Pemikiran logik sebagai pengantara hubungan antara Amalan Pembelajaran Penyebatian dengan Kemahiran Berfikir Aras Tinggi dalam Pendidikan Islam

Tujuan utama kajian ini adalah untuk mengenal pasti persepsi pelajar terhadap AmalanPembelajaran Penyebatian (APP) iaitu Aktiviti Berpusatkan Pelajar, Soal Jawab dan Pemodelan Guru didalam pembelajaran Pendidikan...

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Main Author:	Tajul Rosli Shuib
Format:	thesis
Language:	zsm
Published:	2020
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spellingShingle	Tajul Rosli Shuib Pemikiran logik sebagai pengantara hubungan antara Amalan Pembelajaran Penyebatian dengan Kemahiran Berfikir Aras Tinggi dalam Pendidikan Islam
description	<p>Tujuan utama kajian ini adalah untuk mengenal pasti persepsi pelajar terhadap Amalan</p><p>Pembelajaran Penyebatian (APP) iaitu Aktiviti Berpusatkan Pelajar, Soal Jawab dan Pemodelan Guru di</p><p>dalam pembelajaran Pendidikan Islam. Ia juga bertujuan mengenal pasti persepsi terhadap Pemikiran</p><p>Logik dan Kemahiran Berfikir Aras Tinggi (KBAT) pelajar. Model kajian dibina berdasarkan Model</p><p>Pembelajaran Penyebatian (Swartz, Fischer & Parks, 1999) sebagai model asas kerangka kajian. Dua</p><p>model kajian diuji untuk mengenal pasti kesan pengantaraan pemboleh ubah Pemikiran Logik di dalam</p><p>hubungan antara APP dengan KBAT. Model pertama menguji APP sebagai satu konstruk manakala</p><p>model kedua menguji APP secara berasingan. Kesaling-hubungan antara pemboleh ubah disahkan terlebih</p><p>dahulu supaya kesan pengantaraan boleh diuji. Kajian kuantitatif ini menggunakan kaedah tinjauan</p><p>dengan teknik pensampelan rawak, melibatkan seramai 388 responden. Data kajian dianalisis</p><p>menggunakan analisis laluan, Pemodelan Persamaan Berstruktur (SEM). Dapatan utama kajian</p><p>menjelaskan persepsi positif pelajar terhadap semua pemboleh ubah kajian. Model pertama</p><p>yang diuji menunjukkan pemboleh ubah APP memberi kesan signifikan terhadap Pemikiran Logik</p><p>(=0.963, p<0.05). Pemboleh ubah Pemikiran Logik juga memberi kesan signifikan terhadap</p><p>KBAT (=0.963, p<0.05). Namun, Pemboleh ubah APP tidak memberi kesan signifikan terhadap</p><p>KBAT (=0.155, p>0.05). Walaubagaimanapun, pemboleh ubah Pemikiran Logik menjadi pengantara</p><p>lengkap di dalam hubungan pemboleh ubah eksogenus APP dan pemboleh ubah endogenus KBAT.</p><p>APP secara terpisah turut memberikan dapatan sama yang signifikan kecuali bagi pemboleh ubah</p><p>Aktiviti Berpusatkan Pelajar (ABP). Tidak wujud kesaling-hubungan antara ABP dengan</p><p>Pemikiran Logik dan KBAT. Ini mengakibatkan tiada kesan pengantaraan Pemikiran Logik di</p><p>dalam hubungan antara ABP dengan KBAT. Kesimpulannya model kajian ini menunjukkan pemikiran</p><p>logik merupakan pengantara yang signifikan dalam hubungan antara amalan pembelajaran penyebatian</p><p>dengan kemahiran berfikir aras tinggi dalam konteks Pendidikan Islam. Adalah diharapkan kajian ini</p><p>akan dapat memberikan input berguna bagi guru-guru untuk menambah baik asas penting amalan</p><p>pembelajaran dan pemudahcaraan penyebatian di dalam kelas.</p><p></p>
format	thesis
qualification_name
qualification_level	Doctorate
author	Tajul Rosli Shuib
author_facet	Tajul Rosli Shuib
author_sort	Tajul Rosli Shuib
title	Pemikiran logik sebagai pengantara hubungan antara Amalan Pembelajaran Penyebatian dengan Kemahiran Berfikir Aras Tinggi dalam Pendidikan Islam
title_short	Pemikiran logik sebagai pengantara hubungan antara Amalan Pembelajaran Penyebatian dengan Kemahiran Berfikir Aras Tinggi dalam Pendidikan Islam
title_full	Pemikiran logik sebagai pengantara hubungan antara Amalan Pembelajaran Penyebatian dengan Kemahiran Berfikir Aras Tinggi dalam Pendidikan Islam
title_fullStr	Pemikiran logik sebagai pengantara hubungan antara Amalan Pembelajaran Penyebatian dengan Kemahiran Berfikir Aras Tinggi dalam Pendidikan Islam
title_full_unstemmed	Pemikiran logik sebagai pengantara hubungan antara Amalan Pembelajaran Penyebatian dengan Kemahiran Berfikir Aras Tinggi dalam Pendidikan Islam
title_sort	pemikiran logik sebagai pengantara hubungan antara amalan pembelajaran penyebatian dengan kemahiran berfikir aras tinggi dalam pendidikan islam
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Pembangunan Manusia
publishDate	2020
url	https://ir.upsi.edu.my/detailsg.php?det=7129
_version_	1747833358530904064
spelling	oai:ir.upsi.edu.my:71292022-06-13 Pemikiran logik sebagai pengantara hubungan antara Amalan Pembelajaran Penyebatian dengan Kemahiran Berfikir Aras Tinggi dalam Pendidikan Islam 2020 Tajul Rosli Shuib <p>Tujuan utama kajian ini adalah untuk mengenal pasti persepsi pelajar terhadap Amalan</p><p>Pembelajaran Penyebatian (APP) iaitu Aktiviti Berpusatkan Pelajar, Soal Jawab dan Pemodelan Guru di</p><p>dalam pembelajaran Pendidikan Islam. Ia juga bertujuan mengenal pasti persepsi terhadap Pemikiran</p><p>Logik dan Kemahiran Berfikir Aras Tinggi (KBAT) pelajar. Model kajian dibina berdasarkan Model</p><p>Pembelajaran Penyebatian (Swartz, Fischer & Parks, 1999) sebagai model asas kerangka kajian. Dua</p><p>model kajian diuji untuk mengenal pasti kesan pengantaraan pemboleh ubah Pemikiran Logik di dalam</p><p>hubungan antara APP dengan KBAT. Model pertama menguji APP sebagai satu konstruk manakala</p><p>model kedua menguji APP secara berasingan. Kesaling-hubungan antara pemboleh ubah disahkan terlebih</p><p>dahulu supaya kesan pengantaraan boleh diuji. Kajian kuantitatif ini menggunakan kaedah tinjauan</p><p>dengan teknik pensampelan rawak, melibatkan seramai 388 responden. Data kajian dianalisis</p><p>menggunakan analisis laluan, Pemodelan Persamaan Berstruktur (SEM). Dapatan utama kajian</p><p>menjelaskan persepsi positif pelajar terhadap semua pemboleh ubah kajian. Model pertama</p><p>yang diuji menunjukkan pemboleh ubah APP memberi kesan signifikan terhadap Pemikiran Logik</p><p>(=0.963, p<0.05). Pemboleh ubah Pemikiran Logik juga memberi kesan signifikan terhadap</p><p>KBAT (=0.963, p<0.05). Namun, Pemboleh ubah APP tidak memberi kesan signifikan terhadap</p><p>KBAT (=0.155, p>0.05). Walaubagaimanapun, pemboleh ubah Pemikiran Logik menjadi pengantara</p><p>lengkap di dalam hubungan pemboleh ubah eksogenus APP dan pemboleh ubah endogenus KBAT.</p><p>APP secara terpisah turut memberikan dapatan sama yang signifikan kecuali bagi pemboleh ubah</p><p>Aktiviti Berpusatkan Pelajar (ABP). Tidak wujud kesaling-hubungan antara ABP dengan</p><p>Pemikiran Logik dan KBAT. Ini mengakibatkan tiada kesan pengantaraan Pemikiran Logik di</p><p>dalam hubungan antara ABP dengan KBAT. Kesimpulannya model kajian ini menunjukkan pemikiran</p><p>logik merupakan pengantara yang signifikan dalam hubungan antara amalan pembelajaran penyebatian</p><p>dengan kemahiran berfikir aras tinggi dalam konteks Pendidikan Islam. Adalah diharapkan kajian ini</p><p>akan dapat memberikan input berguna bagi guru-guru untuk menambah baik asas penting amalan</p><p>pembelajaran dan pemudahcaraan penyebatian di dalam kelas.</p><p></p> 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=7129 https://ir.upsi.edu.my/detailsg.php?det=7129 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Ab Halim Tamuri, & Ajuhary, M. K. A. (2010). Amalan Pengajaran Guru Pendidikan</p><p>Islam Berkesan Berteraskan Konsep MuAllim. Journal of Islamic and Arabic Education, 2(1), 43-56.</p><p></p><p>Ab Halim Tamuri, Ismail & Kamarul Azmi Jasmi (2012). Komponen Asas Untuk Latihan Guru</p><p>Pendidikan Islam (Basic Components for Islamic Education Teacher Training). Global Journal</p><p>Al-Thaqafah, 2(2), 53-63.</p><p></p><p>Ab Halim Tamuri, Zuria Mahmud & Safani. (2005). Permasalahan Pelajar-Pelajar Fakir Miskin</p><p>di Daerah Sabak Bernam. 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