Abstrak: Kesediaan guru matematik terhadap perubahan dalam sistem pendidikan penting dalam menentukan kejayaan dalam sesebuah pembaharuan. Walaubagaimanapun, terdapat kecenderungan guru masih mengamalkan pendekatan tradisional dan dilihat kurang berkeyakinan untuk mempelbagaikan kaedah pengajaran. Tambahan pula, literatur yang memfokuskan konsep kesediaan guru matematik untuk menghadapi cabaran juga masih terhad. Oleh itu, kajian ini mengaplikasikan pendekatan kualitatif untuk meneroka dan memahami secara menyeluruh kesediaan guru matematik dalam menerima dan melaksanakan perubahan dalam pendidikan. Mod utama pengumpulan data kajian ini adalah melalui temu bual mendalam terhadap empat orang guru cemerlang yang dipilih menggunakan pensampelan bertujuan. Satu protokol temu bual dibangunkan bagi tujuan sebagai panduan soalan yang akan diajukan kepada peserta kajian. Data kajian dianalisis secara tematik menggunakan perisian ATLAS.ti24. Dapatan kajian menunjukkan keempat-empat peserta kajian memahami dan sedar tentang kesediaan guru matematik. Namun begitu, isu dan cabaran utama aspek pedagogikal yang dikenal pasti melibatkan realiti penguasaan kemahiran mengajar. Majoriti peserta kajian berpandangan perkara-perkara yang berkaitan pedagogikal turut dipengaruhi oleh kesediaan guru matematik. Dalam hubungan ini, kesediaan guru matematik boleh ditingkatkan melalui pengetahuan dan kemahiran. Implikasi dapatan kajian ini memberi input kepada guru matematik supaya mutu dan kualiti pengajaran mereka dapat ditambah baik dari masa ke masa. Bagi pemegang taruh, perancangan dan pelaksanaan sesebuah kurikulum dapat disemak supaya menepati kehendak dan keberhasilannya sejajar dengan dasar pendidikan negara.

Kata kunci: kesediaan guru matematik; profesional; agen perubahan; pengajaran; kurikulum

Abstract: The readiness of mathematics teachers for changes in the education system is important in determining the success of a reform. However, teachers tend to stick to traditional approaches and lack confidence in diversifying their teaching methods. Furthermore, the literature that focuses on the concept of mathematics teachers' readiness to face challenges is still limited. Therefore, this study applies a qualitative approach to explore and comprehensively understand the readiness of mathematics teachers to accept and implement changes in education. This study primarily collects data through in-depth interviews with four experts teachers selected through purposive sampling. An interview protocol was developed for the purpose of guiding the questions that will be asked of the study participants. The study data were analyzed thematically using ATLAS.ti24 software. The study's findings show that all four participants understand and are aware of the readiness of mathematics teachers. Nevertheless, the main issues and challenges of the identified pedagogical aspects relate to the reality of mastery of teaching skills. The majority of study participants believe that the readiness of mathematics teachers also influences pedagogy-related issues. In this context, knowledge and skills can enhance the readiness of mathematics teachers. The study's implications offer valuable insights to mathematics teachers, enabling them to enhance the quality of their teaching over time. For stakeholders, the planning and implementation of a curriculum can be reviewed so that it meet needs and achieve alignment with national education policies.

Keywords: Mathematics teacher readiness; professionalisme; agent of change; teaching; curriculum

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