Exploring the Strategies of Teachers to Integrate Tauhid in Teaching Science and History in Selangor, Malaysia
DOI:
https://doi.org/10.47134/ijsl.v1i2.9Keywords:
Teachers’ Perception, Teaching Approach, Teaching Method, Integrating TawheedAbstract
This study examines the teachers’ strategies to integrated Tawheed in teaching at Al-Amin Islamic Secondary School, Selangor. The purpose of this study is to explore the teachers’ perception of integrating Tawheed in teaching and to examine the strategies that have been practiced by teachers to integrated Tawheed in teaching. The teachers were purposively selected based on their experiences in teaching. This research employed a qualitative design by using the case study. The methodological triangulation was used for collecting the data, and the data was collected from oral interviews and classroom observations. A total of 5 teachers from Al-Amin Islamic Secondary School were selected to be interviewed and observed in the classroom. The data was analyzed using thematic analysis. The data from the interviews and observations were transcribed and the keywords were identified. Then, to start analysing the data, the researchers identified the theme and generated the sub-themes for further exploration. The findings showed that teachers’ perceptions in integrating tawheed in teaching were important to increase faith in Allah. Also, the researchers foundtwo strategies which were implemented by the teachers to integratetawheed in teaching namely teaching approaches and teaching methods. In teaching approaches, the teachers used both deductive and inductive approach. Besides, in teaching methods, the teachers applied story-telling, demonstrations and group discussion forintegrating tawheedto the students.
Downloads
References
Al-Faruqi, I. R. (1992). Tauhid: Its Implications for Thought and Life. Hendron Virginia: IIITM.
Basri, G. (2014). Locke’s Epistemological Theory and Its Implication on Western Educational Thought: an Islamic Critique, Jurnal Pendidikan Islam, 2(1), 66-67.
Boyatzis, R. E. (1998). Transforming Qualitative Information: Thematic Analysis and Code Development. Thousand Oaks: Sage Publications.
Chapra, M. U. (1992). Islam and The Economic Challenge. United Kingdom: The Islamic Foundation and The International Institute of Islamic Thought.
Embong, R. (2008). The Concept of an Integrated Islamic Curriculum and Its Implication for Contemporary Islamic Schools, International Conference in the Islamic Republic of Iran on 20-22 Feb 2008 which organized by OIC, ISESCO and The Ministry Education of Islamic Republic Iran.
Hamilton, M., & Weiss, M. (2005). Children Tell Stories: Teaching and Using Storytelling in the Classroom. New York: Richard C Owen Publishers.
Haque, M. (1992). The Role of Rabita al-Alam al-Islami in the Promotion of Islamic Education, Islamic Quarterly, 36(1), 58.
Hashim, C. & Langgulung, H. (2008). Islamic Religious Curriculum in Muslim Countries: The Experiences of Indonesia and Malaysia, Bulletin of Education & Research, 30(1), 1-19.
Hayeesama-ae, S. et.al. (2010). Teachers Perceptions and Roles towards Promoting the “Virtue-Led Knowledge” in Teaching and Learning of Science: An Experience from an Islamic Secondary School of Malaysia. Paper Presented at The 2nd International Conference on Humanities and Social Sciences, Prince of Songkla University.
Ibrahim, M. A., et. al. (2012). Thematic Analysis: A Critical Review of Its Process and Evaluation. WEI International European Academic Conference Proceeding October 14-17, Zagreb, Croatia.
Ismail, Y. & Sarif, S. M. (2011). The Role of Tawhidic Paradigm in the Transformation of Management System. Prosiding Seminar Transformasi Sistem Pengurusan Islam di Malaysia 30, 127-147.
Langgulung, H. (2004). Manusia dan Pendidikan; Suatu Analisa Psikologis, Filsafat, dan Pendidikan. Jakarta: Pustaka al-Husna Baru.
Langgulung, H. (1988). Teacher education: The Islamic Perspectives. Muslim Education Quarterly, 5(2).
Lubis, M. A., et al. (2011). The Perception and Method in Teaching and Learning Islamic Education. International Journal of Education and Information Technologies, 5(1), 69-78.
Othman, N., Mohamad, K. A., Ilmuwan, Yayasan. (2011). Eclectic Model in the Malaysian Education System, International Education Studies, 4(4), 111-117.
Patton, M. Q. (2002). Two Decades of Developments in Qualitative Inquiry: A Personal, Experiential Perspective, Sage Journals, 1(3), 261-283. https://doi.org/10.1177/1473325002001003636.
Peter, C. J., Hamzah, R. & Udin, A. (2011). The Impact of Dualism in Education on Sustainable Development Through TVET, Journal of Edupres, 1, 23-28.
Rustham, N., Mamat A., & Rashid, A. A. (2012). Teaching Methodologies in a Weekend Madrasah: A Study at Jamiyah Education Centre, Singapore, International Journal of Arts and Commerce, 1(2), 148-170.
Souad, M & Ramdane, T. (2014). Integrated Curriculum: Success and Challenges Review of the Experience of the International Islamic School Malaysia (IISM), 5th November. Oasis International Conference on Islamic Education (OICIE 2014), Putra World Trade Center (PWTC) Kuala Lumpur.http://irep.iium.edu.my/id/eprint/69962
Tamuri, Ab Halim. (2015). Educating Teacher for Muallaf: the Tawhidic Base, Jurnal Hadhari, 7(2), 1-10.
Thornbury, S. (1999). How to Teach Grammar. Harlow, Essex: Longman.
Yin, R. K. (1989). Case Study Research: Design and Methods. London: Sage Publications.
