Need Analysis for Developing a Problem-Based Learning E-Module in Mathematics with Integrated Global Citizenship Education
DOI:
https://doi.org/10.37934/picl.2.1.4048Keywords:
Problem-based Learning, Global Citizenship Education, global awareness, teachers’ perception, mathematicsAbstract
Global Citizenship Education is a framework designed to cultivate responsible citizens who respect values such as justice and equality, ultimately contributing to a more peaceful and sustainable world. By exposing primary school students to global issues, they can better understand critical challenges, particularly the eradication of global poverty, climate change, and peace, which can help them become more engaged global citizens. However, aspects of Global Citizenship Education are often overlooked in primary mathematics education. This study aims to evaluate mathematics teachers' perceptions of implementing a problem-based learning e-module that incorporates Global Citizenship Education into the topic of Data Handling. Additionally, it seeks to gauge the respondents’ agreement on integrating Global Citizenship Education (GCED) into the mathematics teaching and learning process. An online questionnaire (Google Form) was administered to 52 primary school mathematics teachers from the state of Negeri Sembilan. The findings indicate that 40% of the respondents were unfamiliar with Global Citizenship Education, and 70% had never incorporated it into their mathematics teaching. Nevertheless, 80% of the teachers agreed that integrating Global Citizenship Education themes into mathematics classrooms would enhance students’ global awareness and motivate them to learn mathematics. Furthermore, the study found that the Problem-Based Learning approach allows students to acquire new knowledge about real-world mathematical problems. In conclusion, there is a clear need to develop a problem-based learning e-module in mathematics that integrates Global Citizenship Education.
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