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https://ptsldigital.ukm.my/jspui/handle/123456789/487773Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Nik Mohd. Rahimi Nik Yusof, Prof. Madya Dr. | - |
| dc.contributor.author | Nurul Hudaa Hassan (P47729) | - |
| dc.date.accessioned | 2023-10-11T09:32:27Z | - |
| dc.date.available | 2023-10-11T09:32:27Z | - |
| dc.date.issued | 2015-02-15 | - |
| dc.identifier.other | ukmvital:80634 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/487773 | - |
| dc.description | Ism al-cAdad wa al-Macdud (IAM) merupakan satu topik yang unik. Keunikan topik ini dilihat kepada konsepnya yang berbeza dengan topik-topik nahu yang lain. Ism al-cAdad wa al-Macdud (IAM) juga merupakan salah satu topik nahu yang diajarkan di sekolah menengah. Justeru, guru bahasa Arab yang mengajar topik ini memerlukan pengetahuan pedagogi isi kandungan (PPIK) yang luas dan mendalam. Oleh itu, kajian ini bertujuan untuk meneroka PPIK yang dimiliki oleh guru bahasa Arab yang berpengalaman dan bagaimana PPIK tersebut diaplikasikan dalam pengajaran IAM. Kerangka teori PPIK telah digunakan sebagai panduan bagi mencapai tujuan kajian. Seramai enam orang guru bahasa Arab yang berpengalaman dipilih sebagai peserta kajian. Kajian kualitatif ini menggunakan reka bentuk kajian kes dan memperoleh data kajian melalui temu bual, pemerhatian pengajaran dan analisis dokumen. Data temu bual secara mendalam, pemerhatian pengajaran dan analisis dokumen yang dikumpul, dianalisis menggunakan perisian QSR NVivo-8. Kaedah perbandingan secara berterusan digunakan untuk membina konsep kajian. Kesahan data dilakukan secara triangulasi pelbagai sumber data dan juga semakan rakan. Kebolehpercayaan data pula diperolehi dengan mendapatkan perakuan pakar berasaskan nilai persetujuan pekali Cohen Kappa. Secara keseluruhannya, guru bahasa Arab didapati memiliki kefahaman yang jelas tentang pengetahuan isi kandungan, pengetahuan pedagogi dan pengetahuan tentang pelajar. Guru bahasa Arab ini juga mempunyai pengetahuan tentang bagaimana topik khusus seperti IAM ini disampaikan. Mereka juga mengetahui apakah masalah yang dihadapi oleh pelajar berkait topik khusus IAM dan mempunyai pengetahuan dan kemahiran tentang cara menyelesaikan masalah dan miskonsepsi yang dihadapi oleh pelajar. Kesemua komponen PPIK guru bahasa Arab ini didapati saling lengkap-melengkapi, berintegrasi dan berkembang untuk membentuk pengalaman guru dalam pengajaran. Kajian ini juga telah menghasilkan satu cadangan Model PPIK IAM serta Formula Sifir cAdad (FSA) sebagai panduan kepada guru bahasa Arab dalam melaksanakan pengajaran dan pembelajaran IAM. Implikasi daripada dapatan kajian serta cadangan-cadangan yang dikemukakan dalam kajian ini diharap dapat dijadikan panduan untuk menambah baik program latihan ikhtisas guru bahasa Arab khususnya dalam pengajaran nahu dan kemahiran berbahasa Arab.,Ism al-cAdad wa al-Macdud (IAM) is considered a unique topic. The uniqueness of this topic is due to its concept which is different compared to other topics in Arabic grammar. Other than that, IAM is one of the Arabic grammar topics taught in secondary schools. Arabic teachers who are teaching this topic require extensive pedagogical content knowledge (PCK).Therefore, this study aimed to explore PCK of experienced teachers and how Arabic Language was applied in the teaching of IAM. The theoritical conceptual framework of PCK was used as a guide to achieve the research objectives. A total of six experienced Arabic teachers were selected as the participants in this study.This qualitative study used a case study design and data was obtained through indepth- interviews, observations and document analysis. Data collected was analyzed using QSR NVivo-8.Constant comparative method was used to build the concept of the study. Validity of the data was obtained through triangulation of multiple sources of data and peer review whilst reliability was determined through the value of expert agreement using Cohen Kappa coefficient. Overall, the results showed that the Arabic teachers had a clear understanding of content knowledge, pedagogical knowledge and knowledge of students. They too were knowledgeable about the presentation of specific topics such as IAM. They were aware of the students' problems in relation to IAM and had the knowledge and skills on how to solve problems and misconceptions that the students faced. All components of pedagogical content knowledge of the Arabic teachers were found to be complementary, integrated and developed to form the teachers' experience in teaching. This research had also constructed in a proposed model of IAM PCK and a Formula Table of cAdad (FTA) to guide Arabic teachers in carrying out the teaching and learning of IAM .It is hoped that the implications and recommendations presented in this study would be used as a guide to improve professional teacher training programs specifically in the teaching of Arabic grammar and Arabic language skills.,Ph.D.,Ism al-cAdad wa al-Macdud (IAM) is considered a unique topic. The uniqueness of this topic is due to its concept which is different compared to other topics in Arabic grammar. Other than that, IAM is one of the Arabic grammar topics taught in secondary schools. Arabic teachers who are teaching this topic require extensive pedagogical content knowledge (PCK).Therefore, this study aimed to explore PCK of experienced teachers and how Arabic Language was applied in the teaching of IAM. The theoritical conceptual framework of PCK was used as a guide to achieve the research objectives. A total of six experienced Arabic teachers were selected as the participants in this study.This qualitative study used a case study design and data was obtained through indepth- interviews, observations and document analysis. Data collected was analyzed using QSR NVivo-8.Constant comparative method was used to build the concept of the study. Validity of the data was obtained through triangulation of multiple sources of data and peer review whilst reliability was determined through the value of expert agreement using Cohen Kappa coefficient. Overall, the results showed that the Arabic teachers had a clear understanding of content knowledge, pedagogical knowledge and knowledge of students. They too were knowledgeable about the presentation of specific topics such as IAM. They were aware of the students' problems in relation to IAM and had the knowledge and skills on how to solve problems and misconceptions that the students faced. All components of pedagogical content knowledge of the Arabic teachers were found to be complementary, integrated and developed to form the teachers' experience in teaching. This research had also constructed in a proposed model of IAM PCK and a Formula Table of cAdad (FTA) to guide Arabic teachers in carrying out the teaching and learning of IAM .It is hoped that the implications and recommendations presented in this study would be used as a guide to improve professional teacher training programs specifically in the teaching of Arabic grammar and Arabic language skills | - |
| dc.language.iso | may | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Education / Fakulti Pendidikan | - |
| dc.rights | UKM | - |
| dc.subject | Ism Al-Adad Wa Al-Macdud | - |
| dc.subject | Pedagogi | - |
| dc.subject | Arabic language -- Grammar | - |
| dc.subject | Dissertations, Academic -- Malaysia | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.title | Pengetahuan pedagogi isi kandungan bagi Ism Al-Adad Wa Al-Macdud dalam kalangan guru bahasa Arab sekolah menengah | - |
| dc.type | Theses | - |
| dc.format.pages | 478 | - |
| dc.identifier.callno | LB1777.4.M4N846 2015 tesis | - |
| dc.identifier.barcode | 001350 | - |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
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| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_80634+SOURCE1+SOURCE1.0.PDF Restricted Access | 10.6 MB | Adobe PDF |  View/Open |
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