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All Journal EDUKASI: Jurnal Pendidikan Islam Al-Hayat: Journal of Islamic Education
Mohd Aderi Che Noh
Universiti Sains Islam Malaysia
Education

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Technological Knowledge of Gynecological Pedagogy in Teaching Jawi Subjects Islamic Education Teachers Zaleha Muhammad; Mohd Aderi Che Noh
EDUKASI : Jurnal Pendidikan Islam (e-Journal) Vol. 10 No. 1 (2022): Edukasi: Jurnal Pendidikan Islam
Publisher : Tarbiyah Departement collaboration with AMCA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54956/edukasi.v10i1.45

Abstract

This study aims to identify the stage of Content Pedagogy Technology Knowledge and GPI teaching practices for Jawi subjects. Respondents in this study consisted of 378 Islamic Education teachers teaching in low schools throughout Malaysia. Quantitative study methods were used, and random sampling was carried out for data collection. Cronbach's Alpha analysis of the instrument used shows a high trustworthiness value for the constructs tested. This study was analyzed descriptively and inference using the SPSS version 26 application. Based on the survey results, respondents indicated a high level for five of the seven aspects of PTPK, namely technology, pedagogy, content, content pedagogy, and content technology. At the same time, their perceptions were more superficial in terms of technology. Content pedagogy and technology. From the aspect of GPI teaching practice, the three components, namely the beginning, development, and closing, are at a high stage, compared to the BBM component, which shows a simple step. In addition, there is a significant and positive relationship between each PTPK component and the GPI teaching practice component. The PLS SEM analysis shows that the model proposed in the study shows a good fit for all the measured variables. Implications and recommendations are put forward for providing valuable input to the Malaysian Ministry of Education (KPM), schools, teachers and the community to improve the quality of teacher teaching practices. Islamic education.
Implementation of the Al-Quran and Science Integration Approach at the Asajaya Regional Middle School Fadzila Binti Rahman; Mohd Aderi Che Noh
Al-Hayat: Journal of Islamic Education Vol 5 No 2 (2021): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v5i2.204

Abstract

Integration of Al-Quran and Science (PIQS) was introduced as a hub for enriching students' monotheism elements and playing a role in implementing the Higher Level Thinking Skills (KBAT) element. This study aims to identify the effectiveness of the PIQS approach on the achievement of KBAT and student perceptions in the field of faith. This study was carried out in four high schools in the Asajaya area, and a total of 80 second-year students were sampled for the study. This study uses a quasi-experimental design (Quasi-Experimental Design). The instruments used are pre-test and post-test, which consist of 10 subjective questions to measure students' KBAT in the field of faith. In addition, probing questions were used to measure students' perceptions of the approach used between the control and experimental groups. A total of 40 students in the control group were taught using conventional methods, while 40 students in the experimental group were exposed to the PIQS approach. Data collection for pre and post exams was analyzed using the Statistical Package for the Social Science (SPSS) version 23.0 program. The study results were analyzed using an independent sample t-test to see if there was a significant difference in students' minimum KBAT achievement between the experimental group and the control group in the pre and post exams based on two different approaches in learning the field of faith. The study results show that the minimum post-test achievement for the treatment group is 29.22 higher than the control group, which is 21.57, and the difference between the two is 7.65 points. The investigation results also show that the minimum perception of the PIQS approach is high, which is 44.25, compared to the minimum perception of the traditional approach of 37.25. This study implies that it allows students to understand and explore the field of faith more clearly and can indirectly increase students' KBAT levels.
Evaluation of Tarannum Al-Quran Teaching in Malaysian National Religious Secondary School Farah Ilyani binti Zakaria; Mohd Aderi Che Noh; Khadijah Abdul Razak; Hafizhah Zulkifli
Al-Hayat: Journal of Islamic Education Vol 5 No 1 (2021): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v5i1.159

Abstract

This study aims to examine students' perceptions of the implementation of Tarannum al-Quran teaching in Program Kelas Khas Kemahiran al-Quran (KKQ) from the aspect of the teaching development process in the classroom based on the CIPP Model (Stufflebeam & Shinkfield 1985). Data were obtained through questionnaires and semi-structured interviews. The sample of this study involved 78 from four KKQ students in religious, national secondary schools (SMKA), including boarding schools (SBP) in the state of Selangor from 106 population and three teachers as participants. The validity and reliability of the questionnaire instrument obtain a high value with a correlation score between items exceeding 0.25 in addition to content verification by expert reference panel and an overall alpha value of 0.95. At the same time, the semi-structured interview protocol was also confirmed by experts. Questionnaire data were analyzed descriptively using Statistical Package for Social Sciences (SPSS) 11.5 involving frequency, percentage, mean and standard deviation. At the same time, the interview data were analyzed and transcribed verbatim to identify the elements involved. The findings show that teachers understand and implement the necessary details in the teaching development process, but it is only moderately high. These elements can be seen through various techniques and strategies, taking into account the diversity of students' levels and abilities and the positive reinforcement that always occurs in the interaction of teachers and students. In conclusion, the implementation of teaching at the stage of teaching development is only at a moderately high level with incremental implications that require continuous development and improvement.
Co-Authors Afiful Ikhwan Ali Rohmad Aliza Che Ahmad Fadzila Binti Rahman Farah Ilyani binti Zakaria Fina Kholij Zukhrufin Hafizhah Zulkifli Khadijah Abdul Razak Nor Syahirah Abu Bakar Norhisham Muhamad Zaleha Muhammad