The implementation of active learning among Islamic education teachers in secondary schools, Selangor

Abstract

Malaysia’s Ministry of Education launched a new Standard Curriculum for Secondary Schools, or Kurikulum Standard Sekolah Menengah (KSSM) in 2017. This new curriculum stresses on student-centred learning and teaching activities. However, problems and issues in the teaching and learning of Islamic Education subject have been persistent and are consistently highlighted by the Ministry of Education. Thus, this study aims to explore teachers’ understanding on active learning, active learning activities, challenges, and recommendations in implementing the Standard Curriculum for Secondary Schools or Kurikulum Standard Sekolah Menengah (KSSM) in Malaysian secondary schools. The study also examines teachers’ perception on active learning activities through cognitive learning engagement, emotional engagement, social engagement, and spiritual engagement aspects, specifically in the Islamic Education subject. The target population or sampling frame identified in this study consists of 442 Islamic Education teachers who volunteered to participate by answering a survey. This study achieved triangulation by comparing the quantitative and qualitive data collected through the questionnaire survey, teachers’ interviews, and classroom observations. Simple random sampling technique was employed, with a sampling size of 350, to ensure that the selected teachers would represent the population. Structural equation modelling (SEM) was used to improve and validate the instruments applied in this study. In addition, semi-structured interviews and observation were conducted to support and confirm the findings. Six teachers who are involved in qualitative study were selected using purposive sampling. The findings answered all the research questions for a more effective implementation of Active Learning in Islamic Education. This study discovered that even though the teachers showed excellent understanding of the active learning concept, results from the observations conducted in this study indicated that the teachers lacked ideas on how to embed active learning components, such as cooperative learning, problem solving, and reasoning skills into group works. Moreover, active learning activities from both the quantitative and qualitative perspectives introduced the students to new branding, and engaged their learning experience further compared to that of typical passive learning. The findings on teachers’ perception of cognitive learning engagement, emotional engagement, social engagement, and spiritual engagement are constrained within the study’s framework. In terms of implementation, teachers reported different experiences in implementing active learning, signifying that they have their own ways of implementing active learning activities in the Islamic Education subject in accordance with the new curriculum. Finally, from the findings, based on the challenges faced, Islamic Education teachers should increase self-motivation by undergoing more training courses, promoting action-based learning, and changing their viewpoints. These measures could ensure a higher success in the implementation of active learning activities in Islamic Education subject.