The Content Mastery among Islamic Education Teachers in Junior Islamic Secondary Schools in Surakarta

Muhammad Munadi

Abstract


The study aims to describe the content mastery among Islamic Education teachers in all MTs/N (Islamic Secondary School) located in Surakarta. A mixed method was used in this study, where the teachers of MTsN and private MTs in Surakarta involved in this study. Test, interview and documentation became the instruments of this study. For ensuring the validity, the researcher used expert judgment. The data was analyzed by using descriptive statistics. The results of the study showed that in overall the average scores in the Islamic Education materials had been 74 – which was quite low for a teacher. Meanwhile, some of the teachers got only 47 as compared to100 for the maximum score. From four subjects in the Islamic Education, the score of the teachers’ academic test from the highest to the lowest would be displayed as follows: Qur’an Hadits were 76.40; Fiqh was 76.40; SKI was 73.46; and Aqidah Akhlak was 72.40. It Indicated that the content mastery in the Qur’an – Hadits and Aqidah Akhlak had been higher than that of Fiqh and SKI.

Keywords


Content mastery, teachers, Islamic Education

10.15548/jt.v24i2.274 Abstract view : 1148 times PDF : 1025 times

Full Text:

PDF

References


Abdurrahmansyah, A. (2014). Kontribusi pendekatan pembelajaran konstruktivisme dalam meningkatkan kualitas pembelajaran PAI di sekolah. Ta’dib, 19(01), 111–122.

Azra, A., Afrianty, D., & Hefner, R. W. (2007). Pesantren and madrasa: Muslim schools and national ideals in Indonesia. Schooling Islam: The Culture and Politics of Modern Muslim Education, 172–98.

Cogill, J. A. (2008). Primary teachers’ interactive whiteboard practice across one year: changes in pedagogy and influencing factors. King’s College London (University of London).

Copur-Gencturk, Y., & Lubienski, S. T. (2013). Measuring mathematical knowledge for teaching: a longitudinal study using two measures. Journal of Mathematics Teacher Education, 16(3), 211–236.

Cordingley, P., Bell, M., Thomason, S., & Firth, A. (2005). The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How Do Collaborative and Sustained CPD and Sustained but Not Collaborative CPD Affect Teaching and Learning.

Craft, A. (2002). Continuing professional development: A practical guide for teachers and schools. Routledge.

Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8, 1.

Darmadji, A., Zubaidah, S., Sibly, M. R., & Andriansyah, Y. (2015). Islamic Education Teachers’ Content Knowledge of Islamic Law Matters: A Study in Yogyakarta City. Mediterranean Journal of Social Sciences, 6(5), 441.

Fägerlind, I., & Saha, L. J. (2016). Education and national development: A comparative perspective. Elsevier.

Gencturk, Y. C. (2012). Teachers’ mathematical knowledge for teaching, instructional practices, and student outcomes. University of Illinois at Urbana-Champaign.

Gess-Newsome, J., & Lederman, N. G. (2001). Examining pedagogical content knowledge: The construct and its implications for science education (Vol. 6). Springer Science & Business Media.

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381–391.

Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.

Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 372–400.

Jones, A., & Moreland, J. (2006). The centrality of PCK in professional development for primary science and technology teachers: Towards school-wide reform. New Teaching and Teacher Issues, 73–95.

Kennedy, A. (2005). Models of continuing professional development: a framework for analysis. Journal of In-Service Education, 31(2), 235–250.

Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., & Baumert, J. (2013). Teachers’ content knowledge and pedagogical content knowledge: The role of structural differences in teacher education. Journal of Teacher Education, 64(1), 90–106.

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.

Kong, L. (2005). Religious schools: for spirit,(f) or nation. Environment and Planning D: Society and Space, 23(4), 615–631.

Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.

Marsh, H. W., & Hattie, J. (2002). The relation between research productivity and teaching effectiveness: Complementary, antagonistic, or independent constructs? The Journal of Higher Education, 73(5), 603–641.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017.

Munadi, M., Choiriyah, S., & Alawiyah, N. (2016). Strategi meningkatkan mutu calon guru agama Islam. Jurnal Pendidikan Islam, 27(1), 35–46.

Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523.

Ozden, M. (2008). The effect of content knowledge on pedagogical content knowledge: the case of teaching phases of matters. Educational Sciences: Theory and Practice, 8(2), 633–645.

Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261–284.

Prawat, R. S. (1992). Teachers’ beliefs about teaching and learning: A constructivist perspective. American Journal of Education, 100(3), 354–395.

Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.

Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (Vol. 1). Sage.

Rymarz, R. M. (2013). Direct instruction as a pedagogical tool in religious education. British Journal of Religious Education, 35(3), 326–341.

Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications. Pearson Higher Ed.

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–59.

Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2008). Teacher professional learning and development.




DOI: https://doi.org/10.15548/jt.v24i2.274

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Al-Ta lim Journal

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View Stats
Al-Ta'lim Journal published by Faculty of Islamic Education and Teacher Training UIN Imam Bonjol Padang

Al-Ta'lim Online Journal
Print ISSN 1410-7546 Online ISSN 2355-7893


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.