Paper • open access

Table 1. Problems in the Use of ICT 
No 
Problem 
Reviewer
Year 
1 
Lack of ICT facilities 
Sandra, Abu Bakar, Norlidah 
2013,2011 
2 
Lack of training 
Bahadur, Othman, Saidon 
2018 
3 
Frequency of use 
Johari, Fazliana 
2011 
4 
Intergration in ICT 
Md. Nor & Rashita
2011 

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JICETS 2019
Journal of Physics: Conference Series
1529 (2020) 042058
IOP Publishing
doi:10.1088/1742-6596/1529/4/042058
5
Siti & Ramlah
Vinathan
2014 
2017 
5 
Technical problem 
Zaid & Jasmy 
Yusof 
Jones 
2017 
2013 
2004 
[4] examine the factors that influence the integration of teaching technology based on the TPACK 
model among mathematics teachers. Overall, the results of the study show that the factors that 
influence the integration of teaching technology based on the TPACK model are at a moderate level. 
Researchers suggested that mathematics teachers in the Kubang Pasu district were given training on 
the use of technology so that technological skills could be enhanced and could further facilitate the 
process of integrating teaching technology based on the TPACK model so that the teaching and 
learning process of mathematics became more meaningful and able to attract interest and motivate the 
students improving performance while encouraging mathematical teachers to widen ICT usage in 
schools. 
Researcher [43] on ICT Integration In Mathematics Teaching And Learning Among Mathematics 
Teachers In Kota Tinggi District to 30 Mathematics teachers and 15 teachers in computer lab at 
secondary schools around Kota Tinggi district. The findings show that the level of ICT integration 
among Mathematics teachers in teaching and learning is low. However, the reluctance of Mathematics 
teachers to integrate ICT into teaching and learning Mathematics is not due to their internal factors but 
it is due to external factors such as inadequate ICT facilities and lack of ICT training since the level of 
study to service level . The findings of this study were supported by [7] who found that there was a 
strong relationship between teacher ICT literacy and critical thinking. However, there are still less 
skilled teachers using ICT in the 21st century teaching. The findings also show that the mean and 
percentage of literacy teacher literacy relationships with critical thinking are at a moderate level. 
Overall, ICT literacy level of mathematics teachers needs to be improved. 
The findings are partly similar to the findings conducted by [44] and [45]. The researcher found 
that the seven obstacles that existed during the integration of ICT in teaching were less confident 
teachers during integration (21.2% respondents), lack of access to resources (20.8%), lack of time to 
integrate (16.4%), lack of effective training (15.0% ), encountered technical problems while the 
software was used (13.3%), lack of individual access during the provision of teaching materials (4.9%) 
and teacher's age (1.8%). ICT equipment in computer laboratories is often damaged due to poor 
quality equipment and the use of unscrupulous students. Students who use computer labs in their 
teaching and learning process often damage the ICT equipment found in the computer lab. Among the 
frequent damage they make is removing the mouse, switching buttons on the keyboard and changing 
the setting on the computer. Damage made by a handful of irresponsible students causes the computer 
to not be used by other students. Internet disruptions occur because of incomplete and easy-to-use 
hardware such as lightning-insulating devices. Damage occurs frequently to this hardware, causing a 
damaged modem to be struck by lightning. As a result Internet disturbances will take place and take a 
while to be taken action by the contractor involved.