HUBUNGAN KEMAHIRAN DAN KESEDIAAN GURU TERHADAP AMALAN PEDAGOGI RESPONSIF BUDAYA DALAM KALANGAN GURU PENDIDIKAN ISLAM

Abstract

ABSTRAK Kajian kuantitatif jenis tinjauan ini bertujuan untuk mengkaji hubungan antara kemahiran guru dan kesediaan guru Pendidikan Islam terhadap amalan pedagogi responsif budaya di sekolah daerah Lahad Datu, Sabah. Seramai 99 orang guru Pendidikan Islam sekolah rendah di daerah Lahad Datu terpilih sebagai responden kajian. Proses pengumpulan data adalah menggunakan borang soal selidik yang mengandungi 25 item. Statistik deskriptif dan statistik inferensi digunakan untuk menganalisis data menggunakan The Statistical Package for the Social Science. Nilai Alpha Cronbach bagi soal selidik kemahiran guru dan kesediaan guru masing-masing ialah 0.94 dan 0.92 dan amalan pedagogi responsif budaya ialah 0.96. Hasil kajian secara statistik deskripitf mendapati bahawa kemahiran guru dan kesediaan guru pada tahap yang tinggi. Bahkan amalan pedagogi responsif budaya juga pada tahap yang tinggi iaitu masing-masing dengan nilai min 4.385 (SP=0.582) bagi aspek kemahiran guru, 4.392 (SP=0.523) bagi aspek kesediaan guru dan amalan pedagogi responsif budaya mencatatkan nilai min 4.364 (SP=0.547). Selain itu, hasil ujian-t mendapati bahawa tidak terdapat perbezaan yang signifikan antara amalan pedagogi responsif budaya dalam kalangan guru berdasarkan jantina (t=0.894, tahap signifikan=0.974, aras signifikan p˂0.05). Keputusan ujian ANOVA sehala menunjukkan tidak terdapat perbezaan amalan pedagogi responsif budaya berdasarkan opsyen (F=1.79, P=.139). Hasil ujian kolerasi Pearson Moment mendapati bahawa kedua-dua pemboleh ubah iaitu kemahiran guru dan kesediaan guru mempunyai hubungan yang signifikan dengan amalan pedagogi responsif budaya. Terdapat hubungan yang kuat dan signifikan antara kemahiran guru (r=.82, p˂0.05) dan kesediaan guru (r=.71, p˂0.05) dengan amalan pedagogi responsif budaya. Hal ini menunjukkan bahawa guru pendidikan Islam mempunyai kemahiran dan kesediaan yang baik dapat melaksanakan amalan pedagogi responsif budaya dalam pengajaran dan pembelajaran dengan berkesan.

ABSTRACT This quantitative survey type study aims to examine the relationship between teacher skills and the readiness of Islamic Education teachers towards culturally responsive pedagogical practices in schools in the district of Lahad Datu, Sabah. A total of 99 primary school Islamic Education teachers in Lahad Datu district were selected as study respondents. The data collection process is using a questionnaire that contains 25 items. Descriptive statistics and inferential statistics were used to analyze the data using The Statistical Package for the Social Science. Alpha Cronbach for the questionnaire of teacher skills and teacher readiness are 0.94 and 0.92 respectively and culturally responsive pedagogical practice is 0.96. The results of the descriptive statistical study found that teacher skills and teacher readiness are at a high level. In fact, culturally responsive pedagogy practices are also at a high level, each with a mean value of 4.385 (SP=0.582) for the teacher's skill aspect, 4.392 (SP=0.523) for the teacher's readiness aspect and culturally responsive pedagogy practices recorded a mean value of 4.364 (SP= 0.547). In addition, the results of the t-test found that there is no significant difference between culturally responsive pedagogical practices among teachers based on gender (t=0.894, significance level=0.974, significance level p˂0.05). The results of the one-way ANOVA test show that there is no difference in culturally responsive pedagogical practices based on the option (F=1.79, P=.139). The results of the Pearson Moment correlation test found that both variables namely teacher skills and teacher readiness have a significant relationship with culturally responsive pedagogical practices. There is a strong and significant relationship between teacher skills (r=.82, p˂0.05) and teacher readiness (r=.71, p˂0.05) with culturally responsive pedagogical practices. This shows that Islamic education teachers have good skills and willingness to implement culturally responsive pedagogical practices in teaching and learning effectively.