ISLAMIC EDUCATION TEACHERS’ TEACHING PRACTICES AS PREDICTORS OF PRAYER INTERNALISATION AMONG PRIMARY SCHOOL PUPILS: A REGRESSION ANALYSIS
AMALAN PENGAJARAN GURU PENDIDIKAN ISLAM SEBAGAI PERAMAL PENGHAYATAN SOLAT MURID SEKOLAH RENDAH: SATU ANALISIS REGRESI
DOI:
https://doi.org/10.64757/alqanatir.2026.3505/1491Keywords:
Teaching, Practices, Education, Teachers, PupilsAbstract
This study aims to examine the role of Islamic Education teachers’ teaching practices as predictors of students’ prayer appreciation among primary school pupils. A quantitative approach with a cross-sectional survey design was employed, involving 498 students. A structured questionnaire was used to measure teaching practices and students’ prayer appreciation. Data were analysed using the Multivariate General Linear Model (GLM). The findings indicate that the regression models were significant across all dimensions of prayer appreciation, including basic knowledge (F(4,493) = 60.765, p < 0.001, R² = 0.330), mastery (F = 40.154, p < 0.001, R² = 0.246), practice (F = 22.215, p < 0.001, R² = 0.153), and moral outcomes (F = 42.732, p < 0.001, R² = 0.257). Teacher personality emerged as the most dominant predictor across all dimensions (B = 0.154–0.351, p < 0.001), followed by teaching implementation, which significantly influenced knowledge and moral outcomes. This study highlights the critical role of teacher personality in fostering holistic religious practice among students. The findings suggest that teacher professional development should emphasise character building and integrated pedagogical competencies.
Abstrak
Kajian ini bertujuan mengenal pasti peranan amalan pengajaran guru Pendidikan Islam sebagai peramal terhadap tahap penghayatan solat dalam kalangan murid sekolah rendah. Kajian menggunakan pendekatan kuantitatif dengan reka bentuk tinjauan keratan rentas yang melibatkan seramai 498 orang murid. Instrumen soal selidik berstruktur digunakan untuk mengukur amalan pengajaran guru dan penghayatan solat murid. Data dianalisis menggunakan analisis Mutivariate General Linear Model (GLM). Dapatan menunjukkan bahawa model regresi adalah signifikan bagi semua dimensi penghayatan solat, termasuk pengetahuan asas (F(4,493) = 60.765, p < 0.001, R² = 0.330), penguasaan (F = 40.154, p < 0.001, R² = 0.246), pengamalan (F = 22.215, p < 0.001, R² = 0.153) dan pembentukan akhlak (F = 42.732, p < 0.001, R² = 0.257). Keperibadian guru dikenal pasti sebagai peramal paling dominan yang mempengaruhi semua dimensi penghayatan solat (B = 0.154–0.351, p < 0.001), diikuti oleh pelaksanaan pengajaran yang signifikan dalam aspek pengetahuan dan akhlak. Kajian ini menegaskan kepentingan dimensi keperibadian guru dan pelaksanaan pengajaran sebagai elemen kritikal dalam membentuk penghayatan ibadah murid secara holistik. Implikasi kajian mencadangkan agar pembangunan profesional guru memberi penekanan kepada pembinaan sahsiah dan pengukuhan kompetensi pedagogi secara bersepadu.
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