Impak pengajaran dan bimbingan guru Pendidikan Islam  terhadap motivasi dan pembelajaran terarah kendiri pelajar: The impact of Islamic Education teachers’ teaching and guidance on students’ motivation and self-directed learning

Muhamad Suhaimi Taat; Mohd Yusoff Abdullah

doi:10.51200/jpp.v5i1.8203

Authors

Muhamad Suhaimi Taat Universiti Malaysia Sabah
Mohd Yusoff Abdullah

DOI:

https://doi.org/10.51200/jpp.v5i1.8203

Abstract

Tujuan utama kajian ini adalah untuk mengenal pasti pengaruh variabel proses pengajaran dan bimbingan guru Pendidikan Islam terhadap motivasi dan pembelajaran terarah kendiri (PTK) pelajar sekolah menengah di negeri Sabah, Malaysia. Di samping itu juga kajian ini dijalankan untuk mengenal pasti perbezaan pengaruh variabel-variabel eksogenus terhadap variabel endogenus kajian berdasarkan lokasi (bandar dan luar bandar). Kajian kuantitatif ini menggunakan kaedah tinjauan, melibatkan seramai 407 orang pelajar dari kawasan bandar (205 orang) dan luar bandar (202 orang). Kajian ini merujuk kepada Model Keupayaan Belajar Sendiri (Borkowski & Dukewich, 1996) sebagai model asas kerangka kajian ini. Data kajian dianalisis menggunakan analisis laluan (path analisis/SEM) dengan perisian AMOS Versi 4. Dapatan utama kajian menunjukkan proses pengajaran dan bimbingan guru mempengaruhi motivasi dan pembelajaran terarah kendiri (PTK) secara signifikan. Namun terdapat perbezaan pengaruh variabel-variabel tersebut berdasarkan lokasi. Analisis laluan model persamaan struktur (SEM) juga menunjukkan data yang digunakan dalam kajian ini mempunyai penyesuaian munasabah bagi model regresi yang dicadangkan. Justeru membuktikan ketiga-tiga variabel bebas tersebut mempunyai hubungan secara langsung dan tidak langsung dengan variabel bersandar kajian iaitu pembelajaran terarah kendiri (PTK). Diharapkan kajian ini akan dapat memberikan input berguna bagi penambahbaikan sistem pendidikan kebangsaan.

The main purpose of this study was to identify the influence of the teaching and guidance processes of Islamic Education teachers on students’ motivation and self-directed learning (SDL) among secondary school students in Sabah, Malaysia. In addition, this study was conducted to identify differences in the influence of exogenous variables on the endogenous variables of the study based on location (urban and rural). This quantitative study employed a survey method involving 407 students from urban areas (205 students) and rural areas (202 students). The study referred to the Self-Learning Capacity Model (Borkowski & Dukewich, 1996) as the basic model for the research framework. The research data were analysed using path analysis (path analysis/SEM) with AMOS Version 4 software. The main findings showed that the teaching and guidance processes of teachers significantly influenced students’ motivation and self-directed learning (SDL). However, differences were found in the influence of these variables based on location. Structural equation modelling (SEM) path analysis also showed that the data used in this study had a reasonable fit with the proposed regression model. This demonstrates that the three independent variables had both direct and indirect relationships with the dependent variable of the study, namely self-directed learning (SDL). It is hoped that this study will provide useful input for improving the national education system.

References

Ab. Halim Tamuri, Mohd. Izham Hamzah, & Masribanun Duki. (2007). Penilaian pelajar-pelajar sekolah menengah terhadap amalan kepimpinan guru Pendidikan Islam. Jurnal Pengurusan dan Kepimpinan, 1(2), 33–47.

Ab. Halim Tamuri, Mohd. Aderi Che Noh, Khadijah Abdul Razak, Kamarulzaman Abdul Ghani, & Zarin Ismali. (2010). Penilaian pelajar-pelajar terhadap amalan pengajaran guru Pendidikan Islam sekolah-sekolah menengah di Malaysia. Kertas Prosiding Persidangan Serantau Pendidikan Islam. Universiti Kebangsaan Malaysia.

Ab. Halim Tamuri, & Mohamad Khairul Azman Ajuhary. (2010). Amalan pengajaran guru Pendidikan Islam berkesan berteraskan konsep mu‘alim. Journal of Islamic and Arabic Education, 2(1), 43–56.

Ainsworth, M. D. S. (1989). Attachment beyond infancy. American Psychologist, 44, 709–716.

Amir Hasan Dawi. (2002). Penteorian sosiologi dan pendidikan (Edisi ke-2). Quantum Books.

Arends, R. I. (1998). Learning to teach. McGraw-Hill.

Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1175–1182.

Bernier, A., Larose, S., & Soucy, N. (2005). Academic mentoring college: The interactive role of student’s and mentor’s interpersonal dispositions. Research in Higher Education, 46(1), 29–53.

Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, interest and positive affect in traditional and nontraditional undergraduatecstudents. Adult Education Quarterly, 57(2), 141–158.

Deci, E. L., & Ryan, R. M. (2000a). Intrinsic Motivation Inventory (IMI). University of Rochester.

Findley, B. W. (2009). The relationship of self-directed learning readiness to knowledge-based and performance-based measures of success in third-year medical students [Ph.D. dissertation, Florida Atlantic University].

Grasha, A. F. (1996). Teaching with styles. Allience Pub.

Grow, G. (1991). Teaching learners to be self-directed: A stage approach. Adult Education Quarterly, 41(3), 125–149.

Hebb, M., & Donderi, W. (1987). Textbook of psychology (4th ed.). Human Kinetic Pub. Inc.

Ibnu Khaldun. (2009). Mukaddimah (Terj. DBP). Dewan Bahasa dan Pustaka.

Ismail, A. G. H. (1992). Face to face and distance learning in Sri Lanka: Contradictory or complementary. Paper Presented at the Annual Conference of the Asian Association of Open Universities, 1–8.

Koeswara, E. (1995). Motivasi teori dan penelitiannya. Penerbit Angkasa.

Knowles, M. S. (1990). The adult learner: A neglected species (4th ed.). Gulf Publishing Company.

LeJeune, N. F. (2002). Problem-based learning instruction versus traditional instruction on self-directed learning, motivation, and grades of undergraduate computer science students [Ph.D. thesis, University of Colorado].

Mohd Azhar Abdul Hamid, Paimah Atoma, Muhamed Fauzi Othman, & Mohd Nasir Markom. (2004). Andragogi mengajar orang dewasa belajar. PTS Publications.

Mohd Ery Johaizal Ramli. (2009). Hubungan antara tahap kesediaan pembelajaran arahan kendiri dengan tahap penggunaan e-pembelajaran di kalangan pelajar UTHM [Tesis Sarjana, Universiti Teknologi Malaysia].

Mohd Mahzan Awang. (2009, December 16). Cara Finland martabatkan guru. Utusan Malaysia, 7.

Mohd Yakub @ Zulkifli Hj. Mohd Yusof, & Saidi Mohd. (2008). Keupayaan bacaan al-Quran di kalangan pelajar Tingkatan Empat: Kajian di beberapa buah sekolah menengah terpilih di Negeri Terengganu. AL-BAYAN Journal of Al-Quran dan al-Hadis, 6, 53–85.

Muhamad Suhaimi bin Taat. (2004). Hubungan pengajaran amali dalam Pendidikan Islam dengan pelaksanaan ibadah solat guru pelatih, satu kajian di Maktab Perguruan Keningau, Sabah [Tesis Sarjana, Universiti Malaysia Sabah].

Nik Rosila Nik Yaacob. (2007). Penguasaan Jawi dan hubungannya dengan minat dan pencapaian pelajar dalam Pendidikan Islam. Jurnal Pendidik dan Pendidikan, 22, 161–172.

Noriah Mohd Ishak, & NorSakinah Mohamad. (2003). Kesan interaksi antara gaya pertautan dan komitmen. Jurnal Pendidikan, 28, 91–103.

Oesterle, M. (2008). Students’ perceptions of effective teaching Ph.D. dissertation, Arizona State University].

Parrot, E. (1986). Effective teaching (7th ed.). Longman.

Rosnani Hashim. (2009). Menghidupkan semula pedagogi inkuiri falsafah di kalangan pendidik dan pelajar Islam. Jurnal Pendidikan Islam, 13(2), 13–28.

Sarimah Abd Razak. (2005). Motivasi, gaya pembelajaran dan kebolehan kognitif pelajar Sekolah Menengah Teknik [Tesis Ph.D., Universiti Putra Malaysia].

Shaffe Mohd Daud. (2005). Pendidikan jarak jauh: Satu daripada aspek penting dalam pelaksanaan Latihan Perguruan Berasaskan Sekolah (LPBS). Jurnal Pendidikan Guru, 17, 1–10.

Shahrul Reza. (2008). Konsep Pendidikan Islam menurut pemikiran Ibnu Khaldun: Suatu kajian terhadap elemen-elemen kemasyarakatan Islam [Tesis Sarjana, Universiti Sains Malaysia].

Siti Masayu Rosliah Abdul Rashid. (2008). Peluang dan cabaran pendidikan dalam kalangan masyarakat luar bandar: Satu kajian kes isi rumah Melayu miskin di Jajahan Bachok Kelantan [Tesis Sarjana, Universiti Sains Malaysia].

Stephens, P., & Crawley, T. (2002). Becoming an effective teacher. Nelson Thornes Ltd.

Sulaiman Ngah Razali. (1996). Analisis data dalam penyelidikan pendidikan. Dewan Bahasa dan Pustaka.

Sulaiman Ngah Razali. (2001). Pedagogi, teori dan praktik. Dewan Bahasa dan Pustaka.

Sukseemuang, P. (2009). Self-directedness and academic success of students enrolling in hybrid and traditional courses [Ph.D. dissertation, Oklahoma University].

Semmar, Yassir. (2007). Adult learners and academic achievement: The roles of self-efficacy, self-regulation, and motivation. Adult Learners, 1(1), 1–23.

Suhaimi Muhamad. (2007). Tahap kesediaan guru terhadap pelaksanaan modul pengajaran simulasi bagi mata pelajaran Pendidikan Islam [Tesis Sarjana, Universiti Teknologi Malaysia].

Tengku Sarina Aini Tengku Kasim, & Faridah Che Husain. (2008). Pendekatan individu dalam pengajaran Pendidikan Islam sebagai wahana melahirkan modal insan bertamadun. Jurnal Usuluddin, 27, 141–156.

Williamson, S. N. (2007). Development of a self-rating scale of self-directed learning. Nurse Researcher, 14(2), 66–83.