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Title:	Pengajaran ibadat dalam kalangan guru cemerlang Pendidikan Islam
Authors:	Nur Hanani Hussin (P62620)
Supervisor:	Mohd Aderi Che Noh, Prof. Madya Dr.
Keywords:	guru cemerlang Teacher effectiveness
Issue Date:	13-Apr-2015
Description:	Kajian ini bertujuan untuk meneroka pengetahuan-pengetahuan asas guru, pengetahuan kandungan pedagogi (PKP) dan faktor perkembangan PKP pengajaran ibadat Guru Cemerlang Pendidikan Islam (GCPI). Kajian ini menggunakan pendekatan kualitatif reka bentuk kajian kes. Tujuh GCPI telah dipilih dalam kajian ini berdasarkan teknik pensampelan bertujuan. Data dikumpulkan menerusi i) temu bual mendalam ii) pemerhatian pengajaran dan iii) analisis dokumen. Perisian Atlas.ti 7.1.7 digunakan untuk mengurus data kajian. Kesahan dan kebolehpercayaan kajian melibatkan triangulasi, tempoh pemerhatian yang lama (10 bulan), persetujuan peserta kajian, penelitian rakan sekerja, jejak audit, bias penyelidik dan nilai koefisien Cohen Kappa. Dapatan kajian menunjukkan komponen pengetahuan guru yang ditemui dalam kajian ini ialah (i) kepercayaan guru terhadap pengajaran (ii) pengetahuan isi kandungan, (iii) pengetahuan pedagogi, (iv) PKP (v) pengetahuan kurikulum, (vi) pengetahuan tentang murid, (vii) pengetahuan matlamat, (viii) pengetahuan konteks, (ix) pengetahuan komunikasi dan (x) pengetahuan tentang diri. Guru mengambil kira sikap, masalah dan aras pencapaian murid untuk menyampaikan kandungan pengajaran ibadat, pedagogi yang digunakan dan komunikasi guru-murid. Dapatan menunjukkan guru menggunakan tiga strategi dalam pengajaran ibadat iaitu (i) berpusatkan guru untuk mengulas mengenai konsep ibadat dan perkara abstrak, (ii) berpusatkan murid untuk langkah-langkah atau proses sesuatu ibadat dan (iii) berpusatkan bahan dengan menampilkan penggunaan TMK secara meluas, bahan maujud, modul dan peta minda. Strategi berpusatkan murid lebih mendominasi pengajaran ibadat. Seterusnya, objektif akhir ialah untuk menganalisis faktor-faktor perkembangan PKP guru. Jelasnya, terdapat dua faktor utama; faktor dalaman dan faktor luaran. Faktor dalaman melibatkan sikap guru, kemahiran, pengalaman dan sumbangan manakala faktor luaran pula berkaitan dengan jaringan, infrastruktur dan sokongan rakan guru. Dapatan kajian ini memberi implikasi terhadap (i) diwujudkan dalam bentuk model pengajaran ibadat GCPI (ii) kepercayaan guru didapati mempengaruhi tindakan guru (iii) faktor sikap guru iaitu budaya ilmu, sentiasa berusaha, tidak berkira dan bersifat sebagai dai'e memainkan peranan membentuk corak pengajaran ibadat GCPI, dan (iv) interaksi dua hala yang berlangsung semasa pengajaran memudahkan isi kandungan pengajaran ibadat disampaikan secara lebih mendalam. Akhirnya, menjadi tanggungjawab GPI, GCPI, pihak sekolah dan Kementerian Pendidikan Malaysia untuk mengambil kira implikasi-implikasi berikut dalam usaha membentuk pengajaran ibadat berkesan yang mempunyai hubungan dengan kehidupan murid.,This study aims to explore knowledge base, pedagogical content knowledge and development factors of pedagogical content knowledge in teaching Ibadat. This study used qualitative approach as the framework of the case study. Seven Excellent Islamic Education teachers were selected using a purposive sampling technique. All research data are collected through combination of in-depth interviews, teaching observation and document analysis. The findings were analyzed by using Atlas.ti 7.1.7. Validity and reliability of the study involved with triangulation, prolonged engagement (10 months), member checking, peer review, audit trail, researcher bias, and the Cohen Kappa coefficient value. Knowledge base components found in this study are, (i) teachers' belief (ii) content knowledge, (iii) pedagogical knowledge (iv) PCK (v) curriculum knowledge, (vi) knowledge about the learners, (vii) communication knowledge (viii) knowledge of the objectives, (ix) knowledge of the context and (x) knowledge about self. The teachers know students based on four key of characteristics, namely students' background, learning problems, characteristics and academic level. Teachers' knowledge about the students will encourage them to plan appropriately as well as implement an effective teaching and learning process and then choose the best way to interact with them. The finding shows that teachers applied all three approaches; (i) teacher-centered to explain on the abstract and the concepts, (ii) student-centered for the steps or process of Ibadat, (iii) and material-centered featuring extensive use of ICT, materials concrete, modules and mind maps. Above all, the student centered approach is mainly applied for Ibadat teaching. Further, the last objective is to analyze the development factors of PCK teacher. Obviously, there are two main factors; internal factors and external factors. Internal factors involve teachers' attitudes, skills, experience and contribution, while external factors are associated with the network, infrastructure and colleagues support. The findings of this study have implications in (i) suggested in the model teaching Ibadat among excellent Islamic Education teacher (ii) teachers' beliefs influenced their actions in teaching Ibadat, (iii) the most important development factor of PCK is teachers' attitude towards cultural knowledge, strive, not computationally demanding and teachers themselves act as dai'e, and (iv) two-way interaction that took place during the lesson facilitate the teaching of religious content presented in more details. Ultimately, it is the responsibility of Islamic education teachers, excellent Islamic education teachers, schools and the Ministry of Education to take into consideration on these implications as an effort to develop effective method of teaching Ibadat connected with the life of students.,Phd
Pages:	394
Call Number:	LB1025.3.N836 2015 tesis
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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