., Giannoutsou, N., Cachia, R., et al., Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review. Education and information technologies, 2023, 28(6): 6695–6726. https://doi.org/10.1007/s10639-022-11431-8
[5]	Hennessy, S. and Dunham, P., Equity Issues Affecting Mathematics Learning Using ICT. Research in Mathematics Education, 2002, 4(1): 145–165. https://doi:10.1080/14794800008520107. doi: 10.1080/14794800008520107
[6]	Layco, E.P., Mathematics Education 4.0: Teachers' Competence and Skills' Readiness in Facing the Impact of Industry 4.0 on Education. Journal of Positive School Psychology, 2022, 6(2): 1233-1259.
[7]	Saal, P.E. and Graham, M.A., Comparing the Use of Educational Technology in Mathematics Education between South African and German Schools. Sustainability, 2023, 15(6): 4798-4798. https://doi.org/10.3390/su15064798 doi: 10.3390/su15064798
[8]	Hwang, S., Flavin, E. and Lee, J.E., Exploring research trends of technology use in mathematics education: A scoping review using topic modeling. Educ Inf Technol, 2023, 28: 10753–10780. https://doi.org/10.1007/s10639-023-11603-0 doi: 10.1007/s10639-023-11603-0
[9]	Cullen, C.J. and Hertel, J.T., Improving our Criticism of Technology in Mathematics Education. Mathematics Teacher: Learning and Teaching PK–12, 2023,116(5): 314-321. https://doi.org/10.5951/MTLT.2023.0004 doi: 10.5951/MTLT.2023.0004
[10]	Naidoo, J., Technology-Based Pedagogy for Mathematics Education in South Africa: Sustainable Development of Mathematics Education Post COVID-19. Sustainability, 2022, 14(17): 10735-10735. https://doi.org/10.3390/su141710735 doi: 10.3390/su141710735
[11]	Nurlaili, D.A., Ananda, A., Wahyuni, Y., Gistituati, N. and Rusdinal, Comparison of Mathematics Learning Curriculum in Singapore, Japan, Malaysia, and Indonesia. International journal of research publications, 2022,103(1): 168-178. https://doi:10.47119/IJRP1001031620223398" target="_blank">10.47119/IJRP1001031620223398">https://doi:10.47119/IJRP1001031620223398
[12]	Jin, S.J., Abdullah, A.H., Mokhtar, M. and Abdul Kohar, U.H., The Potential of Big Data Application in Mathematics Education in Malaysia. Sustainability, 2022, 14 (21): 13725-13725. https://doi.org/10.3390/su142113725 doi: 10.3390/su142113725
[13]	Prabowo, A., Suparman, S., Li, C.S., Janan, D. and Damayanti, T.D., The effect of reading literacy to mathematics comprehension of elementary school students in Indonesia and Malaysia. International Journal of Evaluation and Research in Education (IJERE), 2023, 12(1): 546-554. http://doi.org/10.11591/ijere.v12i1.25714 doi: 10.11591/ijere.v12i1.25714
[14]	Eseryel, D., Law, V., Ifenthaler, D., Ge, X. and Miller, R., An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Journal of Educational Technology & Society, 2014, 17(1): 42–53.
[15]	Al-Abdullatif, A.M. and Gameil, A.A., The Effect of Digital Technology Integration on Students' Academic Performance through Project-Based Learning in an E-learning Environment. International Journal of Emerging Technologies in Learning (iJET), 2021, 16(11): 189–210. https://doi.org/10.3991/ijet.v16i11.19421 doi: 10.3991/ijet.v16i11.19421
[16]	Young, J., Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research. Educational Research Review, 2017, 22: 19–33. https://doi.org/10.1016/j.edurev.2017.07.001 doi: 10.1016/j.edurev.2017.07.001
[17]	Roy, S., Nakshatri, N.S. and Goldwasser, D., Towards Few-Shot Identification of Morality Frames using In-Context Learnin. arXiv preprint arXiv: 2302.02029, 2023.
[18]	Wernaart, B., Developing a roadmap for the moral programming of smart technology. Technology in Society, 2021, 64: 101466. https://doi:10.1016/j.techsoc.2020.101466 doi: 10.1016/j.techsoc.2020.101466
[19]	Qian, M., Laguardia, J. and Qian, D., Morality Beyond the Lines: Detecting Moral Sentiment Using AI-Generated Synthetic Context. In: Degen, H., Ntoa, S. (eds) Artificial Intelligence in HCI. HCII 2021. Lecture Notes in Computer Science, 2021, 12797: 84-94. Springer, Cham. https://doi.org/10.1007/978-3-030-77772-2_6
[20]	Inutsuka, Y., A Moral Ground for Technology: Heidegger, Postphenomenology, and Watsuji. In: Lennerfors, T., Murata, K. (eds) Tetsugaku Companion to Japanese Ethics and Technology. Tetsugaku Companions to Japanese Philosophy, 2019, 1. Springer, Cham. https://doi.org/10.1007/978-3-319-59027-1_3
[21]	Noorman, M., Computing and moral responsibility. Stanford Encyclopedia of Philosophy, 2018.
[22]	Xia, L., Semirumi, D.T. and Rezaei, R., A thorough examination of smart city applications: Exploring challenges and solutions throughout the life cycle with emphasis on safeguarding citizen privacy. Sustainable Cities and Society, 2023, 98: 104771.
[23]	Hiep, P.M., Tien, N.H., Dana, L.P., Kuc, B.R., Van Tien, N. and Ha, V.X., Enhancing social responsibility and sustainability in real estate industry. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2021, 12(14): 4999–5013.
[24]	Maass, K., Geiger, V., Ariza, M.R. and Goos, M., The role of mathematics in interdisciplinary STEM education. Zdm, 2019, 51: 869–884.
[25]	Kılıç, P., Ahlakındinitemeli. (The religious basis of morality) (7^th Edition), Ankara: Türkiye Diyanet Vakfı Yayınları, 2012.
[26]	Forlini, S., Technology and Morality: The Stuff of Steampunk. Neo-Victorian Studies, 2010, 3(1): 72–98.
[27]	Kim, S., Baek, T. and Childs, M.L., Green Message Framing Effects on Social Media Engagement: Moderating Role of Morality Traits. International Textile and Apparel Association Annual Conference Proceedings, 2022, 78(1). https://doi.org/10.31274/itaa.13389 doi: 10.31274/itaa.13389
[28]	Lim, G.W., Mediating Role of Perceived Critical Selection and Moderating Role of Perceived Performance in the Relationship between Perceived Morality and Spectating Intention in the Future: National Team Selection of School Violence Perpetrator. Han'gug seu'pocheu san'eob gyeong'yeong haghoeji, 2022, 27 (6): 37–54.
[29]	Huber, S., Sattler, S. and Guido, M., Mechanisms of Perceived Social Norms: The Mediating and Moderating Role of Morality and Outcome Expectations on Prescription Drug Misuse in the Working Population. Deviant Behavior, 2023, 44(3): 359–380. https://doi.org/10.1080/01639625.2022.2046981 doi: 10.1080/01639625.2022.2046981
[30]	Marlina, L., Maifizar, A., Rahmadani, I., Maulina, R., Rahmazaniati, L., Husen, T.I., et al., The Role of Mediating Leadership Morality on the Influence of Organizational Culture on the Internal Control System. Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020), 2021,293–299. https://doi/10.2991/assehr.k.210312.047
[31]	McPherson, A., Mackay, L., Kunkel, J. and Duncan, S., Physical activity, cognition and academic performance: an analysis of mediating and confounding relationships in primary school children. BMC public health, 2018, 18: 1–9.
[32]	Panisoara, I.O., Lazar, I., Panisoara, G., Chirca, R. and Ursu, A.S., Motivation and continuance intention towards online instruction among teachers during the COVID-19 pandemic: The mediating effect of burnout and technostress. International Journal of Environmental Research and Public Health, 2020, 17(21): 8002.
[33]	Sarbini, Challenging Ethics and Moral Education in The Age of Technology Among Student in Bandung. Edukasi Islami: Jurnal Pendidikan Islam, 2023, 12(3): 1837–1850. https://doi/10.30868/ei.v12i03.4215
[34]	Huda, M., Siregar, M., Ramlan, K.S.M., Teh, H.S., Jamsari, E.A., Rahman, S.K.A., et al., From live interaction to virtual interaction: Addressing moral engagement in the digital era. Journal of Theoretical and Applied Information Technology, 2017, 95(19): 4964–4972.
[35]	Fakhrunisa, F., Comparing mathematics teachers' technological pedagogical knowledge (TPK) and their readiness in organizing online learning. Journal of Physics: Conference Series, 2021, 1806(1): 012074. https://doi/10.1088/1742-6596/1806/1/012074 doi: 10.1088/1742-6596/1806/1/012074
[36]	Zulkipli, N.H. and Musa, M., Education 4.0: An Analysis of Teachers‟ Attitude towards the Use of Technology in Teaching Mathematics. International Journal of Information and Education Technology, 2022, 12(7): 609–614. https://doi/10.18178/ijiet.2022.12.7.1660 doi: 10.18178/ijiet.2022.12.7.1660
[37]	Faizah, H. and Sugandi, E., Analysis of The Elementary School Teachers' Ability to Use Technology on The Mathematics Online Learning. Indonesian journal of science and mathematics education, 2022, 5(1): 86–95. https://doi.org/10.24042/ijsme.v5i1.11021 doi: 10.24042/ijsme.v5i1.11021
[38]	Juarez, M.J.A., Marasigan, N.V., Natanauan, S.A.P. and Trinidad, G.M., Readiness in Mathematics Flipped Classroom of Filipino Secondary School Teachers. International Economic Review, 2018, 1(2): 95–103. https://doi.org/10.30560/ier.v1n2p95 doi: 10.30560/ier.v1n2p95
[39]	Aliyu, J., Osman, S., Daud, M.F. and Kumar, J.A., Mathematics Teachers' Pedagogy through Technology: A Systematic Literature Review. International Journal of Learning, Teaching and Educational Research, 2021, 20(1): 323–341. https://doi.org/10.26803/ijlter.20.1.18
[40]	Rosmiati, R., Sembiring, B., Rahim, A., Pudjaningsih, W. and Hutabarat, Z.S., How is the Readiness of Students to Become Teachers in the Industrial Revolution Era 4.0? Jurnal kependidikan, 2022, 8(4): 831–831. https://doi.org/10.33394/jk.v8i4.6248
[41]	Nurjanah, I., Ana, A. and Masek, A., Systematic Literature Review: Work readiness of vocational high school graduates in facing the industrial 4.0 era. Jurnal Pendidikan Teknologi dan Kejuruan, 2022, 28(2): 139–153. https://doi.org/10.21831/jptk.v28i2.48552 doi: 10.21831/jptk.v28i2.48552
[42]	Tanjung, B.N. and Elfrianto, The Effects of Academic Experience, Organizational Commitment and Motivation on Work Readiness in the Era of the Industrial Revolution 4.0. Webology, 2022, 19(1): 2695–2707. https://doi/10.14704/WEB/V19I1/WEB19179
[43]	Sumiwi, A.R.E., Prabowo, Y.S., Sembodo, J., Putri, A.S. and Prasetyo, E., The Church's Readiness for the Industrial Revolution 4.0. Proceedings of the International Conference on Theology, Humanities, and Christian Education (ICONTHCE 2021), 2022,699: 160–163. https://doi/10.2991/assehr.k.220702.037
[44]	Octavia, V., The Levels of Student Readiness in Facing the World of Work in the 4.0 Industrial Revolution Era. Jurnal Pembangunan Sosial, 2022, 5(1): 87–98. https://doi.org/10.15575/jt.v5i1.16074 doi: 10.15575/jt.v5i1.16074
[45]	Maryanti, N., Rohana, R. and Kristiawan, M., The principal's strategy in preparing students ready to face the industrial revolution 4.0. International Journal of Educational Review, 2020, 2(1): 54–69.
[46]	Creswell, J.W. and Creswell, J.D., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, Sage, Los Angeles, 2018.
[47]	Kline, R.B., Principles and practice of structural equation modeling (2^nd ed.), Guilford Press, 2005.
[48]	Awang, Z., A Handbook on SEM Structural Equation Modelling: SEM Using AMOS Graphic (5^th ed.), Kota Baru: Universiti Teknologi Mara Kelantan, 2012.
[49]	Verbeek, P.P., Materializing Morality: Design Ethics and Technological Mediation. Science, Technology, & Human Values, 2006, 31(3): 361–380. https://doi.org/10.1177/0162243905285847
[50]	Muntersbjorn, M., Morality and Mathematics. In: Larvor, B. (eds) Mathematical Cultures: The London Meeting 2012-2014, 2016,387-108. https://doi.org/10.1007/978-3-319-28582-5_22

Author's biography Assoc. Prof. Dr. Hutkemri Zulnaidi is an Associate Professor at the Department of Mathematics and Science Education, Faculty of Education, University of Malaya. He is specializing in mathematics education, technology in education, problem solving, assessment and measurement, statistics and quantitative research method. He is presently involved in several research projects on industrial revolution 4.0, lifelong learning, teaching innovation, learning support, burnout, soft skill, and teaching practices. He is also actively involved in research workshops statistical data analysis (SPSS, AMOS and Smart-PLS) and Research Methodology. He can be contacted at email: hutkemri@um.edu.my; Dr. Nofouz Mafarja is a Post Doctoral Follow at the Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia. She specializing in Physics education, technology in education, problem solving, academic self-concept, attitude learning physics and reading comprehension in science, assessment and measurement, statistics and quantitative research method. Her research focuses on STEM education, scaffolding in education, collaborative learning, word problem solving in physics, critical thinking skills. She can be contacted at email: nofouz@uthm.edu.my; Enny Oktavika is a seasoned educator with a rich background in mathematics education. With a distinguished career spanning over 16 years, Enny has established herself as a dedicated and passionate teacher. Her journey in education has been defined by a commitment to fostering a love for mathematics among students and creating innovative teaching approaches to inspire learning. She can be contacted at email: ennyoktavika1984@gmail.com

Reader Comments

Your name:*

Email:*
© 2024 the Author(s), licensee AIMS Press. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0)