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https://ptsldigital.ukm.my/jspui/handle/123456789/487778Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Prof. Madya Dr. Nik Mohd. Rahimi Bin Nik Yusoff | |
| dc.contributor.author | Idris Harun. (P45601) | |
| dc.date.accessioned | 2023-10-11T09:32:29Z | - |
| dc.date.available | 2023-10-11T09:32:29Z | - |
| dc.date.issued | 2013-03-01 | |
| dc.identifier.other | ukmvital:81193 | |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/487778 | - |
| dc.description | Kajian ini bertujuan untuk meneroka strategi pembelajaran Pendidikan Islam pelajar Jabatan Pendidikan Islam di Universiti Islam Negeri Riau ketika di dalam kelas, di luar kelas, dan menghadapi peperiksaan. Kajian ini ialah satu kajian kes yang menggunakan pendekatan kualitatif. Seramai 12 orang pelajar dipilih sebagai peserta kajian secara persampelan bertujuan. Peserta kajian terdiri daripada dua kategori, iaitu pelajar cemerlang dan pelajar kurang cemerlang. Data kajian dikutip menggunakan kaedah temu bual, pemerhatian dan analisis dokumen. Data ini dianalisis dengan teknik perbandingan secara berterusan bagi mengenal pasti tema strategi pembelajaran Pendidikan Islam pelajar. Tema-tema telah melalui proses kesahan dan kebolehpercayaan. Dapatan kajian menunjukkan bahawa pelajar menggunakan pelbagai strategi pembelajaran Pendidikan Islam ketika di dalam kelas, di luar kelas, dan menghadapi peperiksaan. Pelajar menggunakan 12 strategi pembelajaran ketika di dalam kelas, iaitu menetapkan niat dan berdoa, menetapkan objektif pembelajaran, memasuki bilik kelas lebih awal, membaca buku rujukan, mendengar dengan teliti penjelasan pensyarah, membuat nota, bertanya kepada pensyarah, berbincang dengan rakan, memberikan pendapat yang bernas, mengerjakan latihan, mematuhi semua arahan pensyarah, dan membuat rumusan bahan yang dipelajari. Ketika di luar kelas, pelajar menggunakan 13 strategi pembelajaran, iaitu menetapkan niat dan berdoa, memperuntukkan masa untuk belajar, membaca nota kursus, membaca buku rujukan di rumah, membaca buku rujukan di perpustakaan, meminjam buku rujukan di perpustakaan, mengulang kaji dengan rakan, mengulang kaji dengan rakan yang lebih tinggi tahun pengajiannya, berbincang dengan pensyarah, bertanya kepada ustaz, mengerjakan tugasan secara sendirian, mencari bahan pembelajaran melalui laman web, dan mengikuti aktiviti keagamaan. Ketika menghadapi peperiksaan pula, pelajar menggunakan 12 strategi pembelajaran, iaitu menetapkan niat dan berdoa, solat hajat atau tahajjud, memperuntukan masa untuk belajar, membaca nota kursus, membaca buku rujukan dan esai, membaca secara berulang-ulang, mengulang kaji dengan rakan, membahas soalan peperiksaan lepas, mengikuti semua arahan pengawas, menjawab soalan yang mudah lebih awal, menjawab semua soalan peperiksaan, dan memeriksa semua jawapan sebelum dihantar dan memperbaikinya. Kajian juga mendapati bahawa pelajar cemerlang telah menggunakan strategi pembelajaran yang lebih banyak berbanding pelajar kurang cemerlang ketika di luar kelas dan menghadapi peperiksaan. Dapatan kajian ini telah menghasilkan satu model strategi pembelajaran Pendidikan Islam pelajar cemerlang di universiti. Formulasi model ini menghasilkan elemen ciri baru kajian, iaitu ciri strategi pembelajaran berkesan Pendidikan Islam ketika di dalam kelas, di luar kelas, dan menghadapi peperiksaan. Model dan ciri baru kajian yang terhasil ini boleh dijadikan panduan bagi semua pelajar dalam mengikuti kursus, khususnya bagi kursus Pendidikan Islam.,This study aims to explore Islamic Education learning strategies by students of Islamic Education Department of State Islamic University in Riau during in class, out of class, and preparation for examinations. This case study employed a qualitative approach. A total of 12 students were selected as respondents in the study using purposive sampling. Participants consisted of two categories, excellent and less excellent students. Data were collected using observation, interviews, and analysis of documents. The collected data were analyzed using constant comparative method to identify themes on Islamic Education learning strategies. The themes have been through process of validity and reliability. The results showed that the students have used various learning strategies during in class, out of class, and preparation for examinations. They used the 12 learning strategies during in class, which were setting the intention and pray, setting learning objectives, coming to the class early, reading books, paying attention to a lecturer, making notes, asking questions, discussing with friends, giving opinions and arguments, working through the exercises, following instructions given by lecturers, and generalizing the learned materials. During out of class, students used 13 learning strategies, which were setting the intention and pray, spending the time to learn, reading the course notes, reading books at home, reading and borrowing books the library, studying with higher level students, discussing with the lecturer, asking the ustaz, performing tasks on their own, searching learning materials through the website, and following the religious activities. During preparation for examinations, students used 12 learning strategies, which were setting the intention and pray, doing prayer intention or watches, allocating time to study, reading the course notes, reading reference books and essays, repeating reading, studying with friends, discussing previous exam questions, following instructions from supervisor, answering simple questions in advance, answering all examination questions, and checking all the answers before sending and fixing them. The results showed that excellent students used more learning strategies if compared to less excellent students during out of class and preparation for examinations. This research has found out a model of learning strategies by excellent students of Islamic Education at university. This model as a guide for all students in the courses, especially for Islamic Education courses is a new characteristic of learning strategies used by this group of students Islamic Education which is considered as effective learning strategies in class, out of class, and preparation for examinations.,Ph.D | |
| dc.language.iso | may | |
| dc.publisher | UKM, Bangi | |
| dc.relation | Faculty of Education / Fakulti Pendidikan | |
| dc.rights | UKM | |
| dc.subject | Strategi pembelajaran | |
| dc.subject | Pendidikan Islam | |
| dc.subject | Universiti Islam Negeri Riau | |
| dc.subject | Islamic education -study and teaching. | |
| dc.title | Strategi pembelajaran pendidikan Islam pelajar Jabatan Pendidikan Islam di Universiti Islam negeri Riau : satu kajian kes | |
| dc.type | Theses | |
| dc.format.pages | 355 | |
| dc.identifier.callno | LC910.I5 I336 2013 | |
| dc.identifier.barcode | 001645 | |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_81193+SOURCE1+SOURCE1.0.PDF Restricted Access | 2.65 MB | Adobe PDF |  View/Open |
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