Tahap pengetahuan guru bahasa Arab dalam melaksanakan kelas berbalik [The level of knowledge Arabic language teachers in implementing flipped classroom]
Keywords:
Technology, Flipped Classroom, Arabic Language, knowledge, Teknologi, Kelas Berbalik, bahasa Arab, pengetahuanAbstract
The use of technology in education is very common nowadays, and it is strongly encouraged as it provides effectiveness of the teaching and learning process especially through the 'Flipped Classroom' method. The form of this method focuses on the uses of technology and student-centered. Previous studies have shown that the Flipped classroom method has a positive effect on increasing students' interest in learning. However, recent studies show that most Arabic language teachers still use traditional methods in their teaching, making the learning environment passive and tedious. Therefore, this article aims to discuss the knowledge that Arabic teachers need to master in implementing the Flipped Classroom in order to make the teaching process more effective and engaging students.
[Penggunaan teknologi dalam pendidikan kini bukanlah sesuatu yang asing lagi, bahkan penggunaanya sangat digalakkan bagi meningkat keberkesanan proses pengajaran dan pembelajaran, khususnya melalui kaedah Kelas Berbalik. Kelas Berbalik adalah suatu bentuk pengajaran yang menggunakan teknologi dan berpusatkan pelajar. Kajian lepas menunjukkan bahawa kaedah Kelas Berbalik banyak memberi kesan positif dalam meningkatkan minat pelajar terhadap pembelajaran. Walaubagaimanapun, kajian lepas menunjukkan kebanyakkan guru bahasa Arab masih lagi menggunakan kaedah tradisional dalam pengajaran mereka menyebabkan suasana pembelajaran menjadi pasif dan membosankan. Justeru, artikel ini bertujuan membincangkan pengetahuan yang perlu dikuasai pada guru bahasa Arab dalam melaksanakan Kelas Berbalik bagi memastikan proses pengajaran lebih berkesan dan mampu menarik minat pelajar.]
References
Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2015 2025 (Pendidikan Tinggi). Putrajaya, Malaysia.
Chong S, Cheah HM (2009). A Values, Skills and Knowledge Framework for Initial Teacher Preparation Programmes. Australian Journal of Teacher Education 34 (3), 1-17
Rafiza, A. R., Dalwinder, K., Siti Hajar, H., & Zahri, R. (2016). Flipped ESL teacher professional development: Embracing change to remain relevant. Teaching English with Technology, 16(3), 85-102.
Siegle, D. (2013). Technology: Differentiating Instruction by Flipping the Classroom. Gifted Child Today, 37(1), 51–55.
Yap, T. K., & Liaw, C. H. (2013). Flipped classroom for active learning in big group lecture. Paper presented at the 2013 International Symposium on Advances in Technology Education, 25 – 27 September 2013.
Abdullah Ishak, (1995). Pendidikan Islam dan pengaruhnya di Malaysia. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Ab. Halim Tamuri, Adnan Yusopp, Kamisah Osman, Khadijah Abdul Razak, Shahrin Awaludin dan Zamri Abdul Rahim. (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.
Bahagian Pendidikan Islam (BPI), (1993). Kajian mata pelajaran Pendidikan Islam dan guru-guru Pendidikan Islam di sekolah menengah kebangsaan di Semenanjung Malaysia. Laporan Kajian Bahagian Pendidikan Islam: Kementerian Pelajaran Malaysia.
Che Kamarudin Kamel Che Muhammad. (1999). Satu kajian penguasaan nahu Bahasa Arab peringkat menengah di kalangan pelajar sekolah menengah. Kuala Lumpur: Universiti Malaya.
Mohd Jasmy Abd Rahman, Shahrin Awaluddin & Mohd Arif Hj Ismail. (2005). Tahap penggunaan alat teknologi pengajaran di kalangan guru-guru pendidikan Islam dalam proses pengajaran dan pembelajaran. Prosiding Wacana Pendidikan Islam (SIRI 4). Bangi: Fakulti Pendidikan, UKM.
Rosmaria Mohd Sahat, (2003). Penggunaan komputer dan multimedia dalam pendidikan di Malaysia. Laporan kajian bebas Fakulti Pendidikan, Universiti Kebangsaan Malaysia.
Yahya Abdullah, (2003). Persepsi, minat dan penghayatan terhadap mata pelajaran Pendidikan Islam di kalangan pelajar tingkatan 5 di SMK Muzaffar Shah, Simpang Empat, Semanggol Perak. Kertas Projek Sarjana Pendidikan, Fakulti Pendidikan, Universiti Kebangsaan Malaysia.
Zarima Mohd Zakaria, (2005). Al-ta’bir al-kitabi laday al-talabah al-maliziyyin bi al-madaris al-thanawiyyah al-diniyyah bi Selangor – dirasah wasfiyyah tahliliyyah, (aspek penulisan dalam kalangan pelajar Melayu di sekolah-sekolah menengah agama di Selangor – kajian tinjauan analisis). Kuala Lumpur: Universiti Islam Antarabangsa Malaysia.
Rusni Abdul Latif, (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.
Norashid Othman & Hamzah Md. Omar. 2014. Beban tugas dan motivasi pengajaran guru di Sekolah Menengah Daerah Ranau. Jurnal Pemikir Pendidikan, 5: 35-37.
Zamri Mahamod. (2012). Inovasi P&P dalam Pendidikan Bahasa Melayu. Tanjung Malim: Universiti Perguruan Sultan Idris.
Gamal Abdul Nasir Zakaria, Salwa Mahalle, & Aliff Nawi. (2015). Kajian Amalan Pengajaran Guru bahasa Arab Sekolah Menengah di Negara Brunei Darussalam. Q-jIE The Online Journal of Islamic Education, 3(1), 32–40.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Education Review, 57 (1), 1-22.
Mishra, P. & Koehler, M.J., (2006). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
AACTE Committee Innovation and Technology, (2008). Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educator. New York: Routledge.
Miswan, M., & Adenan, H. (2018). Penggunaan kerangka TPACK dalam pembangunan papan cerita aplikasi LiLIN. e-Jurnal Penyelidikan Dan Inovasi, 5(2), 293–325.
Magisos, J.H. (1989), “ Vokcational Teacher Education Principles, Practise, Problem and Promissing Direction. “ London : The Plamer Press.
Kauchak dan Enggan (1989), “ Learning And Teaching. “ Massachussest : Allyn and Bacon.
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Education Researcher, 15(2), 4-14.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1),30–43. Retrieved from http://www.jstor.org/discover/10.2307/1183338?uid=3738672&uid=2&uid=4&sid=21104524372037
Herreid, C. F., dan Schiller, N. A. (2013). Case Studies and the Flipped Classroom. Journal of College Science Teaching, 42(5), 62–66
Westermann, E. D. (2014). A Half-Flipped Classroom or An Alternative Approach? Primary Sources and Blended Learning. Journal Educational Research Quarterly, 38(2).
Bishop, J. L., & Verleger, M. A. (2013, Jun). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA (Vol. 30, No. 9).
Mohamed Amin Embi & Ebrahim Panah (2014). Overview of Flipped Learning. Centre for Teaching & Learning Technologies.Bangi: UKM.
Canţer, M. (2012). E-heutagogy for lifelong e-learning. Procedia Technology, 1, 129– 131. https://doi.org/10.1016/j.protcy.2012.02.025
Smallhorn, M. (2017). The flipped classroom: A learning model to increase student engagement not academic achievement. Student Success, 8(2), 43–53.
Kurup, V., & Hersey, D. (2013). The changing landscape of anesthesia education: is Flipped Classroom the answer? Current Opinion in Anaesthesiology, 26(6), 726–31. doi: 10.1097/ACO.0000000000000004
McLaughlin, J. E., Griffin, L. M., Esserman, D. A, Davidson, C. A, Glatt, D. M., Roth, M. T. Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9), 196. doi: 10.5688/ajpe779196
Berger, J.-L., & D’Ascoli, Y. (2012). Motivations to become Vocational Education and Training educators: A person-oriented approach. Vocations and Learning, 5(3), 225–249. doi.org/10.1007/s12186-012-9075-z
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. a, Griffin, L. M., Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine : Journal of the Association of American Medical Colleges, 89(2), 236–43. doi: 10.1097/ACM.0000000000000086
Zaid Alsagoff, Hasnain Baloch & Norhasliza Hashim (2014). Flipping Large Lectures @ IMU. Blended & Flipped Learning : Case Studies in Malaysian HEIs
Mehta, N. B., Hull, A. L., Young, J. B., & Stoller, J. K. (2013). Just imagine: New paradigms for medical education. Academic Medicine : Journal of the Association of American Medical Colleges, 88(10), 1418–23. doi: 10.1097/ACM.0b013e3182a36a07
Nederveld, A., & Berge, Z. L. (2015). Flipped learning in the workplace. Journal of Workplace Learning, 27(2), 162- 172.
Simpson, V., & Richards, E. (2015). Flipping the classroom to teach population health: Increasing the relevance. Nurse Education in Practice, 15(3), 162-167.
Touchton, M. (2015). Flipping the Classroom and Student Performance in Advanced Statistics: Evidence from a QuasiExperiment. Journal of Political Science Education, 11(1), 28-44.
Morgan, H. (2014). Focus on technology: Flip your classroom to increase academic achievement. Childhood Education, 90(3), 239-241.
Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in physiology education, 37(4), 316-320.
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9(3), 85-87.
Mukherjee, T. C., & Pillai, K. V. K. (2013). Exploring the relationship between Learner ’s attributes and flipped classroom success in the Malaysian context. In 2nd International Higher Education Teaching and Learning Conference 2013. Miri, Sarawak.
Flumerfelt, S., & Green, G. (2013). Using Lean in the flipped classroom for at risk students. Journal of Educational Technology & Society, 16(1), 356–366.
Azlina A. Rahman, Baharuddin Aris, Hasnah Mohamed, Norasykin Mohd Zaid, dan Zaleha Abdullah. (2014). Flipped Classroom dalam Konteks Malaysia. Proceedings of the 2014 Konvensyen Antarabangsa Jiwa Pendidik (JIWA). 11- 13 October. Johor Baharu, Malaysia: UTM, 11-13.
Butt, A. (2014). Students Views On the Use Of a Flipped classroom Approach: Evidence from Australia, 6(1), 33–44
Pang, N. K., dan Yap, K. T. (2014). The Flipped Classroom Experience. IEEE, 39–43.
Abu Bakar (2013). Kurikulum Kearah Penghasilan Kemahiran Berfikiran Kritis, Kreatif dan Inovatif. Juku Juku, 10 – 18.
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39, 12-17. [E-Reader Version]. Retrieved from http://files.eric.ed.gov/fulltext/EJ982840.pdf
Lockwood, K., Bay, C. S. U. M., dan Esselstein, R. (2013). The Inverted Classroom and the CS Curriculum, 113–118.
Mason, G. S., Shuman, T. R., dan Cook, K. E. (2013). Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course. IEEE Transactions on Education, 56(4), 430–435. doi:10.1109/TE.2013.2249066
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. doi:10.1007/s10984-012-9108-4
Jiugen, Y., Ruonan, X., dan Wenting, Z. (2014). Essence of Flipped Classroom Teaching Model and Influence on Traditional Teaching. IEEE, 362–365.
Stone, B. B. (2012). Flip your classroom to increase active learning and student engagement. In 28th Annual Conference on Distance Teaching & Learning (pp. 1-5).
Westermann, E. D. (2014). A Half-Flipped Classroom or An Alternative Approach? Primary Sources and Blended Learning. Journal Educational Research Quarterly, 38(2).
Tetty Juliana. Pembelajaran Genre Sastera Melalui Flipped Classroom. Pusat Bahasa Melayu Singapura & Maktab Rendah Innova, Singapura.
Basal, Ahmet. (2015). The Implementation of a Flipped Classroom in Foreign Language Teaching. Turkish Online Journal of Distance EducationTOJDE October 2015 ISSN 1302- 6488 Volume: 16 Number: 4 Article 3
Marlowe, Cara. (2012). The Effect of The Flipped Classroom on Student Achievement and Stress. Thesis paper. Montana: Montana State University
Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5(2), 124-131.
Johari Hassan., & Siti Norazlina Kamisan. (2008). Penggunaan komputer dan ICT di dalam pengajaran dan pembelajaran (P&P) di kalangan guru sekolah menengah kebangsaan luar bandar. Dalam Isu-isu Pengajaran Dan Pembelajaran Di Sekolah. Penerbit UTM: Johor, 15-24.
Zamzami Zainuddin., & Siti Hajar Halili. (2016). Flipped classroom research and trends from different fields of study. The International Review of Research in Open and Distributed Learning (IRRODL), 17(3), 313-340.
Siti Hajar Halili & Ramas, S. (2018). Penerimaan Guru Sekolah Rendah terhadap Pendekatan Kelas Berbalik dalam Mata Pelajaran Bahasa Tamil. Jurnal Kurikulum & Pengajaran Asia Pasifik, 6(3), 48–56.
Mukherjee, T. C. (2013). Exploring the relationship between Learner ’ s a ttributes and Flipped classroom success in the Malaysian context.
Rozinah Jamaludin & Siti Zuraidah Md Osman (2014) Flipped Classroom and Traditional Classroom: Lecturer and Student Perceptions between Two Learning Cultures, a Case Study at Malaysian Polytechnic. International Education Research. Vol 2 (4) ms 16-25. ISSN 2291-5273 EISSN 2291-5281
Dorothy DeWitt, Norlidah Alias, & Saedah Siraj. (2014). Flipped classroom to improve students’ understanding in a Research Methodology class in a public higher education institution. In Seminar Kebangsaan Majlis Dekan-Dekan Pendidikan IPTA 2014. Kuala Lumpur.
Azlina A.Rahman. (2017). Kesan Kaedah Flipped Classroom Menerusi Pembelajaran Berasaskan Projek ke atas Pencapaian dan Gaya Pembelajaran Pelajar. Tesis PhD. Fakulti Pendidikan, Universiti Teknologi Malaysia
Noraini, A et al (2017). Keberkesanan Pendekatan Flipped Classroom Dalam Pembelajaran Sains Di Sekolah Rendah. Jurnal Pendidikan Sains dan Matematik Malaysia, Dec 2017, 7, 106-118
Mohd Zairi & Muhammad Furqan (n.d.). Penggunaan Kaedah Flipped Classroom dalam Pengajaran dan Pembelajaran Pendidikan Jasmani Tahun 5, 13–20.
Wahindah Suhari, Wan Alfida dan Zuraidah (2015), Flipped Classroom Dalam Pengajaran Karangan. Seminar Bahasa Melayu 2015.
Zanariah Ahmad. (2017). Pembangunan Modul Pedagogi Kelas Berbalik Berasaskan Pembelajaran Reflektif untuk Politeknik Premier. Tesis PhD. Fakulti Pendidikan, Universiti Malaya.
Shasitharan Raman Kutty., Vasanthan Gurusamy., Noor Banu Mahadir Naidu., & Chander Vengadasalam. (2019). Penggunaan schoology untuk memerihalkan isu dalam pendidikan moral menerusi kelas berbalik (flipped classroom). Muallim Journal of Social Science and Humanities, 3(3), 295-307. https://doi.org/10.33306/mjssh/23
Published
Abstract Display: 1392 
PDF Downloads: 958 
This work is licensed under a