CONTRIBUIÇÃO DO MODELO TPACK PARA O ENSINO DA CRIATIVIDADE ENTRE INSTRUTORES DE LÍNGUA ÁRABE NA MALÁSIA
DOI:
https://doi.org/10.18316/rcd.v15i38.11046Palavras-chave:
Ensino de criatividade. Língua árabe. Educação. Malásia.Resumo
O objetivo deste estudo foi a contribuição do modelo de trilha para o ensino da criatividade entre os instrutores de língua árabe na Malásia. A amostra deste estudo envolveu 530 professores de língua árabe com base em uma população de 7.309. Uma abordagem quantitativa e amostragem aleatória foram preferidas para fins de coleta de dados. Os dados foram analisados usando o Statistical Package for Social Science (SPSS) Vol. 21. Enquanto um teste de regressão foi realizado para identificar a contribuição do modelo TPACK para a criatividade dos instrutores de árabe. Os resultados deste estudo indicaram que quatro fatores principais contribuem para a criatividade dos professores de ensino de árabe na Malásia. Para aumentar ainda mais a criatividade no ensino de árabe, pode-se concluir deste estudo que os professores de língua árabe na Malásia precisam se concentrar nos quatro elementos listados acima. Por ser o principal impulsionador da criatividade dos instrutores de língua árabe na Malásia, a ênfase nessas quatro áreas de conhecimento, particularmente o Conhecimento Pedagógico, precisa de atenção especial.
Referências
Abd. Hamid, M. A, (2004). Kreativiti konsep teori dan praktis. Johor baru: Penerbit Universiti Teknologi Malaysia.
Abdul Latif, R. (2007). Pengajaran kemahiran membaca bahasa arab komunikasi sekolah kebangsaan (baksk) di kalangan guru-guru j-qaf di negeri Selangor. Laporan penyelidikan Ijazah Sarjana Pendidikan yang tidak diterbitkan, Fakulti Pendidikan, Universiti Malaya: Kuala Lumpur.
Aladdin, A. (2013). Demotivating factoes in the Arabic language clasroom: what demotivates non-muslim Malaysian learners when it comes to learning Arabic? Procedia Sosial and Behavioral Sciences 93: 1652-1657.
Al-Nuaimy, A. F. T., & Al-Anshory, A.S. (2016). Exploring teachers’ creative teaching strategies in teaching Arabic as a foreign language at a private Islamic secondary school in Malaysia. IIUM Journal of Education Studies (4), 21-37.
Amabile, T. M. (1996). Creativity in Context, Update to the sosial psychology of creativity. Colorado: Westview Press, Inc.
Arifin, Z. Jamsari, E. A., Riddzwan, K., Abdul Latif, M. R., & Ab Halim, Z. (2014). Attitudes of distance learning students at UKM’s Faculty of Islamic Studies towards learning Arabic language skill courses. Turkish Online Journal of Distance Education, 15(1), 174-188.
Balakrisnan, F. (2002). Penilaian pelaksanaan kemahiran berfikir secara kreatif dan kritis dalam mata pelajaran sejarah KBSM tingkatan 4. Satu kajian kes di daerah Tampin dan Rembau, Negeri Sembilan. Tesis Ijazah Sarjana, Fakulti Pendidikan, Universiti Kebangsaan Malaysia.
Chamorro, P. T & Richenbacher, L. (2008). Effects of personality and the threat of evaluation on divergent & convergent. Journal of Research on Personality, (42) 1095-1101.
Chua Y. P. (2011). Pengukuran semasa kreativiti. Isu dan cabaran. Dalam Azrina, S. (ed). Islam kreativiti dan inovasi. Kuala Lumpur: Institut Kefahaman Islam Malaysia.
Chua, Y. P. (2002). Corak pembelajaran dan pemikiran, keupayaan kreatif pelajar, dan cara penilaian guru pendidikan seni ke atas hasil kerja pelajar. Kertas kerja di seminar kebangsaan profesional perguruan JPPG 2002, Alor Setar, Kedah.
Chumo, C. C. (2014). Effects of practical investigation on scientific creativity amongs secondary schools biology students in Kerincho District, Kenya. Journal of Education and Practice. 5(8), 43-51.
Dahan, H. B. A. M. (2005). Daripada tradisi ke inovasi dalam pengajaran bahasa Arab di Malaysia: dilema pelaksanaannya. Pedagogi merentas kurikulum, 68-78. Kuala Lumpur: Penerbit Universiti Malaya.
Denise, A. S. B. E., Thompson, A. D., Mishra, P., Koehler, M.J. & Shin, T. S. (2010). Technological Pedagogical Content Knowledge (TPCK). Journal of Research and Technology Education 42(2): 123-149.
Diamantes, T. (2007). Technology’s impact on graduate level learning: Using technology to improve student assignment completion rates. College Student Journal, 41(1), 79.
Hennessey, B. A., Amabile, T.M. (2010). Creativity. Annual Rev. Psychology. (61), 569 -598.
Hope, S. (2010). Creativity, content, and policy. Arts Education Policy Review, 1(11): 39 – 47.
Hosseini, Z., Kamal, A. (2012). Developing an instrument to measure perceived technology integration knowledge of teachers. International Conference on advanced information study, E-Education and Development (ICAISED 2012). Hotel Corus, 7 – 8 Febuari. Kuala Lumpur: Malaysia.
Hyde & Thomas (2005). Moving beyond chalk and talk: Using problem-based-learning in a research methods course sequence. Newark: University of Delaware.
Majid, M. R. A., & Ismail, Z. (2017) Kreativiti pengajaran guru bahasa arab di malaysia. Jurnal Kepimpinan Pendidikan (Jupidi), 4(4), 27-39.
Mat, A.C., Soon, G. Y. (2010). Situasi pembelajaran bahasa asing di institut pengajian tinggi : perbandingan antara bahasa arab, bahasa mandarin dan bahasa perancis. Asean Journal of Teaching and Learning in Higher Education, 2(2), 9 – 21
Maybien, J., & Swan (2007). Everyday creativity in language: Textuality, Contextuality and Critique. Applied Linguistic, (28), 497-417.
Mohsin, M., & Alias, J. (2013). Kreativiti pengajaran guru sekolah rendah di Malaysia. Jurnal Psikologi Malaysia, (27), 71 -97.
Molly, A. J., (2015). Managing the classroom for creativity. creative education, (6), 1032 – 1043.
Niu, W. & Stanberg, X. (2006). The philosophical roots of Western and Eastern conceptions of creativity. Journal of Theoretical and Philosophical Psychology, (26), 1001-1021.
Othman, M. A., Ismail, Z., Zaid, C. M. Majid, M. R. A. Non-verbal communication and its effectiveness on teaching and learning Arabic language. Journal of Critical Reviews, 7(9), 21-25.
Park, J. W. (2011). Scientific creativity in science education. Journal of Baltic Science Education, 10(3).
Park, J. W. (2012). Developing the format and samples of teaching materials for scientific creativity in the ordinary science curriculum. Journal of Korean Association for Science Education, 32(3), 446-466.
Ramli, N., A. (2021). Faktor kesukaran pelajar melayu dalam mengenalpasti bunyi huruf-huruf arab. e Jurnal Bahasa dan Linguistik, 3(1).
Razali, A. S. M., Husaini, M. H., Pisol, M. I. M., Saad, D. U. M., Haron, S. M., Hussin, N. H., & Daud, M. K. M. (2017). Kemahiran dan penyediaan bahan guru bahasa Arab terhadap penggunaan bahan bantu mengajar. Jurnal Sultan Alauddin Sulaiman Shah 4(2): 120-126.
Robert, W.W. (2006). Creativity: Understanding innovation in problems solving, science, invention, and the arts. New Jersey: John Wiley and Sons, Inc.
Sebelius (2002). TPR Storytelling: The teaching method is most consistent with the principles of second language acquisition. USA: National University.
Soon Singh a/l Bikar Singh, (2011). Perhubungan antara kreativiti figura dengan pencapaian akademik pelajar: satu tinjauan dalam kalangan pelajar tingkatan empat di beberapa buah sekolah di Kuala Lumpur. E-BANGI: Jurnal Sains Sosial dan Kemanusiaan, 6(1). 90-101.
Sternberg, R. J. (2006). The nature of creativity. Creativity Research Journal, 18(1), 87-98.
Strom, R. D., & Storm, P. S. (2002). Changing the rules: education for creative thinking. Journal of Creative Behavior, 36(3), 183-199.
Tamuri, A. H., Yusopp, A., Osman, K., Razak, K. A., Awaludin, & Abdul Rahim, Z. (2004). Keberkesanan pengajaran dan pembelajaran Pendidikan Islam ke atas pembangunan diri pelajar. Laporan penyelidikan, Fakulti Pendidikan, Universiti Kebangsaan Malaysia dan Jabatan Pendidikan Islam dan Moral, kementerian Pelajaran Malaysia.
Trivedi, K. & Bhargava, R. (2010). Relation of creativity and education achievement in adolescence. Journal of Psychology, 1(2): 85-89.
Yaakub, A. I., Mat, A. C., & Pa, M. T. (2012). membina kemahiran pertuturan menerusi aktiviti lakonan dalam pengajaran bahasa Arab. GEMA Online Journal of Language Studies (12) 325-337.
Yasim, I. M. M., Lubis, M. A., Noor, Z. A. M., & Sjahrony, A. (2017). Penggunaan teknik pembelajaran kosa kata bahasa Arab dalam kalangan murid. ASEAN Comparative Education Research Journal on Islam and Civilization (ACER-J) 1(1): 14-24.
Yunus, N., Yussof, A. S., & Said, M. M. M. (2012). siri motivasi dan kecemerlangan utusan, menjana pemikiran kreatif dan kritis. Kuala Lumpur: Utusan Publications & Distributors Bhd.
Zaid, C. M., Saputra, J., Ismail, Z., Othman, M. A., Majid, M. R., Abdullah, N. A. C. (2020). the nature of the psychosocial environment in arabic classrooms among Malaysian public universities. Journal of Talent Development & Excellence, 12 (3), 2990-2998.
Zailani, M. A. (2005). Penggunaan model pengajaran pendekatan komunikatif dalam pengajaran bahasa Arab komunikasi sekolah menengah.. Pedagogi merentas kurikulum, 59-67. Kuala Lumpur: Penerbit universiti Malaya.
Zaini, A., Zakaria, N., Hamdan, H., Ghazali, M. R., Ismail, M. R. (2019). Pengajaran Bahasa Arab Di Malaysia: Permasalahan Dan Cabaran. Jurnal Pengajian Islam, 12(1), 47-57.
Zolfaghari, A. R. (2011). The role of creative questioning in the process of learning and teaching. Procedia – Social and Behavioral Sciences, (30), 2079-2082.
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2023 Mohammad Rusdi Ab Majid, Mohd Ala-uddin Othman, Che Mohd Zaid Yusof , Mohd Hasaidi Hassan
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Conforme recomendado pelo o Public Knowledge Project, a RCD adota para seus artigos uma licença CREATIVE COMMONS: Atribuição CC BY 4.0.
Esta licença permite que outros distribuam, remixem, adaptem e construam sobre o seu trabalho, mesmo comercialmente, desde que lhe dêem crédito pela criação original.
Esta é a licença mais adequada oferecida.
Recomendado para a máxima divulgação e uso de materiais licenciados.
