PENGALAMAN PEDAGOGI TILAWAH AL-QURAN MERENTAS JANTINA: ANALISIS EMPIRIKAL GURU PENDIDIKAN ISLAM
PEDAGOGICAL EXPERIENCE IN QURANIC RECITATION INSTRUCTION ACROSS GENDER: AN EMPIRICAL ANALYSIS OF ISLAMIC EDUCATION TEACHERS
DOI:
https://doi.org/10.55197/qjssh.v7i3.1086Keywords:
pengalaman pedagogi, Tilawah Al-Quran, pendidikan Islam, perbezaan jantina, guru sekolah menengahAbstract
Keberkesanan pengajaran Tilawah al-Quran bergantung kepada pengalaman pedagogi guru, namun kajian empirikal yang meneliti konstruk ini secara khusus masih terhad dalam literatur Pendidikan Islam di Malaysia. Kebanyakan penyelidikan sedia ada lebih memfokuskan efikasi kendiri guru tanpa membezakannya daripada pengalaman pedagogi sebagai konstruk yang berdiri sendiri, sedangkan kedua-duanya merupakan konsep yang berbeza. Persoalan sama ada wujud perbezaan pengalaman pedagogi berdasarkan jantina juga masih belum mencapai konsensus empirikal yang jelas. Justeru, kajian ini bertujuan untuk mengenal pasti tahap pengalaman pedagogi Tilawah al-Quran serta menentukan perbezaan pengalaman pedagogi berdasarkan jantina dalam kalangan guru Pendidikan Islam. Pendekatan kuantitatif melalui kaedah tinjauan keratan rentas digunakan, melibatkan 149 orang guru Pendidikan Islam di sekolah menengah harian Zon Barat Sabah yang dipilih melalui pensampelan seluruh populasi. Instrumen soal selidik yang diadaptasi daripada konsep Bandura yang mengandungi tujuh item dengan kesahan kandungan (S-CVI/Ave= m0.94) dan kebolehpercayaan (α=0.931) yang tinggi. Dapatan analisis deskriptif menunjukkan tahap pengalaman pedagogi berada pada tahap sederhana tinggi (Min=3.99, SP=0.56), dengan kekuatan pada aspek kejelasan penerangan konsep dan kelemahan relatif pada aspek kepelbagaian strategi pengajaran. Analisis ujian-t sampel bebas mendapati tiada perbezaan signifikan antara guru lelaki dan perempuan (t=-1.86, p>0.05). Kajian ini menyumbang bukti empirikal baharu bahawa pengalaman pedagogi merupakan konstruk profesional yang tidak dipengaruhi oleh faktor jantina, sekali gus mencadangkan program pembangunan profesional guru wajar direka berasaskan keperluan kompetensi sebenar tanpa membezakan mengikut demografi.
The effectiveness of Quranic recitation (Tilawah al-Quran) instruction is highly dependent upon teachers' pedagogical experience; however, empirical research examining this construct remains limited within the Islamic Education literature in Malaysia. The majority of existing studies have focused on teacher self-efficacy without distinguishing it from pedagogical experience as an independent construct, despite these being conceptually distinct. Furthermore, the question of whether pedagogical experience differs according to gender has yet to reach a clear empirical consensus. Accordingly, this study aimed to identify the level of pedagogical experience in Tilawah al-Quran instruction and to determine whether differences exist based on gender amongst Islamic Education teachers. A quantitative approach employing a cross-sectional survey design was utilised, involving 149 Islamic Education teachers from daily secondary schools in the Western Zone of Sabah, selected through whole population sampling. The questionnaire instrument, adapted from Bandura concept which comprised seven items demonstrating high content validity (S-CVI/Ave=0.94) and reliability (α=0.931). Descriptive analysis revealed that teachers' pedagogical experience was at a moderately high level (Mean=3.99, SD=0.56), with particular strength in the clarity of concept explanation and relative weakness in the diversity of teaching strategies. Independent samples t-test analysis found no significant difference between male and female teachers (t=-1.86, p>0.05). This study contributes novel empirical evidence that pedagogical experience constitutes a professional construct uninfluenced by gender, thereby suggesting that professional development programmes for teachers ought to be designed based upon actual competency needs rather than demographic distinctions.
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