Teachers Perception on Implementing a Problem-Based Learning E-Module in Mathematics

COVID-19 was officially recognized as a pandemic in mid-March 2019. It has impacted on the social and economic activities of the nation, especially in the education system. To curb the spread of the coronavirus, many countries enforced restrictive measures aimed at limiting social gatherings and promoting social distancing among individuals. Schools, as well as higher education institutions, were shut down and shifted from conventional learning to electronic learning methods. It can be noted that globally, there is an increase in E-learning modules as the COVID-19 pandemic impacts. Hence, this research focuses on the perception of primary school mathematics teachers on implementing a Problem-Based Learning (PBL) E-module in mathematics classrooms. This research utilized an online questionnaire (google form) involving 52 respondents of primary school mathematics teachers from the state of Negeri Sembilan. The current research also found that the PBL approach allows students to create new insights into real-world mathematical problems. It was concluded that the E-modules were able to minimize students’ dependencies on teachers in the classroom while engaging students in electronic-based learning methods during any unpredicted situations.