Muslim Teachers’ Characteristics Based on Integrated Holistic Education System
DOI:
https://doi.org/10.61841/zefaj889Keywords:
Muslim Teachers’ Characteristics, Islamic Education, IHES.Abstract
This article aims to explore Muslim teachers’ characteristics based on Integrated Holistic Education System (IHES), which is applied in the education system under Selangor State Religious Department (JAIS). IHES under JAIS education system aims to give thorough education, nurture good akhlaq among students and produce Al Quran generation equipped with knowledge and taqwa. The exploration of Muslim teachers’ characteristics and roles is based on studies related to the evaluation on JAIS IHES education process from the aspects of ta’lim, ta’dib, tadrib, taujih and irsyad. In this research, a total of 122 JAIS Islamic education teachers from Hulu Langat and Sepang districts were selected as respondents for the pilot study. The reliability and validity of the instrument used had been tested by using Item Content Validity Index (I-CVI), which involved ten experts. I-CVI was used to determine the level of reliability among the selected experts. The result of the average score of Item Content Validity Index (S-CVI) showed a high value for the construct of IHES education process with 0.941. While the value of Cronbach Alpha showed a high value of consistency with the value of 0.92 and can be considered as in acceptable range. Based on I-CVI and Cronbach Alpha evaluation, it can be concluded that the items constructed can be accepted as representation of sub construct for IHES education process namely ta’lim, ta’dib, tadrib, taujih and irsyad. The findings from the research also explained on the roles of SRA JAIS teachers as mu‘allim, muaddib, mudarrib, muwajjih dan mursyid..
Downloads
References
1. Ab. Halim, T., & Siti Muhibah, N. (2015). Prinsip pembelajaran aktif dalam pengajaran dan pembelajaran pendidikan Islam. Jurnal Pendidikan Fakulti Pendidikan, 2(3), 28–42.
2. Bahagian Arkib Jabatan Agama Islam Selangor (JAIS). (2019). Senarai Penyelidikan JAIS. Selangor.
3. Bahagian Pendidikan Islam JAIS. (2015). Komponen Pelaksanaan IHES. JAIS, Selangor.
4. Davis, L. L. (1992). Instrument review: Getting the most from your panel of experts. Applied Nursing Research, 5, 194–197.
5. Gay, L. R., Mills, G. E., & Airasian, P. W. (2011). Educational Research: Competencies for Analysis and Applications. New Jersey: Pearson.
6. Habibah @ Artini, R., Zaharah, H., Saedah, S., Mohd Ridhuan, M. J., Ahmad Arifin, S., & Norshahrul Marzuki,
M. N. (2016). Keperluan profesionalisme guru pendidikan Islam (GPI). E-Jurnal Penyelidikan dan Inovasi, 3(3), 85–109.
7. Hasni, M. (2019). IHES: Its Application in Life and Industrial Revolution 4.0. https://pendidikan.jais.gov.my/sites/default/files/Merealisasikan%20Kemenjadian%20Murid%20Melalui%20Sis tem%20Pendidikan%20Yang%20Holistik.pdf.
8. Kamarul Azmi, J. (2010). Guru Cemerlang Pendidikan Islam Sekolah Menengah di Malaysia: Satu Kajian Kes. Phd thesis, Selangor: Universiti Kebangsaan Malaysia.
9. Kamarul Azmi, J. (2017). Guru Cemerlang di Malaysia. In Ensiklopedia Pendidikan Islam. Jasmi, Kamarul Azmi (ed.), Johor: Fakulti Tamadun Islam dan Persatuan Cendekiawan Pendidikan Islam. pp. 56-59.
10. Kamarul Azmi, J., & Ab. Halim, T. (2010). Pendidikan Islam: Kaedah Pengajaran & Pembelajaran. Johor: Universiti Teknologi Malaysia.
11. Kamarulnizam, S., & Zetty Nurzuliana, R. (2018). Penilaian terhadap sistem pendidikan integrasi dan holistik di sekolah rendah agama integrasi Jabatan Agama Islam negeri Selangor. Malaysian Online Journal of Education, 2(2), 1–6.
12. Mohd Azmi, M. Y. (2016). Penilaian Program Latihan dalam Perkhidmatan Pentaksiran Berasaskan Sekolah (PBS). Phd thesis, Selangor: Universiti Kebangsaan Malaysia.
13. Muhammad Zainal, A. (2018). Islamic education based on quantum learning: Conceptual and methodological perspective. Madania: Jurnal Kajian Keislaman, 22(2), 159-172.
14. Nazirah, H., & Kamarul Azmi, J. (2016). Sifat keperibadian guru pendidikan Islam (GPI) terhadap rakan setugas dan pihak atasan di sekolah: Satu kajian kes. UMRAN - International Journal of Islamic and Civilizational Studies, 3(2), 85–91.
15. Noornajihan, J., & Zetty Nurzuliana, R. (2015). Model kualiti guru pendidikan Islam sebagai murabbi menurut sarjana Islam. Tinta Artikulasi Membina Ummah, 1(1), 101–108.
16. Pallant, J. (2010). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS. England: Open University Press/McGraw-Hill.
17. Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Focus on research methods is the CVI an acceptable indicator of content validity? appraisal and recommendations. Research in Nursing & Health, 30, 459–467.
18. Ramlan, M. (2017). Rekabentuk Model Integriti Akademik Berasaskan Penghayatan Rohani. Phd thesis, Kuala Lumpur: Universiti Malaya.
19. Razila, K., Mohd Faiz, B., Noraizan, M., Norliza, K., & Mashita, A. H. (2019). Amalan kualiti guru dalam kalangan guru pendidikan Islam di sekolah kebanggsaan. Journal of Management and Operation Research, 1(4), 1–23.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
