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EXPLORING ISLAMIC EDUCATION TEACHERS’

COMPETENCY IN TEACHING TILAWAH AL-QURAN IN TWO SELECTED SECONDARY SCHOOLS IN

GOMBAK: A CASE STUDY

BY

AZILA BT RAFEE

A dissertation submitted in fulfilment of the requirement for the degree of Master of Education

(The Teaching of Islamic Education)

Kulliyyah of Education

International Islamic University Malaysia

NOVEMBER 2014

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ii

ABSTRACT

Tilawah al-Quran is one of the components of the Islamic Education curriculum of primary and secondary schools in Malaysia. Teaching Tilawah al-Quran involves verbal skills, reading fluency, skills of fasohah, recitations with tajweed and reading with tadwir and tartil, and comprehension of Quranic verses. Successful outcome of teaching and learning Tilawah al-Quran requires skilled and competent teachers.

These requirements are vital for Islamic Education teacher so that they can master the teaching of Tilawah al-Quran effectively. Thus, this study attempts to explore Islamic Education teachers’ competency in teaching Tilawah al-Quran. This study employed a case study approach. Data were collected through interviews and classroom observations. This study was carried out in two Malaysian secondary schools in Gombak district. The study was involved three Islamic Education teachers. The study found that in order to be competent in teaching Tilawah al-Quran, teacher should have knowledge, appropriate skills and teaching methods. The data analysis revealed that the five elements of teaching competencies applied by the Islamic Education teachers in teaching Tilawah al-Quran include teaching methodology, using teaching aids, using classroom management techniques, assessing and evaluating students learning, and possessing good personality and attitude. The study suggested that to become a competent teacher in teaching Tilawah al-Quran, an Islamic Education teacher should be knowledgeable, having teaching skills especially the ability to teach and transmit the knowledge and skills to students, as well as using appropriate pedagogies.

Additionally, Islamic Education teacher should have good personality and attitude.

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iii

ثحبلا صخلم

نآرقلا ةولات نأ ةدحاو

نم رصانع ةيوناثلاو ةيئادتبلاا سرادلما في ةيملاسلإا ةيبترلا جهانم ةيزيلالما

.

يوطنيو ىلع

سيردت ،ديوجتلا عم عيمستلاو ،ةحاصفلاو ةقلاطب ةءارقلاو ،ةيظفلتلا تاراهلما نآرقلا ةولات

آرقلا ةولات مّلعتو ميلعتلا ةيلمعو .ةينآرقلا تايلآا نياعم مهفو ،ليتترلا و ريودتلا عم ةءارقلاو يمركلا ن

مهم تابلطتلما هذهو .اهحانج ديكأتل ءافكلأاو ةرهلما ينملعلما بلطتت ة

ةيملاسلإا ةيبترلا ةدام يملعلم ادج

فاشكتسلا ةساردلا هذه فدته ،اذل .لاعف ونح ىلع نآرقلا ةولات سيردت ناقتإ نم اونكمتي تىح ميلعت في ةيملاسلإا ةيبترلا يملعم تاءافك مادختساب نآرقلا ةولات

ةسارد جهنم تم دقو .ةلالحا

عجم

لخاد في ةظحلالماو ةلباقلما قيرط نع ةساردلا تانايب ةساردلا هذه تيرجأ دقو .لصفلا

نم يننثا

ةيزيلالما ةيوناثلا سرادلما في

ةقطنم كابموغ . اهيف كراشو نم

للاخ نم .ةيملاسلإا ةيبترلا يسردم ةثلاث

سيردت في ينلّهؤم اونوكيل ، جئاتنلا ةولات

قلا نوكي نأ يغبنيف ،يمركلا نآر ملعلما

فراعلما و

تاراهلما

مادختساو .سيردتلا قئارط

.ةبسانلما ايبلا تراشأو

نأ تان ةسخم

تيلا ةيميلعتلا تاءافكلا نم رصانع

يهو يمركلا نآرقلا ةولات ميلعت في ةيملاسلإا ةيبترلا يملعم اهقبطت مادختساو ،سيردتلا ةيجهنم لمشت

ئاسولا كلذو ،ةيميلعتلا ل قلختلاو ،بلاطلا مّلعت يموقتو مييقت ةيلمعو ،فصلا ةرادإ تاينقت مادختسا

ديلجا فقولماو ةنسلحا قلاخلأاب .

سيردت في لاهؤم ملعلما حبصي يكل ةساردلا تحترقا ،نآرقلا ةولات

اخو سيردتلا تاراهم دوجو عم ،جهنلما ىوتحبم اًطيمحو ا ً لماع ملعلما نوكي نأ يغبنيف ىلع ةردقلا ةص

لىإ ةفاضلإاب . ةبسانلما سيردتلا قئارط مادختسا نع ًلاضف ،بلاطلا لىإ تاراهلماو فراعلما لقنو ميلعت ةدام ملعم نوكي نأ يغبني ،كلذ ذ ةيملاسلإا ةيبترلا

ا

هاتجاو نسح قلخ

.

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education (The Teaching of Islamic Education).

………..

Muhamad Zahiri Awang Mat Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education (The Teaching of Islamic Education).

………..

Adnan Abd Rashid Examiner

This dissertation was submitted to the Department of Curriculum and Instruction and is accepted as a fulfilment of the requirement for the degree of Master of Education (The Teaching of Islamic Education).

………..

Muhamad Zahiri Awang Mat Head, Department of Curriculum

& Instruction

This dissertation was submitted to the Kulliyyah of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education (The Teaching of Islamic Education).

………..

Rosnani Hashim

Dean, Kulliyyah of Education

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DECLARATION

I hereby declare that this dissertation is the result of my own investigation, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Azila Binti Rafee

Signature……… Date………

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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

Copyright ©2014 by Azila Binti Rafee. All rights reserved.

EXPLORING ISLAMIC EDUCATION TEACHERS’ COMPETENCY IN TEACHING TILAWAH AL-QURAN IN TWO SELECTED SECONDARY

SCHOOLS IN GOMBAK: A CASE STUDY

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below.

1. Any material contained in or derived from this unpublished research may be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieval system and supply copies of this unpublished research if requested by other universities and research libraries.

Affirmed by Azila Binti Rafee

……..……..……… ………..

Signature Date

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This dissertation is dedicated to my precious family:

My beloved mother and father My sisters

&

My brothers

Puteh Binti Sam and Rafee Bin Ramli Amirah

Anisah Aimran Ahmad Syahir Who give me strength

Who provide unswerving supports and doa’

Your heartiness, love and understanding are irreplaceable

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ACKNOWLEDGEMENTS

ALL PRAISE IS UPON ALLAH S.W.T.

Alhamdulillah, all praises be to the Most Merciful, the Almighty Allah, for being with me every step of the way and providing me strength, patience and endurance to accomplish this study.

First, I would like to express my sincere appreciation to my supervisor, Dr.

Muhamad Zahiri Awang Mat who gave me inspiration, guidance, providing insightful feedback on my writing and offering intellectual support in producing this work.

A special love and thanks to my family, especially to my mom, Puteh binti Sam and my dad, Rafee bin Ramli, for continuous dua’, encouragement and support.

Thank you for your patience and scarify who always be with me while in the process of completing this study. Likewise, a big hug to my sisters and brothers, Amirah, Anisah, Aimran, and Ahmad Syahir for your encouragement, support and advice.

Deep in my heart, nothing can bring me happiness except all of you.

Additionally, I would like to express highest gratitude to the three Islamic Education teachers who volunteered to participate in this study. Without their generous assistance and participation, this journey wouldn’t have been possible.

As a final note of appreciation, I also extend my appreciation to all lectures, academic staff, friends and others who have been directly and indirectly involve in completing this report. May Allah grant all of us Jannah. Ameen.

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TABLE OF CONTENTS

Abstract ... ii

Abstract in Arabic ... iii

Approval Page ... iv

Declaration ... v

Declaration of Copyright ... vi

Dedication ... vii

Acknowledgement ... viii

List of Tables ... xii

List of Figures ... xiii

CHAPTER ONE: INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Statement of the Problem... 3

1.3 Objective of the Study ... 6

1.4 Research Questions ... 6

1.5 Significance of the Study ... 7

1.6 Limitation of the Study ... 7

1.7 Definition of Terms ... 7

1.7.1 Teachers’ Competency ... 7

1.7.2 Islamic Education Subject ... 8

1.7.3 Tilawah al-Quran ... 8

CHAPTER TWO: LITERATURE REVIEW ... 9

2.1 Understanding of Competency ... 9

2.2 The Concept of Teacher Competencies ... 12

2.3 The Malaysian Teacher Standard ... 15

2.4 Teaching Tilawah al-Quran in Islamic Education: Competencies of Islamic Education Teacher ... 17

2.4.1 Tilawah al-Quran ... 20

2.4.2 Elements of Teaching Competencies in Tilawah al-Quran... 22

2.4.2.1 Knowledge Competencies ... 23

2.4.2.2 Teaching Method Competencies ... 24

2.4.2.3 Planning and Preparation of Lesson Plan ... 30

2.4.2.4 Using of Teaching Aids ... 31

2.4.2.5 Classroom Management ... 32

2.4.2.6 Assessing and Evaluating of Students’ Learning ... 33

2.4.2.7 Personal Competencies ... 35

CHAPTER THREE: METHODOLOGY ... 38

3.1 Introduction... 38

3.2 Research Design ... 38

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3.3 Sample of the Study ... 39

3.4 Research Instruments ... 40

3.5 Data Collection ... 42

3.5.1 Interview ... 43

3.5.2 Classroom Observation ... 45

3.6 Data Analysis ... 46

3.6.1 Interview ... 46

3.6.2 Classroom Observation ... 48

3.7 Validity and Reliability ... 48

CHAPTER FOUR: FINDING AND ANALYSIS OF RESULT ... 50

4.1 Introduction... 50

4.2 Teacher Participants’ Profile ... 50

4.3 Islamic Education Teachers’ View towards Competent of Teacher in Teaching Tilawah al-Quran ... 51

4.3.1 Knowledge of al-Quran ... 51

4.3.2 Methods and Skill ... 52

4.4 Application of Teaching Competencies in Tilawah al-Quran Lesson ... 53

4.4.1 Part A: Interview ... 53

4.4.2 Part B: Classroom observation ... 63

4.5 Core Competencies for Tilawah al-Quran Teacher ... 67

CHAPTER FIVE: SUMMARY, DISCUSSION & RECOMMENDATION ... 71

5.1 Introduction... 71

5.2 Discussion ... 71

5.2.1 Teachers’ Knowledge... 71

5.2.2 Methods of Teaching Tilawah al-Quran ... 72

5.2.3 Using of Teaching Aids ... 73

5.2.4 Classroom management ... 74

5.2.5 Assessing and Evaluating of Students’ Learning ... 75

5.2.6 Teachers’ Personality and Attitude ... 75

5.3 Summary of the Study ... 76

5.4 Implications of the Study ... 78

5.5 Recommendations... 80

5.6 Conclusion ... 81

BIBLIOGRAPHY ... 82

APPENDIX A ... 93

APPENDIX B ... 94

APPENDIX C ... 97

APPENDIX D ... 100

APPENDIX E ... 101

APPENDIX F ... 102

APPENDIX G (i) ... 103

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APPENDIX G (ii) ... 110 APPENDIX G (iii) ... 116

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LIST OF TABLES

Table No. Page No.

2.1 Danielson Framework for Teaching 15

2.2 Elements of Planning and Preparation 30

3.1 Characteristics of Respondents 39

3.2 Construct Themes 47

4.1 Profile of Participants 51

4.2 Themes and Sub-Themes of Finding 54

4.3 Application of Teaching Competencies in Tilawah al-Quran Lesson

among Respondents 64

4.4 Competencies of Islamic Education Teacher in Teaching Tilawah

Al-Quran 68

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LIST OF FIGURES

Figure No. Page No.

2.1 A Competence Model according to Common Definitions 10

2.2 Competence as Sub-Skills 11

2.3 Effective Classroom Management 33

2.4 Tilawah al-Quran Teachers’ Competencies 37

5.1 Summary on Core Competencies of Islamic Education Teachers in

TeachingTilawah al-Quran 78

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CHAPTER ONE INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The attainment of any educational system depends on good teachers and the quality of teaching in promoting effective learning. The delivery of quality instruction in the classroom in any education system depends largely on the quality and competency of teachers. The crucial role in certifying the quality of teachers, as stated in the Law of Malaysia (2006), has already been stipulated in the Malaysia’s Education Act 1996, Article 550 in Chapter 9. The government’s incentive for enriching the quality of teaching and learning is also articulated in the Education Development Plan 2006–

2010 with the announcement that:

“The Ministry of Education’s policy is to lift up the teaching profession by increasing the quality of teachers, advancing teaching as a career and improving the welfare of teachers. The Ministry of Education’s goal is to make the teaching profession one that is respected and highly regarded in accordance with the trust given to the teachers to carry out their roles in nation building” (Education Development Plan 2006–

2010, p 106)

According to Ornstein (1991), effective teachers are those with high competency in knowledge and skills. Hence, as highlighted by Selvi (2010), teachers entail to continuously improving knowledge and skills to enhance and explore their teaching practices to be a competent teacher. Competency is the possession of adequate skills and understanding to complete certain task and work satisfactorily.

Teaching requires competencies and standards that contain the principles and guidelines in order to be successful as a teacher. The Ministry of Education Malaysia (2012) in the preliminary report of the Malaysia Education Blueprint 2013- 2025

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accented the need of competency and performance-based progressions, enhanced career pathways, and improved pre-service training to regenerate teaching profession.

The ability, attitude, knowledge and skill are important elements to be competent.

According to Saeed & Mahmood (2002), teaching competency substances of abilities, knowledge and belief which possess for an effective teaching and learning process.

The role of Islamic education teachers in the process of producing generation who can read and comprehend the Quran is very essential, and it is closely related to a teacher’s competency in their instructional practices. This is because the competency of Islamic education teachers in teaching have an impact toward students’ ability in the mastering of Quranic recitation and interest in learning the Quran. Significance of learning and teaching the Quran cannot be disputed because al-Quran is the primary source for mankind. The Prophet Muhammad (PBUH) said: “The best among you are those who learn the Quran and teach it” (Bukhari).

The teaching of Tilawah al-Quran is one of the components contain in the Islamic Education subject. Islamic education teacher’s role in teaching Tilawah al- Quran is to produce students who can understand, read and memorize al-Quran by teaching them the skills and the knowledge that should to be mastered. Thus, the competent of Islamic education teacher should be produce creative and attractive teaching and learning. This is because, the low quality of Islamic Education teacher in teaching will lead to negative impact for Islamic Education itself.

Therefore, Islamic Education teachers should be competent in the teaching process which encompasses themselves with knowledge and skills with regards to performing better task and responsibility towards their job as a teacher. This responsibility must be taken into consideration by the Islamic Education teacher in order to educate students in becoming a true Muslim. The Islamic education teacher

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must strive to enhance and improve their knowledge because the knowledge that are with is actually insufficient.

According to Robiah Sidin & Hassan Langgulung (1980) in their paper entitled

“Towards the Formation of Creative Teacher” presented at the 5th of Education Convocationat the University Kebangsaan Malaysia, teachers should understand and master the content of teaching, knowing the psychology development of students and have a broad view and knowledge.

The preparation of competence teacher is vital to the success of the Islamic educational goals. Hence, the Islamic Education teacher should equip themselves with sufficient knowledge and skills to educate students especially in teaching Tilawah al-Quran. As a result, Islamic Education teachers are able to inculcate and increase students’ awareness in learning al-Quran and practice it in their daily life.

Thus, the researcher arrived at the aims of this study which attempt to explore in- depth teachers’ competency in teaching Tilawah al-Quran.

1.2 STATEMENT OF THE PROBLEM

The quality of Islamic education teacher is vital to the success of the Islamic educational goals. One of the components in Islamic Education subject is teaching Tilawah al-Quran. The teaching and learning of Tilawah al-Quran should be effective and innovative so as to produce awareness of reading and understanding of al-Quran among students. However, most of the studies of Tilawah al-Quran component revealed the weaknesses in the ability of Quranic recitation among students (Raihan, 2000; Mohd Sabri, 2001; Mohd Naim, 2003; Mohd Aderi, 2004; Mohd Yakub, et al., 2008).

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A research conducted by Mohd Yakub and Saidi (2008) at ten selected of Malaysian secondary school in Terengganu discovered the problems and weaknesses in the ability to recite the Quran among students with 0.6% are at poor level while 38.1% at very poor level. The sample of the study among 320 Form Four students.

This indicates that students’ ability in Quranic recitation does not achieve a good standard. Meawhile, in a study conducted by Mohd Naim (2003) on the achievement of Tilawah al-Quran through Iqra’ method in an elementary school at Setiu District, Terengganu showed that 49.8% students can read well, while 50.2% were ranked at blind al-Quran.

Similarly, Raihan (2000) in his study of the proficiency of Quranic recitation showed that the weaknesses of students in the mastery of the Quran. This study was conducted among the Form Four students at Malaysian secondary school in Gurun, Kedah. In addition, the study by Mohd Aderi (2004) regarding the awareness of reading al-Quran among Form One students at Kuala Lumpur. The results showed that although 63% of the respondents were completed in reciting al-Quran (khatam al- Quran), yet the overall level of respondents’ recitation was at moderate and weak.

Meanwhile, in a study conducted by Misnan et al. (2013) on students’

perception towards teaching Tilawah al-Quran and its practices among teacher at a secondary school in Perak where six aspects were examined related to the practice of teaching These six aspects include set induction, teaching aids, objective, method, evaluation and teachers’ personality. The findings showed that the practice of teaching al-Quran in terms of usage of teaching aids showed lower mean scores (mean=1.88).

While the mean score for the practice of set induction (mean=3.04), objectives (mean=2.78), teaching methods (mean=2.82) and assessment (mean=3.48) were all at

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moderate mean scores. However, teachers’ personality showed the higher mean scores (mean=3.92).

In addition, the study conducted by Mohd Aderi (2009) regarding teachers’

perception towards the teaching instructions of the reading section of Tilawah al- Quran at Malaysia secondary school where the teacher were asked to give their responds towards 69 indicators. These indicators related to the teaching instructions of Tilawah al-Quran based on four components namely: lesson induction, expansion of lesson, lesson closure, and teaching aids. The results showed that the practice of teaching Tilawah al-Quran was at a moderate level (mean = 0.338) with the mean level for lesson induction (mean=3.461), closure (mean = 3.271) and teaching aids (mean = 2.709) were all at a moderate level. Meanwhile, extension of lesson was at a high level with mean = 3.670.

On the other hands, a study was conducted by Ab. Halim et al. (2010) to examine the level of professionalism towards Islamic Education teachers in secondary school throughout Malaysia with the involvement of 2400 students, 464 Islamic Education teachers and 603 administrators as the sample of the study. Teachers from other disciplines evaluate the level of professionalism among Islamic Educators based on the Malaysian Teacher Standard added a new element of religious basis for teachers. The study found that the Islamic Education teachers have a high level of professionalism because overall mean at the level above 4.00.

Therefore, the previous studies proved that the ability to recite al-Quran is still weak and the teaching practice of Islamic Education teacher was at moderate level.

Additionaly, these studies were highlighted on the teaching practiced by the Islamic Education teachers towards teaching Tilawah al-Quran and the ability of mastering Quranic recitation among students. With regard to the competency of Islamic

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Education teacher particularly in teaching Tilawah al-Quran, so far there is not much study conducted on it. Apart from that, this study aims to explore in-depth the Islamic Education teacher competency in teaching Tilawah al-Quran by using the qualitative case study method.

1.3 OBJECTIVE OF THE SUDY

In the light of this study, it attempts:

1. To investigate the perception of Islamic Education Teachers regarding teacher competency in teaching Tilawah al-Quran.

2. To find out the competencies of teachers that existing in Teaching Tilawah al-Quran.

3. To suggest the core competencies that must be equipped by Tilawah al- Quran teacher.

1.4 RESEARCH QUESTIONS

This research attempts to address the following questions:

1. How do the Islamic Education teachers perceive about teacher competency in teaching Tilawah al-Quran?

2. To what extent do teaching competencies exist in teaching Tilawah al- Quran applied by the Islamic Education teachers?

3. What are the core competencies that must be equipped by the Tilawah al- Quran teacher?

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This study is significant in improving holistically and contributes to identify the professional and personal competencies of the Islamic educators in teaching and learning Tilawah al-Quran. In addition, this research is very beneficial to several parties such as the Ministry of Education, the school administration, the teachers, and the students. It is with great expectation that this study would be helpful in providing guidelines to achieve the objectives of the teacher education through the improvement suggestions in the teacher education programs especially in the Islamic Education.

Therefore, it is with great optimism that this research could contribute to reform the Islamic education not only in Malaysia but also all over the world in order to improve the quality of the Islamic education system.

1.6 LIMITATION OF THE STUDY

The limitations of this research were that the population studied was limited to the Islamic Educators in selected secondary schools. The sample sizes for the interview were teachers of Islamic Education. It will also rely on past studies that indirectly make this research possible.

1.7 DEFINITION OF TERMS 1.7.1 Teacher’s Competency

Competence is a generic term for the knowledge, skills and attitudes required for adequate functioning in professions. Competency in teaching is the technical skills and professional capabilities that a teacher needs to bring to a position in order to fulfill its functions completely. According to Medley (1982), it refers to the knowledge, abilities, and beliefs a teacher possesses and brings to the teaching

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situation. These attributes constitute a stable characteristic of the teacher that does not change appreciably when the teacher moves from one situation to another. In this study, teacher competency refers to the knowledge, skills of teaching and attitude of Islamic Education teacher in teaching Tilawah al-Quran.

1.7.2 Islamic Education Subject

According to Ashraf (1995), Islamic Education is to train the sensibility of pupils in such manner that is in line with their attitude to life, their action, decisions and governance by the situational and deeply felt ethical value approach to knowledge. In the Malaysian education system, Islamic education is one of the compulsory subjects for Muslim students in the primary and the secondary school levels in Malaysia. As stated in the Kementerian Pelajaran Malaysia (2005), it consists of three areas, namely: First, Tilawah al-Quran which covers the reading, memorizing, understanding and hadith; Second, Ulum Syari’ah which consist of Aqidah, Ibadah, History of the Prophet Muhammad (PBUH) and Islamic Civilization; Third, Adab and Akhlak Islamiah. However, for this study, the researcher will focus on the Tilawah al-Quran component.

1.7.3 Tilawah al-Quran

In this study, Tilawah al-Quran refers to the sub-topic contains in the Islamic Education subject for the Integrated Curriculum of the Secondary School in Malaysia.

The teaching of tilawah al-Quran focuses on the Quranic recitation, memorization of Quranic verses and Quranic comprehension.

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CHAPTER TWO LITERATURE REVIEW

2.1 UNDERSTANDING OF COMPETENCY

As highlighted by Deakin Crick (2008), competence is best described as ‘a complex combination of knowledge, skills, understanding, values, attitudes and desire which lead to effective, embodied human action in the world, in a particular domain.’

Dubois (1998) determines competency as knowledge, skills, mindsets, and thought patterns that when used whether singularly or in various combinations, effects in successful performance. Meanwhile, Gultekin (2006) defines competency as the essential features of a profession to perform successfully. In addition, according to Armstrong (2006) competences encompass a combination of knowledge, skills and behaviours utilized to improve performance.

Richards and Schmidt (2002), define competence as “a description of the essential skills, knowledge and behaviours required for the effective performance of a real world task of activity.” Mulder (2001) refers competence as the abilities or capabilities of a person or organization to achieve particular level of performance.

Furthermore, Boyatzis (2008) defined competency as capability or ability. Maximum performance, as further highlighted by Boyatzis (1982), is believed to arise when the person’s capability or talent is constant with the need of the job demands and the organizational environment.

There are two distinct meaning of competence in education. From a theoretical point of view, competence is understood as cognitive structure that facilitates specified behaviours. From an operational point of view, competence seems to cover

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a broad range of higher-order skills and behaviours that represent the ability to deal with complex, unpredictable situations. This operational definition, as pointed out by Westera (2001) includes knowledge skills, attitudes, metacognition and strategic thinking, and presupposes conscious and international decision making. In Figure 2.1 below, Westera (2001) offers a schematic view of the common operational definition of competence.

Figure 2.1 A competence model, according to common definitions Sources: Westera (2001), p.80

The general concept of operational competence, according to Westera (2001), can be explained as follows: “An individual’s cognitive structures contain considerable theoretical and practical knowledge. This knowledge can be made available to the outside world by way of reproductive skills (i.e. speech, writing, pointing, etc.), or can become supportive to skills and the associated skilled behaviour” (p.81).

Knowledge reproduction

Skilled Behavior

Competent Behavior

Skills

Knowledge

Attitudes Mental competences

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As iterated by Westera (2001), competency may be “decomposed” into contributing sub-competences. Thus, sub-competence can be “decomposed” too and this process can go on. The “decomposition procedure” results in a hierarchical structure of conditional sub-competences that become more specific and limited as one goes down the hierarchy. According to Westera (2001) further, there are two problems with this description of the concept of competence: Firstly, it tries to set cognitive standards for behavior that cannot be standardized. Secondly, from a research point of view, competence make up a sub-category of cognitive skills with idea of “competence” as a distinct category different from “cognitive skill cannot be sustained.” Accordingly, the competence model of Figure 2.1 above has been modified into Figure 2.2 below:

Figure 2.2 Competence as sub-skills Source: Westera (2001), p.86

However, this debate about the description does not mean that the term competence should not be used. The term might also be reversed to indicate that the

Skilled Behavior Knowledge

reproduction

Skills

Knowledge

Attitudes Competence

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This portion of the study presents analysis, interpretation, and discussion of the data collected on the level of online teaching readiness of high school teachers in special

This study seeks to explore the strategies used by Islamic education teacher to build the moral values of students at the Islamic private secondary school by exploring the

The application of the methods of teaching in the 21st Century Education inevitably required Islamic Education novice teachers to adapt student-centred approach as

A person who imparts Islamic knowledge to students. He or she is a respected person who is committed to spreading knowledge. In this research the term of Islamic education

Specifically, college teachers should implement teacher morality education throughout the whole process of teacher education, integrate theoretical teaching and practical

Thus, this study explores how inculcating Islamic values in teaching mathematics from the teachers and students of the International Islamic Primary