LATIHAN PENGUKUHAN DALAM PEDAGOGI HIKMAH [REINFORCEMENT EXERCISE IN WISDOM PEDAGOGY]
Keywords:
Pedagogi Hikmah, Latihan Pengukuhan, KBAT, Pemikiran kritis dan kreatif, Wisdom pedagogy, Reinforcement exercise, KBAT, critical and creative thinkingAbstract
Abstrak: Pedagogi Hikmah merupakan salah satu kaedah pengajaran yang menekankan inkuiri falsafah berpandukan kemahiran berfikir kritis dan kreatif berdasarkan soalan yang dikemukakan oleh guru kepada murid atau sebaliknya. Pedagogi Hikmah dan KBAT mempunyai satu perkaitan untuk mengembangkan daya pemikiran kreatif murid dan juga untuk meningkatkan keupayaan murid menaakul semasa perbincangan. Latihan pengukuhan dalam konteks pedagogi hikmah pula merujuk kepada satu siri aktiviti yang direka untuk mengukuhkan dan mendalami pemahaman aplikasi pedagogi hikmah. Latihan pengukuhan ini melibatkan proses pembelajaran yang interaktif, reflektif dan juga kolaboratif. Murid diberi peluang untuk mempelajari konsep, prinsip dan strategi melalui perbincangan. Cabaran-cabaran pelaksanaan pedagogi hikmah terhadap guru dan murid boleh melibatkan beberapa aspek dan cabaran ini adalah berdasarkan daripada pengalaman pelajar Sarjana Pendidikan Islam dalam mengendalikan micro teaching menggunakan sesi pedagogi hikmah. Dalam usaha guru untuk terus meningkatkan kualiti pendidikan, cadangan penambaikan pedagogi hikmah boleh membawa perubahan positif yang signifikan kepada proses pengajaran dan pembelajaran.
Abstract: Hikmah pedagogy is one of the lessons that emphasizes philosophical inquiry guided by critical and creative thinking skills based on questions posed by the teacher to students or vice versa. This pedagogy of wisdom and KBAT has a connection which is to develop students' creative thinking and also to improve students' ability to reason during discussions. Reinforcement exercise in the context of wisdom pedagogy refers to a series of activities designed to strengthen and deepen the understanding of the application of wisdom pedagogy. This reinforcement exercise involves an interactive, reflective and collaborative learning process. Students are given the opportunity to learn concepts, principles and strategies through discussion. The challenges of implementing hikmah pedagogy for teachers and students can involve several aspects and these challenges are based on the experience of Master of Islamic Education students in conducting micro teaching using hikmah pedagogy sessions. In the efforts of teachers to continue to improve the quality of education, suggestions for the improvement of hikmah pedagogy can bring significant positive changes to the teaching and learning process.
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