Teachers' Perception of the Delima Platform in Mathematics Teaching in National Type Chinese Schools in Johor Bahru District

The advancement of digital education in Malaysia has accelerated the adoption of integrated learning platforms, such as the Digital Educational Learning Initiative Malaysia (DELIMa), to enhance teaching and learning, particularly in mathematics. Developed by the Ministry of Education Malaysia, DELIMa provides both educators and students with access to a wide range of digital resources, interactive content, and online tools that facilitate the integration of technology into instructional practices. The effectiveness of such platforms, however, largely depends on teachers’ perceptions, acceptance, and readiness, as they are the main facilitators of classroom instruction. This study aims to examine the levels of acceptance and readiness among mathematics teachers in using DELIMa for mathematics instruction in Chinese National Type Schools within the Johor Bahru district, as well as to determine whether these levels differ according to age. A quantitative survey design was adopted, involving 80 mathematics teachers from eight schools selected through cluster random sampling. Data were collected using a structured questionnaire based on a five-point Likert scale and analyzed using descriptive and inferential statistics with SPSS. The findings reveal that teachers display high levels of acceptance (mean = 4.113) and readiness (mean = 4.02) toward the DELIMa platform, indicating positive perceptions regarding its usability, functionality, and relevance in supporting lesson preparation, classroom management, and student assessment. Additionally, the Kruskal–Wallis test shows no significant differences in acceptance or readiness across age groups. Overall, the study demonstrates that DELIMa is positively received by teachers and holds significant potential to support effective mathematics teaching, suggesting that integrated digital platforms can play an important role in promoting interactive and student-centered learning in Malaysian primary schools.

DELIMa, mathematics teaching, teacher perception

1. Altan, B. A., Yorulmaz, A., & Karalar, H. (2024). Modelling primary school teachers’ acceptance of distance-based educational technologies: A post-pandemic perspective. Education and Information Technologies, 29, 16499–16523. [Google Scholar] [Crossref]

2. Arthur, Y. D. (2022). Mathematics teachers’ acceptance of ICT in teaching and learning: An extended technology acceptance model. Problems of Education in the 21st Century, 80(3), 408–421. [Google Scholar] [Crossref]

3. Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education. International Journal of Educational Technology in Higher Education, 18(1), 1–24. [Google Scholar] [Crossref]

4. Burke, J., & Dempsey, M. (2021). Lessons learned: The experience of teachers in Ireland during the 2020 pandemic. Maynooth University. [Google Scholar] [Crossref]

5. Chamidah, N., et al. (2020). Designing local standard growth charts of children in East Java province using a local linear estimator. International Journal of Innovation, Creativity and Change, 13(1), 45–67. [Google Scholar] [Crossref]

6. Chandru, M., & Manonmani Devi, A. (2025). Tahap pemahaman dan penggunaan aplikasi DELIMa 2.0 oleh guru dalam pengajaran dan pembelajaran tatabahasa Bahasa Tamil. Malaysian Journal of Social Sciences and Humanities, 9(1), 125–139. [Google Scholar] [Crossref]

7. Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982–1003. [Google Scholar] [Crossref]

8. Dong, Y., Wang, J., Yang, Y., & Kurup, P. M. (2020). Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base. International Journal of STEM Education, 7(1), 1–12. [Google Scholar] [Crossref]

9. Hui, H. B., & Mahmud, M. S. (2022). Teachers’ perception towards DELIMa learning platform for mathematics online teaching and learning in Sibu District. International Journal of Academic Research in Business and Social Sciences, 12(11), 1888–1908. [Google Scholar] [Crossref]

10. Ismail, M. N. (2020). Cabaran kepimpinan dalam pengurusan pembelajaran digital. Jurnal Refleksi Kepemimpinan. [Google Scholar] [Crossref]

11. Izzat, M. (2021). Pandangan dan cabaran guru terhadap pelaksanaan pembelajaran digital. Jurnal Ilmi, 11, 14–25. [Google Scholar] [Crossref]

12. König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19. European Journal of Teacher Education, 43(4), 608–622. [Google Scholar] [Crossref]

13. Li, M., Zhao, W., Lin, L., & Liu, L. (2022). Primary teachers’ beliefs and practices in technology integration: The mediating role of technological pedagogical content knowledge. Education and Information Technologies, 27, 10987–11010. [Google Scholar] [Crossref]

14. Low, W. X., & Nurfaradilla, M. N. (2024). Teachers’ perceptions of DELIMa 2.0 in teaching and learning process. International Journal of Academic Research in Progressive Education and Development, 13(4), 1731–1738. [Google Scholar] [Crossref]

15. Mat Nor, S. N. K., & Din, R. (2023). Penggunaan Google Classroom untuk meningkatkan kemahiran matematik murid sekolah rendah. Journal of Personalized Learning, 5(1), 35–42. [Google Scholar] [Crossref]

16. Kamaruddin, M. I. (2020). Perbezaan tahap pengetahuan, penggunaan, dan penerimaan guru Bahasa Melayu berdasarkan faktor umur dan pengalaman mengajar ketika mengaplikasikan persekitaran pembelajaran maya. Jurnal Pendidikan Bahasa Melayu, 10(2), 15–28. [Google Scholar] [Crossref]

17. Momani, M. A. K. A., Alharahasheh, K. A., & Alqudah, M. (2023). Digital learning in sciences education: A literature review. Cogent Education, 10(2), 1–19. [Google Scholar] [Crossref]

18. Nizam, M. S., & Rosli, R. (2021). Tahap pengetahuan guru Matematik sekolah rendah terhadap topik pecahan dan hubungannya dengan efikasi kendiri murid. Jurnal Pendidikan Matematik, 9(1), 13–26. [Google Scholar] [Crossref]

19. Othman, B. M., & Dinyati, L. (2021). Persepsi guru Pendidikan Islam terhadap penggunaan ICT dalam pengajaran dan pembelajaran. Fakulti Pendidikan, Universiti Teknologi Malaysia. [Google Scholar] [Crossref]

20. Saal, P. E., & Graham, M. A. (2023). Comparing the use of educational technology in mathematics education between South African and German schools. Sustainability, 15, Article 4798. [Google Scholar] [Crossref]

21. Saidah Muhamed, & Intan Farahana Kamsin. (2025). Teacher’s acceptance and intention to use artificial intelligence technology in teaching and learning based on the UTAUT model. International Journal of Information and Education Technology, 15(7), 1023–1030. [Google Scholar] [Crossref]

22. Saykili, A. (2024). Continuous teacher professional development in a time of digitalization and global health crisis. In Embracing technological advancements for lifelong learning (pp. 83–110). [Google Scholar] [Crossref]

23. Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers’ readiness for online teaching. Computers & Education, 165, Article 104175. [Google Scholar] [Crossref]

24. Subri, M. R., Yaakub, R., & Nudin, A. B. (2021). Pelaksanaan pengajaran guru cemerlang dalam mata pelajaran Bahasa Melayu ketika pandemik COVID-19: Satu kajian kes. PENDETA, 12, 21–32. [Google Scholar] [Crossref]

25. Suri, M., & Rachmadtullah, R. (2021). The effectiveness of the use of interactive multimedia on the initial mathematics abilities of low grade students in elementary schools. Journal of Physics: Conference Series, 1779(1), 012068. [Google Scholar] [Crossref]

26. Thian, J. L., & Mohd Matore, M. E. (2021). The use of information and communication technology in the teaching and learning of mathematics: A systematic literature review. Jurnal Pendidikan Sains dan Matematik Malaysia, 11(1), 45–59. [Google Scholar] [Crossref]

27. Yeo, S., Rutherford, T., & Campbell, T. (2022). Understanding elementary mathematics teachers’ intention to use a digital game through the technology acceptance model. Education and Information Technologies, 27, 11515–11536. [Google Scholar] [Crossref]

28. Zhu, J., Tian, S., & Wang, Z. (2023). Integration of mathematics and science in Chinese primary schools: Current situation and challenges. International Journal of Science and Mathematics Education, 21, 159–180. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study