PENGGUNAAN BAHAN BANTU MENGAJAR DALAM KALANGAN GURU CEMERLANG PENDIDIKAN ISLAM SEKOLAH MENENGAH [USE OF TEACHING AIDS AMONG EXCELLENT TEACHERS OF ISLAMIC EDUCATION SECONDARY SCHOOLS]

Abstract

Abstrak: Penggunaan bahan bantu mengajar merupakan alat sebagai pelengkap dalam pengajaran dan pembelajaran. Tujuan artikel ini adalah meneroka jenis bahan bantu mengajar yang digunakan oleh Guru cemerlang Pendidikan Islam (GCPI) di dalam bilik darjah. Kepelbagaian bahan bantu mengajar yang diaplikasi di dalam kelas memberi impak yang sangat positif. Kajian ini menggunakan pendekatan kualitatif. Kaedah pengumpulan data menggunakan teknik temu bual mendalam, analisis dokumen dan pemerhatian. GCPI dipilih melalui teknik pensampelan bertujuan. Dua orang Guru Cemerlang Pendidikan Islam di sekolah menengah yang memenuhi kriteria telah dipilih sebagai peserta kajian. Data yang dikumpul dan dianalisis menerusi teknik analisis tema dengan menggunakan perisian NVIVO versi 14. Hasil temu bual mendapati bahawa GCPI telah menggunakan tiga jenis bahan bantu mengajar merangkumi BBM bukan digital, BBM digital dan BBM bersifat pengalaman sebenar. BBM bukan digital yang digunakan merangkumi pen penanda, pensel warna, gunting dan marker sebagai asas BBM ketika PdPc. Walaupun teknologi pendidikan semakin canggih, sekiranya guru Pendidikan Islam bijak menambah baik BBM sedia ada maka aktiviti di dalam bilik darjah dapat merangsang minat murid untuk meneroka sesuatu tajuk yang dipelajari. Hasil kajian telah menunjukkan bahawa penggunaan BBM digital adalah hampir sembilan puluh peratus kerana murid generasi alfa adalah generasi yang bergantung hampir sepenuhnya kepada internet. Oleh itu, GPI perlu menguasai BBM elektronik supaya murid tidak bosan dan hilang tumpuan ketika proses pengajaran dan pembelajaran. Manakala BBM bersifat pengalaman sebenar juga memberi pengalaman realiti kepada murid apabila berhadapan dengan situasi sebenar seperti bab sembelihan bertayamum. BBM yang dipilih bergantung kepada topik yang diajar serta mengambil kira tahap keupayaan murid dalam melaksanakan aktiviti di dalam bilik darjah ketika sesi pengajaran dan pembelajaran. Impaknya, pengajaran dan pembelajaran dapat merangsang minat murid untuk belajar bukan hanya secara teori semata-mata tetapi dapat diamalkan secara praktikal.

Abstract: The use of teaching aids is a tool as a complement in teaching and learning. The purpose of this article is to explore the types of teaching aids used by excellent Islamic Education teachers in the classroom. The variety of teaching aids applied in the classroom has a very positive impact. This study uses a qualitative approach. Data collection methods use are in-depth interview techniques, document analysis and observation. GCPI was selected through a purposive sampling technique. A total of two outstanding teachers of Islamic Education in secondary schools who meet the criteria have been selected. Data collected and analyzed through theme analysis techniques using NVIVO software version 14. Interview results found that GCPI has used three types of teaching aids including non-digital BBM, digital BBM and real experiential BBM. The non-digital BBM used includes marker pens, colored pencils, scissors and markers as the basis of BBM during PdPc. Although educational technology is becoming more sophisticated, if Islamic Education teacher is wise to improve the existing BBM then activities in the classroom can stimulate students' interest to explore a topic studied. The results have shown that the use of digital BBM is almost ninety percent because students of the alpha generation are a generation that depends almost entirely on the internet. Therefore, GPI needs to master electronic BBM so that students do not get bored and lose focus during the teaching and learning process. While BBM is a real experience, it also gives students a reality experience when faced with real situations such as slaughtering and bertayammum. The BBM chosen depends on the topic being taught as well as taking into account the student's level of ability in carrying out activities in the classroom during the teaching and learning session. The impact is that teaching and learning can stimulate students’ interest in learning not only theoretically but can be practiced practically.