KEADAAN EMOSI DAN KEADILAN PEDAGOGI: ANALISIS HUBUNGAN DALAM PENGAJARAN TILAWAH AL-QURAN
EMOTIONAL STATES AND PEDAGOGICAL JUSTICE: A RELATIONAL ANALYSIS IN THE TEACHING OF QUR’ANIC RECITATION
DOI:
https://doi.org/10.55197/qjssh.v7i1.1027Keywords:
keadaan emosi, keadilan pedagogi, Pendidikan Islam, Tilawah al-Quran, pembangunan guruAbstract
Keberkesanan pengajaran Tilawah al-Quran bergantung kepada integrasi kesejahteraan emosi guru dengan pelaksanaan keadilan pedagogi, namun hubungan empirikal antara kedua-dua konstruk ini belum diterokai secara mendalam dalam konteks pendidikan Islam Malaysia. Kajian ini bertujuan mengenal pasti tahap keadaan emosi dan keadilan pedagogi serta menganalisis hubungan antara kedua-dua pemboleh ubah dalam kalangan guru Pendidikan Islam yang mengajar Tilawah al-Quran. Reka bentuk tinjauan rentas kuantitatif dilaksanakan melibatkan 149 guru Pendidikan Islam di Zon Barat Sabah melalui pensampelan seluruh populasi. Instrumen soal selidik berstruktur 14-item yang dibangunkan berasaskan kerangka teoretikal tiga pakar, dianalisis menggunakan statistik deskriptif dan korelasi Pearson. Tahap keadaan emosi guru berada pada tahap tinggi (M=4.01, SD=0.58) begitu juga keadilan pedagogi (M=4.39, SD=0.51). Analisis korelasi mendedahkan tiada hubungan signifikan pada tahap konstruk keseluruhan (r=-0.134, p=0.104), namun analisis item individu menunjukkan hubungan positif sederhana pada dimensi kegembiraan mengajar (r=0.392, p<0.001), ketenangan emosi (r=0.383, p<0.001), dan perasaan dihargai (r=0.383, p<0.001). Kajian ini menyediakan bukti empirikal baharu tentang kompleksiti hubungan emosi-pedagogi dalam pengajaran Tilawah al-Quran, dengan implikasi praktikal menekankan keperluan modul pembangunan profesional holistik yang mengintegrasikan pengurusan emosi dengan latihan pedagogi bagi memperkukuh keberkesanan pengajaran.
The efficacy of Quranic recitation (Tilawah al-Quran) instruction depends upon the integration of teachers' emotional well-being with the implementation of pedagogical justice, yet the empirical relationship between these two constructs remains inadequately explored within the context of Malaysian Islamic education. This study aims to identify the levels of emotional state and pedagogical justice whilst analysing the relationship between these two variables amongst Islamic Education teachers who teach Tilawah al-Quran. A quantitative cross-sectional survey design was employed, involving 149 Islamic Education teachers in the Western Zone of Sabah through total population sampling. A structured 14-item questionnaire instrument developed based on the theoretical frameworks of three experts was analysed using descriptive statistics and Pearson correlation. Teachers' emotional state levels were found to be high (M=4.01, SD=0.58) as were pedagogical justice levels (M=4.39, SD=0.51). Correlation analysis revealed no significant relationship at the overall construct level (r=-0.134, p=0.104), however, individual item analysis demonstrated moderate positive relationships in the dimensions of teaching enjoyment (r=0.392, p<0.001), emotional composure (r=0.383, p<0.001), and sense of appreciation (r=0.383, p<0.001). This study provides novel empirical evidence regarding the complexity of emotion-pedagogy relationships in Tilawah al-Quran instruction, with practical implications emphasising the necessity for holistic professional development modules that integrate emotional management with pedagogical training to enhance teaching effectiveness.
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