A preliminary report on pedagogical knowledge among pre-service islamic education teachers
Laporan awal tentang pengetahuan pedagogi dalam kalangan guru pendidikan islam pra-perkhidmatan
DOI:
https://doi.org/10.53840/attarbawiy.v10i1.406Keywords:
Pedagogical knowledge, Pre-service teachers, Islamic education, pedagogical readinessAbstract
Abstract
This preliminary study aimed to evaluate the level of pedagogical knowledge readiness among pre-service Islamic education teachers at the Kulliyyah of Education (KOED), International Islamic University Malaysia (IIUM). A total of 16 respondents completed a structured questionnaire designed to assess 15 aspects of pedagogical knowledge. Data was analysed using descriptive statistics to determine respondents’ levels of pedagogical knowledge. The findings indicate that the respondents generally demonstrated a high level of pedagogical knowledge, with mean scores ranging from 3.75 to 4.69 across the 15 items, suggesting strong agreement with the statements. Items related to understanding students’ different learning styles exhibited particularly high mean scores, reflecting confidence and consistency in these areas. In contrast, items addressing the application of learning theories in teaching and the integration of Islamic knowledge with soft skills in lesson planning showed comparatively lower mean scores and greater variability, indicating potential areas for further development. These results provide preliminary evidence of the questionnaire’s effectiveness and highlight areas where targeted interventions may enhance pre-service teachers’ pedagogical readiness for Islamic Education classrooms.
Abstrak
Kajian awal ini bertujuan untuk menilai tahap kesediaan pengetahuan pedagogi dalam kalangan guru Pendidikan Islam pra-perkhidmatan di Kulliyyah Pendidikan (KOED), Universiti Islam Antarabangsa Malaysia (IIUM). Seramai 16 orang responden telah melengkapkan soal selidik berstruktur yang direka untuk menilai 15 aspek pengetahuan pedagogi. Data dianalisis menggunakan statistik deskriptif bagi menentukan tahap pengetahuan pedagogi responden. Dapatan kajian menunjukkan bahawa responden secara umumnya memperlihatkan tahap pengetahuan pedagogi yang tinggi, dengan skor min antara 3.75 hingga 4.69 bagi kesemua 15 item, yang menunjukkan tahap persetujuan yang kuat terhadap pernyataan yang dikemukakan. Item yang berkaitan dengan pemahaman terhadap perbezaan gaya pembelajaran pelajar menunjukkan skor min yang sangat tinggi, mencerminkan tahap keyakinan dan konsistensi dalam aspek tersebut. Sebaliknya, item yang berkaitan dengan aplikasi teori pembelajaran dalam pengajaran serta pengintegrasian ilmu Islam dengan kemahiran insaniah dalam perancangan pengajaran menunjukkan skor min yang lebih rendah dan variasi yang lebih besar, sekaligus menandakan potensi bidang untuk penambahbaikan selanjutnya. Hasil kajian ini memberikan bukti awal tentang keberkesanan soal selidik yang digunakan serta menonjolkan bidang-bidang yang memerlukan intervensi khusus bagi meningkatkan kesediaan pedagogi guru pra-perkhidmatan dalam bilik darjah Pendidikan Islam.
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