PELAKSANAAN PENGAJARAN GURU PENDIDIKAN ISLAM TERHADAP KAEDAH SOKRATIK DI SEKOLAH MENENGAH DAERAH NEGERI JOHOR [IMPLEMENTION OF ISLAMIC EDUCATION TEACHERS TO APPROACH THE SOCRATIC METHOD IN SECONDARY SCHOOL AREA IN JOHOR]
Keywords:
kaedah sokratik, tahap pengetahuan, tahap pelaksanaan, guru Pendidikan Islam, Socratic method, level of knowledge, level of implementation, Islamic Education teacherAbstract
Abstrak: Kajian ini dijalankan bertujuan untuk mengenal pasti tahap pengetahuan dan tahap pelaksanaan guru Pendidikan Islam terhadap kaedah sokratik. Kajian ini dijalankan dengan menggunakan kaedah kajian tinjauan yang menggunakan soal selidik ke atas guru Pendidikan Islam di sekolah menengah di daerah negeri Johor. Dapatan kajian berdasarkan analisis deskriptif menunjukkan bahawa nilai purata min bagi tahap pengetahuan dan tahap pelaksanaan guru Pendidikan Islam terhadap kaedah sokratik berada pada tahap tinggi. Manakala, bagi analisis inferensi, dapatan kajian menunjukkan bahawa tidak terdapat perbezaan yang signifikan di antara pelaksanaan kaedah sokratik dengan jantina, umur dan lokasi. Menurut analisis Korelasi Pearson, dapatan kajian menunjukkan bahawa terdapat hubungan yang signifikan antara tahap pelaksanaan dan pengetahuan guru Pendidikan Islam terhadap kaedah sokratik. Berikutan itu, dengan adanya kajian ini, ianya diharap dapat dijadikan sumber rujukan bagi pihak pengurusan dalam usaha meningkatkan keberkesanan pelaksanaan kaedah sokratik dengan meneliti tahap pengetahuan dan tahap pelaksanaan guru-guru.
Abstract: The purpose of this research conducted is to identify the level of knowledge and implementation of Islamic Education teachers to practice Socratic method. The methods used was survey design which includes giving questionnaires to Islamic Education Teachers in secondary schools area in Johor. The result from descriptive analysis shows that the mean for both level of knowledge and implementation is high among Islamic Education teachers. The result from inference analysis shows that there is no significant differences between level of knowledge and implementation by gender, age and location among Islamic education teachers. Referring to Pearson Correlation analysis, it was found that there is a significant relationship between the level of knowledge and implementation among Islamic Education teachers towards Socratic method. Hence, with the presence of this research, the researcher hopes that it would become the reference for management team in order to enhance the effectiveness of implementation Socratic method by focusing on the level of knowledge and implementation among the teachers.
References
Birnbacher, D., and Krohn, D. 2004. Socratic dialogue and self-directed learning. In R. Saran and B. Neisser (Eds.), Enquiring minds: Socratic dialogue in education. Stoke-on-Trent. UK: Trentham Books.
Shaffe Mohd Daud, Ramli Basri, Roselan Baki, Sahandri Ghani Hamzah & Mokhtar Nawawi. 2006. Pengaruh Amalan Jenaka Terhadap Pengajaran dan Pembelajaran Murid. Asia Pacific Journal of Educators and Education 2(1): 125–144.
Grunwald Associates LLC. 2010. Educators, Technology and 21st Century Skills: Dispelling Five Myths (A Study on the Connection Between K–12 Technology Use and 21st Century Skills). t.tp.: Walden University.
Abdullah, Ibrahim. 2017. Pembelajaran Berpusatkan Pelajar dan Kaitannya dengan Pembangunan Diri dan Peluang Pekerjaan. Seminar Penyelidikan Pendidikan Guru Peringkat Kebangsaan, 8 – 9 September. Pahang, Malaysia. Universiti Malaysia Pahang, hal. 1-10.
Kamarul Azmi Jasmi, Ab. Halim Tamuri & Mohd Izham Mohd Hamzah. 2007. Sifat dan Peranan Keperibadian Guru Cemerlang Pendidikan Islam (GCPI) dan Hubungannya dengan Motivasi Pelajar. Jurnal Teknologi 51(E): 57- 71.
Meor Rahman. 2003. Gaya Pembelajaran Dan Hubungannya Dengan Pencapaian Pelajar. Seminar Memperkasakan Sistem Pendidikan, Universiti Kebangsaan Malaysia (UKM), Bangi, Selangor Darul Ehsan.
Noor Hisham. 2011. Pengajaran dan Pembelajaran; Penelitian Semula Konsep-konsep Asas Menurut Perspektif Gagasan Islamisasi Ilmu Moden. Dlm. kertas kerja Kongres Pengajaran dan Pembelajaran UKM 2011.P.Pinang, hlm. 1-15.
Peterson, E. 2009. Teaching To Think : Applying The Socratic Method Outside The Law School Setting 6(5): 83–88.
Philips. 1997. Pengajaran Kemahiran Berfikir. Teori dan Amalan. Kuala Lumpur : Utusan Publication.
Pelan Strategik Pembestarian Sekolah 2016-2020. Bahagian Teknologi Pendidikan Kementerian Pendidikan Malaysia Kuala Lumpur 2016.
Salihuddin Md. Suhadi, Baharuddin Aris, Hasnah Mohammed, Norasykin Mohd. Zaid & Zaleha Abdullah. 2014. Penguasaan Pelajar Dalam Kemahiran Berfikir Aras Tinggi Dengan Pembelajaran Kaedah Sokratik. Konvensyen Antarabangsa Jiwa Pendidik 2014, 11-13 Ogos 2014. Universiti Teknologi Malaysia, Johor Bharu. Malaysia, hal. 1-8.
Shea, P., Li, C. S., and Pickett, A. 2006. A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. Internet and Higher Education 9(3): 175-190.
Swain, M. 2007. What are the Benefits for Gifted Learners? TAGT Annual Conference, (November), hal. 1–4.
Tikva, J. B. 2010. Socratic teaching is not teaching, but direct transmission is: Notes from 13
to 15-year olds’ conceptions of teaching. Teaching and Teacher Education: 26(3): 656–664.
Zawawi Ahmad. 1988. Teras dan Falsafah Pendidikan Islam. Jurnal Pendidikan Islam 2(8):1-10.
