Kesediaan guru Pendidikan Islam terhadap KBAT: Analisis pengetahuan, sikap dan penggunaan teknologi: The readiness of Islamic Education teachers towards HOTS: An analysis of knowledge, attitude and technology usage

Muhammad Haziq Zainal Abidin; Mohd Syaubari Othman

doi:10.51200/jpp.v13i1.6294

Authors

Muhammad Haziq Zainal Abidin Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
Mohd Syaubari Othman Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia

DOI:

https://doi.org/10.51200/jpp.v13i1.6294

Keywords:

pendidikan islam, kesediaan guru, teknologi pendidikan, KBAT, sekolah rendah, Islamic Education, teacher readiness, educational technology, HOTS, primary school

Abstract

Transformasi dalam strategi pengajaran menjadi keperluan utama bagi memastikan keberkesanan pelaksanaan Kemahiran Berfikir Aras Tinggi (KBAT) dalam Pendidikan Islam. Kajian ini bertujuan menilai tahap kesediaan Guru Pendidikan Islam (GPI) sekolah rendah di daerah Batu Pahat, Johor dalam mengintegrasikan KBAT dalam proses pengajaran. Kajian ini menggunakan pendekatan kuantitatif dengan kaedah tinjauan yang melibatkan 242 orang GPI yang dipilih melalui persampelan rawak berstrata. Instrumen kajian terdiri daripada soal selidik dengan 45 item yang mengukur tahap pengetahuan, sikap, penggunaan teknologi serta faktor yang mempengaruhi kesediaan guru terhadap KBAT. Data dianalisis menggunakan perisian Statistical Package for the Social Sciences (SPSS) versi 29.0 dengan analisis deskriptif dan inferensi. Ujian kebolehpercayaan menunjukkan nilai Alpha Cronbach yang tinggi (0.93), menandakan ketekalan dalaman instrumen kajian yang baik. Dapatan menunjukkan bahawa tahap pengetahuan dan sikap GPI terhadap KBAT berada pada tahap tinggi dengan skor min antara 3.90 hingga 4.30, manakala tahap penggunaan teknologi juga berada pada tahap tinggi dengan skor min 3.97, namun masih memerlukan peningkatan dari segi kemahiran aplikasi dan penyediaan infrastruktur digital. Analisis inferensi melalui korelasi Pearson dan regresi berganda menunjukkan hubungan yang signifikan antara pengetahuan, sikap dan penggunaan teknologi dengan kesediaan GPI dalam melaksanakan KBAT, di mana sikap didapati sebagai peramal utama kesediaan guru, diikuti oleh pengetahuan dan penggunaan teknologi. Secara keseluruhannya, tahap kesediaan guru dalam melaksanakan KBAT berada pada tahap tinggi, menggambarkan bahawa GPI mempunyai keupayaan dan komitmen tinggi terhadap inovasi pedagogi abad ke-21. Kajian ini disandarkan kepada Teori Konstruktivisme dan Model Penerimaan Teknologi (TAM) yang menjelaskan hubungan antara pengetahuan, sikap dan penggunaan teknologi dalam menentukan tahap kesediaan guru. Hasil kajian memberi implikasi kepada pihak Kementerian Pendidikan Malaysia serta institusi latihan guru untuk memperkukuh latihan profesionalisme dan integrasi teknologi digital dalam pengajaran dan pembelajaran (PdP). Kajian lanjutan dicadangkan agar menumpukan kepada intervensi PdP berasaskan teknologi dan reka bentuk latihan inovatif bagi memperkukuh pelaksanaan KBAT dalam Pendidikan Islam.

(Transformation in teaching strategies has become a crucial necessity to ensure the effectiveness of implementing Higher-Order Thinking Skills (HOTS) in Islamic Education. This study aims to assess the readiness level of Islamic Education teachers (IET) in primary schools in the Batu Pahat, Johor district to integrate HOTS in their teaching process. A quantitative survey design was employed involving 242 IETs selected through stratified random sampling. The research instrument consisted of a 45-item questionnaire measuring three main dimensions of teacher readiness: knowledge, attitude, and technological use. Data were analysed using SPSS Version 26 through descriptive and inferential analyses. The reliability test indicated a high Cronbach’s Alpha value (0.93), signifying excellent internal consistency of the instrument.The descriptive findings revealed that the levels of knowledge and attitude of IETs towards HOTS were high, with mean scores ranging from 3.90 to 4.30. The level of technological use was also high, with a mean score of 3.97, though improvement is still needed in terms of application skills and digital infrastructure support. Inferential analysis using Pearson’s correlation and multiple regression demonstrated significant positive relationships between knowledge, attitude, and technological use with teachers’ readiness in implementing HOTS. Attitude was identified as the strongest predictor of teacher readiness, followed by knowledge and technological use.Overall, the readiness level of teachers in implementing HOTS was at a high level, indicating that Islamic Education teachers possess strong capability and commitment toward 21st-century pedagogical innovation. This study is grounded in the Constructivist Theory and the Technology Acceptance Model (TAM), which explain the interrelationship between knowledge, attitude, and technology usage in shaping teacher readiness. The findings provide valuable implications for the Ministry of Education Malaysia and teacher training institutions to enhance professional development and digital integration in teaching and learning. Future research should focus on digital-based instructional interventions and innovative training designs to further strengthen HOTS implementation in Islamic Education.)

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