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GRAPHIC ASSESSMENT MANAGEMENT (GAM)
IN TEACHING TASAWWUR ISLAM IN A
MALAYSIAN SECONDARY SCHOOL
BY
AZLINA BINTI MUSTAFFA
A dissertation submitted in fulfilment of the requirement
for the degree of Master of Education
(Teaching of Islamic Education)
Kulliyyah of Education
International Islamic University Malaysia
JULY 2014
ii
ABSTRACT
Graphic Assessment Management (GAM) is one of the teaching techniques and a
systematic learning approach in education. By using GAM, students essentially fulfil
the definitions, concepts, and contents taught by their teachers during the teaching and
learning process. It is one of the alternatives of teaching techniques emphasised in
secondary schools in Malaysia. This study aimed to evaluate the usefulness of GAM
in teaching Tasawwur Islam and investigate the students‟ interest in learning
Tasawwur Islam as well as their perception towards GAM. This study used
quantitative research method which consisted of survey, with pretest and posttest.
Purposive sampling technique was used in this study. The data was analysed
quantitatively using descriptive analysis, Independent Sample t-Test, Paired Sample t-
Test, and ANOVA. The findings showed positive response in students‟ interest and
perception towards Tasawwur Islam. There was a statistically significant increase in
the Tasawwur Islam score after using GAM in teaching. However, the result indicated
no statistically significant difference between male and female students‟ perception on
the effectiveness of using GAM in teaching Tasawwur Islam. Lastly, the findings
indicated statistically significant difference in the mean scores between groups with
different level of academic achievement. Based on the findings, the researcher
suggested that GAM can be used as one of the most successful teaching techniques in
Islamic studies.
iii
ملخص البحث
تقنية من تقنيات التعليم والتعلم ىي (Graphic Assessment Management) إدارة تقييم الرسمهومدخل من مداخل التعلم النظامي في التعليم. باستخدام فإن الطلاب يستطيعون فهم تقنية هذ
التعاريف والمفاىيم، والمحتويات التي تم تدريسها من قبل معلميهم أثناء عملية التعليم والتعلم. وىو واحد ات التدريس المعتمدة في المدارس الثانوية في ماليزيا. تهدف ىذه الدراسة إلى تقييم فائدة من بدائل تقني
إستخدام أسلوب إدارة تقييم الرسم في تدريس مادة تصور الإسلام واكتشاف مصلحة الطلاب في تعلم الكمي تصور الإسلام وتصوراتهم نحو برنامج إدارة تقييم الرسم. تستخدم ىذه الدراسة منهج البحث
الذي يتألف من إستبيان، واختبار قبلي وبعدي. وقد تم استخدام تقنية أخذ العينات الهادفو في ىذه للمجموعات (t-Test)ت اختبار الدراسة. وقد تم تحليل البيانات كميا باستخدام التحليل الوصفي ،
الدراسة استجابة إيجابية . وقد أظهرت ىذه (ANOVA)أنوفاضاافة ال المقترنة بالإتاختبارات ،المستقلةمن اىتمام الطلاب إدراكهم لتصور الإسلام، وكان ىناك زيادة ذات دلالة إحصائية في درجات تصور الإسلام بعد استخدام برنامج إدارة تقييم الرسم في التدريس. ومع ذلك، أشارت النتيجة إلى إنو لم يكن
ث في تصوراتهم لفعالية استخدام برنامج إدارة ىناك أي فروق ذات دلالة إحصائية بين الذكور والإناتقييم الرسم في تدريس تصور الإسلام. وأخيرآ، فقد أشارات النتائج إلى أن الفرق في متوسطات الدرجات بين المجموعات كانت ذات دلالة إحصائية. استنادًا إلى النتائج، اقترحت الباحثة أن برنامج
عتباره واحدًا من أساليب التدريس الأكثر نجاحا في الدراسات إدارة تقييم الرسم يمكن استخدامو با الإسلامية.
iv
APPROVAL PAGE
I certify that I have supervised and read this study and that in my opinion, it conforms
to acceptable standards of scholarly presentation and is fully adequate, in scope and
quality, as a dissertation for the degree of Master of Education (Teaching of Islamic
Education).
…………………………………..
Muhamad Zahiri Awang Mat
Supervisor
I certify that I have read this study and that in my opinion it conforms to acceptable
standards of scholarly presentation and is fully adequate, in scope and quality, as a
dissertation for the degree of Master of Education (Teaching of Islamic Education).
…………………………………..
Mohd Burhan Ibrahim
Examiner
This dissertation was submitted to the Department of Curriculum and Instruction and
is accepted as a fulfilment of the requirement for the degree of Master of Education
(Teaching of Islamic Education).
…………………………………..
Muhamad Zahiri Awang Mat
Head, Department of Curriculum &
Instruction
This dissertation was submitted to the Kulliyyah of Education and is accepted as a
fulfilment of the requirement for the degree of Master of Education (Teaching of
Islamic Education).
…………………………………..
Rosnani Hashim
Dean, Kulliyyah of Education
v
DECLARATION
I hereby declare that this dissertation is the result of my own investigation, except
where otherwise stated. I also declare that it has not been previously or concurrently
submitted as a whole for any other degrees at IIUM or other institutions.
Azlina Binti Mustaffa
Signature…………………. Date …..................
vi
INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
DECLARATION OF COPYRIGHT AND AFFIRMATION
OF FAIR USE OF UNPUBLISHED RESEARCH
Copyright ©2014 by Azlina Binti Mustaffa. All rights reserved.
GRAPHIC ASSESSMENT MANAGEMENT (GAM)
IN TEACHING TASAWWUR ISLAM IN A
MALAYSIAN SECONDARY SCHOOL
No part of this unpublished research may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise without prior written permission of the copyright holder
except as provided below.
1. Any material contained in or derived from this unpublished research
may be used by others in their writing with due acknowledgement.
2. IIUM or its library will have the right to make and transmit copies (print
or electronic) for institutional and academic purposes.
3. The IIUM library will have the right to make, store in a retrieval system
and supply copies of this unpublished research if requested by other
universities and research libraries.
Affirmed by Azlina Binti Mustaffa
……..……..…………… …………………..
Signature Date
vii
This dissertation is dedicated to my precious family:
My beloved mother and father
My brothers
&
My sweetheart
My heroes and heroin
Hjh Rusmah and Hj Mustaffa
Mohd Azlan and Mohd Hisham
&
Mohammad Faizal Kamarudin
Adam Hakim
Anas Hazim
Anis Hanan
Who give me strength
Who provide unswerving supports and doa‟
Your heartiness, love and understanding are irreplaceable
viii
ACKNOWLEDGEMENTS
Praise be to the Almighty Allah SWT for bestowing me with strength and endurance
in successfully completing this research. I would also like to express my gratitude and
submission to Allah SWT for the countless blessings I have received, among which is
the opportunity to study in the International Islamic University Malaysia and to learn
from the knowledgeable and great lecturers.
I am enormously thankful to Asst. Prof. Dr. Muhamad Zahiri Awang Mat and
Asst. Prof. Dr. Mohd Burhan Ibrahim. I sincerely appreciate the time they have spent
to read and review my thesis and to recommend approaches for achieving my goal to
write a good work. To Prof. Dr. Mohammad Sahari Nordin, I would like to express
my appreciation and respect to this man of honour for giving me guidance, advice,
knowledge, and time.
I especially appreciate the help from many great people. Among them are Prof.
Rosnani Hashim, the Dean of Kulliyah of Education; Assoc. Prof. Dr. Ismail Sheikh
Ahmad, the Dean of CPD; Assoc. Prof. Dr. Ismaiel Hassanien Ahmed, the Deputy
Dean (Research & Postgraduate);and Dr. Ariffin Mamat, for their unlimited support,
encouragement, understanding, and advice.
Allah has also blessed me with the great and knowledgeable lecturers, namely
Assoc. Prof. Dr. Adnan Abd. Rashid, Assoc. Prof. Dr. Yedullah Kazmi, Dr. Mohd
Abbas Abdul Razak, Assoc. Prof. Dr. Suhailah Hussien, Assoc. Prof. Dr. Joharry
Othman and Dr. Enas Said Ali. Their impact on my way of thinking and behaving will
last as long as I live.
Also, a million thanks to Ministry of Education Malaysia, EPRD, and
Education Scholarship Division for the sponsorship in completing my study. To the
participants in my study, i. e. principal, teachers, and students, thank you for your
cooperation.
Next, many thanks to all staff, my sisters and brothers from the Kulliyyah of
Education, for always supporting me and giving me advice and encouragement,
especially Sr.Salwa, Br. Lutfi Lukman, Br. Fuad, Br. Jaafar, Sr. Azura, Sr. Opong, Sr.
Najihah, Sr. Hafizah, Sr. Nuriah, Sr. Nadia, Sr. Zarina, Sr. Basyirah, and Sr. Azila.
Last but not least, I would like to express my deepest gratitude to my beloved
mother and my father. To my husband, Mohammad Faizal, thank you very much for
your continuous support, understanding, motivation, doa„, and advice. Also, many thanks
to my sons and daughter, Adam Hakim, Anas Hazim, and Anis Hanan; my family
members, Mohd Azlan, Siti Fatimah, Mohd Hisham,and Hayati; my nephews and
nieces, Sarah, Safiah, Sofia, Shazmin, and Adam Haikal; and everyone for their
contribution in this research, directly or indirectly, inspiring the best ideas for my
writing. Thank you very much and may Allah SWT grants us with tawfiq wal hidayah.
ix
TABLE OF CONTENTS
Abstract ...................................................................................................................... ii
Abstract in Arabic ...................................................................................................... iii
Approval page ............................................................................................................ iv
Declaration ................................................................................................................. v
Copyright page ........................................................................................................... vi
Acknowledgements .................................................................................................... viii
List of Tables ............................................................................................................. xii
List of Figures ............................................................................................................ xiii
CHAPTER ONE: INTRODUCTION .................................................................... 1 1.1 Background of the Study .......................................................................... 1
1.2 Statement of the Problem.......................................................................... 3
1.3 Objective of the Study .............................................................................. 6
1.4 Research Question .................................................................................... 6
1.5 Hyphothesis .............................................................................................. 7
1.6 Significant of the Study ............................................................................ 8
1.7 Limitation of the Study ............................................................................. 8
1.8 Definition of Terms .................................................................................. 9
1.8.1Graphical Assessment Management (GAM) .................................. 9
1.8.2 Students‟ Achievement .................................................................. 9
1.8.3 Students‟ Perception....................................................................... 10
1.8.4 Students‟ Interest ............................................................................ 10
1.8.5 Tasawwur Islam ............................................................................. 11
1.9 Summary .................................................................................................. 11
CHAPTER TWO: LITERATURE REVIEW ....................................................... 12
2.1 Introduction............................................................................................... 12
2.2 Teaching Methodologies for Islamic Education Teacher ......................... 12
2.3 Creative Teaching of Islamic Education Subject...................................... 20
2.4 Factor that Affect the Students‟ Achievement.......................................... 24
2.5 Pertinent Studies Related to Graphical Assessment Management ........... 29
2.6 Islamic Perspective Towards Using Instructional Materials .................... 34
2.7 Summary ................................................................................................... 35
CHAPTER THREE: METHODOLOGY .............................................................. 36 3.1 Introduction............................................................................................... 36
3.2 Research Design ....................................................................................... 36
3.3 Population of the Study ............................................................................ 39
3.4 Sample of the Study .................................................................................. 40
3.5 Instruments ............................................................................................... 42
3.5.1 Pretest ............................................................................................. 42
3.5.2 The Treatment ................................................................................ 43
3.5.3 The GAM ....................................................................................... 44
3.5.4 The Posttest .................................................................................... 48
x
3.5.5 A Set of Questionnaires on “The use of GAM in
Learning Tasawwur Islam” .................................................................... 48
3.5.5.1 Section A ...................................................................... 49
3.5.5.2 Demographic Data ....................................................... 49
3.5.5.3 Section B ...................................................................... 49
3.6 Reliability and Validity ............................................................................ 51
3.7 Data Collection Procedure ........................................................................ 51
3.8 Ethical Consideration................................................................................ 52
3.9 Pilot Test ................................................................................................... 53
3.10 Summary ................................................................................................. 53
CHAPTER FOUR: FINDING AND ANALYSIS OF RESULT .......................... 54 4.1 Introduction............................................................................................... 54
4.2 Respondent Demographic Background .................................................... 54
4.3 Data Analysis and Findings for the Research Questions .......................... 57
4.3.1 Levels of Interest in Learning Tasawwur Islam ............................ 57
4.3.2 Students‟ Perception towards Using GAM in Teaching
Tasawwur Islam ...................................................................................... 61
4.3.3 Significant Different Before and After using GAM in
Teaching Tasawwur Islam ...................................................................... 64
4.3.4 Significant Different Between Gender towards the
Perception of Using GAM ...................................................................... 66
4.3.5 Significant Differences among Students of Different
Achievement Levels (high, medium and low) in their
Perception towards GAM ........................................................................ 68
4.4 Summary ................................................................................................... 72
CHAPTER FIVE: SUMMARY, DISCUSSION & RECOMMENDATION ..... 74 5.1 Introduction............................................................................................... 74
5.2 Summary of the Study .............................................................................. 74
5.3 Discussion ................................................................................................. 75
5.3.1 Students‟ Interest and Perception towards Tasawwur Islam.......... 75
5.3.2 Significant Differences Before and After Using GAM in
Teaching Tasawwur Islam ...................................................................... 76
5.3.3 Significant Different Between Gender towards the
Perception of Using GAM ...................................................................... 77
5.3.4 Significant Differences among Students of Different
Achievement Levels (high, medium and low) in their
Perception towards GAM ........................................................................ 77
5.4 Implications .............................................................................................. 78
5.5 Recommendations for Future Research .................................................... 80
5.6 Conclusion ................................................................................................ 82
REFERENCES ......................................................................................................... 83
APPENDIX A ............................................................................................................ 92
APPENDIX B ............................................................................................................ 93
xi
APPENDIX C ............................................................................................................ 94
APPENDIX D ............................................................................................................ 95
APPENDIX E ............................................................................................................ 104
APPENDIX F ............................................................................................................. 113
xii
LIST OF TABLES
Table No. Page No.
2.1 Meta-Analysis on the Studies related to the Teaching Methodologies
employed by Islamic Education teachers. 17
2.2 Meta-Analysis of the Studies about Concept Mapping. 27
2.3 Meta-Analysis of GO and CM. 32
3.1 The pretest and posttest study design. 38
3.2 Total number of students. 39
3.3 The Academic Package Offered to Social Science Students. 40
3.4 Class schedule of 4 Ibnu Qayyim. 46
3.5 Contents of the Questionnaire. 50
4.1 A Summary on the Respondents‟ Demographic Data. 56
4.2 Mean interpretation. 58
4.3 Descriptive Statistic for Students‟ Interest. 60
4.4 Descriptive Statistics for Students‟ Perception towards GAM. 63
4.5 Paired Samples Statistics. 65
4.6 Paired Samples t-Test. 65
4.7 The mean and SD differences for perception between male and female
students. 67
4.8 Independent Sample t-Test. 68
4.9 Students‟ Categories of Differences. 70
4.10 Test of Homogeneity of Variances. 70
4.11 Result scores. 71
4.12 Multiple Comparisons. 71
xiii
LIST OF FIGURES
Figure No. Page No.
2.1 The Practice of Using Teaching Aid Model. 16
2.2 Thinking Maps Website. 23
2.3 The Prophet‟s Use of Aids in Teaching. The Straight Path of Truth. 35
3.1 The Flow of Lesson Plan in which the GAM was implemented. 43
3.2 Example of Different Concept between Prophet and Apostle. 45
3.3 Example of Descriptive Map (The Meaning of Ulul Azmi Apostle). 45
3.4 Example of Conceptual Organizer (The Status of Revelation and Reason). 46
1
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Textbooks and Islamic Education teachers in schools belong to each other. It seems
like these two elements cannot be separated. Whenever teachers enter into the
classroom, they would feel incomplete teaching without textbooks. Studies have
shown that most of the Islamic Education teachers preferred textbooks compared to
other sources. The teachers used textbooks most frequently in teaching the Islamic
Education subject, as well as Tasawwur Islam (Ab. Halim Tamuri, 2007).
Besides, students‟ achievement is associated with the usefulness of textbooks.
The usages of textbooks in the classroom play important roles among students and
teachers as main sources. However, according to a study conducted by Ab. Halim
Tamuri (2007), at selected secondary school in Malaysia, only four teachers from 22
respondents were satisfied with the existing textbooks, which were thought to be
suitable for all the students. The majority, 18 teachers, were dissatisfied with the
existing Islamic Education textbooks. They claimed that the explanations of the
principles of akhlaq, for instance, are inadequate and too general. The students would
need to read other books or materials to gain further information since the textbooks
could only provide basic information regarding the principles of akhlaq.
On the other hand, some students were unable to identify the important points
from the articles in the textbooks since they were not set out systematically and did
not provide clear guidelines for the students. The teachers discovered that some
students felt demotivated when reading and referring to the Islamic Education
textbooks (Ab. Halim Tamuri, 2007). In fact, regarding Tassawwur Islam subject the
2
textbook for Form 4 and Form 5 have never been updated since there were printed in
2002 and 2003 respectively. (Ramlan & Nor Aishah, 2002) and (Safee & Mohd Zin,
2003).
Regardless of any subjects, it is important for the students to understand and
practise from the discussions held in the classroom, whether it is from the textbooks or
explanation provided by their teachers. RosnaniHashim (2004), also emphasized that
the Islamic Education should be given great concern by the Muslims. She mentioned,
“The issues related to the Islamic Education are very important for the muslims
because it is not just a matter of acquiring knowledge for earning a living in this life or
for the purpose of sharpening of the intellect for material pursuits, but also for the
preparation for the afterlife” (pp. 234).
In relation to that, teachers should develop new learning strategies in order to
help students understand what they have learned. Studies have shown that meaningful
learning can be assisted by using graphic organizers. As cited in Syaza, Siti Zalina, &
Mokhtar (2010), students who used graphic organizers as their learning strategy
performed better than other learning strategies such as underlining (Amer, 1994),
note-taking (Reader & Hammond, 1994), discussing with other students (Chularut &
De Backer, 2004) or outlining (Robinson & Kiewra, 1995).
Graphic Assessment Management (GAM) is a systematic learning approach,
whereby students essentially fulfil the definitions, concepts, and contents taught by
their teachers. GAM is similar to a graphic organizer, which includes visual maps,
concept mapping, and visual organizers (Syaza et al., 2010). It also seems like a
module, whereby Taneja (1989), as cited in Syaza et al. (2010), defined “module” as
“a unit of work in a course of instruction that is virtually self-contained and a method
3
of teaching that is based on the concept of building up skills and knowledge in
discrete units”.
Based on the GAM teaching technique in learning Tasawwur Islam, there has
been less research and studies found until present. However, some studies have been
conducted by Yusnidah Mahat (2005) on students‟ perception towards the Tasawwur
Islam subject and their interest and the effectiveness of Tasawwur Islam (Haryati
Borham, 2004).
Thus, through this study, the researcher investigated and discovered the
effectiveness of GAM in learning and teaching Tasawwur Islam among Malaysian
Secondary School students in order to make them better generations for both in this
world and also in the hereafter.
1.2 STATEMENT OF THE PROBLEM
Regarding the instructional material approaches used by Islamic Education teachers
while teaching in the classroom, the previous researches showed that most of these
Islamic Education teachers did not use any instructional materials to enhance the
teaching and learning processes (Zaiton Mustafa & Hishamuddin Salim, 2012; Zaiton
Mustafa, 2010; Mohamad Sahari & Langgulung, Hassan, 1999; Dk Hajah Nur-
Ashikin, 2002). This is also supported by Maimun Aqsha, Melor, Dior, M., Tajul,
Ramlee & Noriah (2011) that found that the Islamic Education teachers in West
African schools preferred the traditional methods of teaching. Most of them relied on
the textbooks and the technique of memorization compared to modern techniques
available. All of them failed to use the modern technology or computer based
instruction due to their attitude towards modern technology.
4
Furthermore, the environment of Tasawwur Islam subject at secondary schools
in Malaysia is still poor. Learning Tasawwur Islam in classrooms happens to take
place in a nonconductive atmosphere; that is unexciting, one-way, and the strategies
that are still being used are content-based and traditional. In spite of that, students
spent so many years learning Islamic Education on the same topics and contents such
as, the concept of prophets, solat, and fasting since they were in Form One or some
since primary school (A change of paradigm, 2014).
The poor performance may be influenced by different reasons. According to
Ab. Halim Tamuri (2007), and Mohamad Sahari and Langgulung, Hassan (1999), one
of the causes for the poor performance in the Islamic Education is the textbooks. Most
of the Islamic Education textbooks are written in jawi. Therefore, according to
Ahamad Asmadi, Mohamad Zaid, Rusli, Anzarrudin, Nurfahiratul and Mohd Arip
(2012), some of these students depend on their teachers‟ explanations for the contents
and the main points. Besides, they also do not pay attention in learning jawi as this is
not tested in the examination.
Due to this, plenty of revision books and other materials in the Islamic
education are written in Roman scripts. This helps the students to read and identify the
main points systematically rather than reading from the textbooks (Ab. Halim Tamuri,
2007). As far as they are concerned, reference books are better because the
interpretations are easily understood compared to the textbooks. Mohamad Sahari and
Langgulung, Hassan (1999) found that the contents and the presentation in the
textbooks are outdated and too detailed as one of the factors that affect the students‟
poor attitude and disinterest towards the Islamic Education subject.
In addition, based on the Malaysia Syndicate of Examination Report (Lembaga
Peperiksaan Malaysia, 2003), the candidates who had low achievement failed to
5
understand the questions. The percentages of failure students were increased from
12.61% to 15.06% since 2008 until 2012 in government schools in Malaysia. In a
question that tests definition, for instance, it seems that the students were less precise
and lack proper understanding. The answers were unclear and unrelated to the
requirement of the questions, and the descriptions given by the candidates were
deviated.
What are the factors that bring students who had low achievement? Does
teaching aids did not helps the teaching and learning in the classroom? Based on a
previous study, Tasawwur Islam is still being taught in the passive mode where the
teacher controls the instructional process. It has been found that the processes of
teaching and learning in the classroom beginning from school until university, many
students and lecturers regard that the traditional approach as an ineffective teaching
strategy (Wan Noor Hazlina & Kamaruzzaman Jusoff, 2009).
Thus, this study was conducted to discover the alternative in learning using
GAM and to examine the interest in learning Tasawwur Islam among Malaysian
secondary school students. Students‟ perception and interest must be identified to
ensure that teaching is in the line with the curriculum in the education development
plan, especially the transformation of the education system, which is the Secondary
School Standard Curriculum or KSSM, which emphasizes on students‟ centeredness
and achievement.
However, not many studies have been conducted concerning Tasawwur Islam,
especially in the pedagogical approach and using GAM in teaching this subject.
Therefore, this study aimed to explore the usefulness of GAM in teaching Tasawwur
Islam in Malaysian Secondary Schools.
6
1.3 OBJECTIVES OF THE STUDY
This research attempted to examine the usefulness of the GAM technique as one of the
alternatives of learning emphasized in Secondary School Standard Curriculum or
KSSM. This research also aimed at discovering the relationship of variables to look
into the students‟ interest in learning Tasawwur Islam and perception towards GAM.
The objectives are detailed as follow:
1. To measure the level of interest among students towards Tasawwur Islam
after implementation of GAM.
2. To examine the students‟ perception towards GAM in teaching Tasawwur
Islam after implementation of GAM.
3. To compare the significant difference before and after using GAM in
teaching Tasawwur Islam.
4. To examine the significant difference in gender towards perception using
GAM.
5. To measure the significant difference among students of different
achievement levels (high, medium and low) in their perception towards
GAM.
1.4 RESEARCH QUESTIONS
The study addressed the following questions:
1. What are the levels of interest in learning Tasawwur Islam among students
after implementation of GAM?
2. What are the students‟ perceptions towards using GAM in teaching
Tasawwur Islam after implementation of GAM?
7
3. Are there any significant differences before and after using GAM in
teaching Tasawwur Islam?
4. Is there any significant difference in gender towards perception using
GAM?
5. Are there any significant differences among students of different
achievement levels (high, medium and low) in their perception towards
GAM?
1.5 HYPOTHESIS
H01: There is no statistically significant differences before and after using GAM
in teaching Tasawwur Islam.
Ha1: There is a statistically significant differences before and after using GAM in
teaching Tasawwur Islam.
H02: There is no statistically significant differences between male and female
towards perceptions using GAM.
Ha2: There is a statistically significant differences between male and female
towards perceptions using GAM.
H03: There is no statistically significant differences among students of different
achievement levels (high, medium and low) in their perception towards GAM.
Ha3: There is a statistically significant differences among students of different
achievement levels (high, medium and low) in their perception towards GAM.
8
1.6 SIGNIFICANCE OF THE STUDY
The result of this study might help the Islamic Education authority such as the Islamic
Education Division to develop a variety of instructional materials that are valid and
reliable to the current situation, such as Graphic Assessment, in order to attract
students‟ interest in learning Tasawwur Islam. Second, this study was able to provide
guidelines to schools in training Islamic education teachers to develop their
instructional materials by incorporating new techniques and strategies. This is in line
with Malaysia's aspiration to achieve students‟ abilities and increase their thinking
critically and creatively.
Third, the study also gives the students an alternative in the learning strategy in
Tasawwur Islam using GAM, which consists of graphic organizer and concept map.
Through the application of graphic organizer, students can apply the student-centred
approach either independently, with peers or groups. With the use of this instructional,
they can easily construct meaning, share information, and create presentations
(MacKinnon & Keppell, 2005).
It is hoped that through this study, certain parties are able to take appropriate
steps to enhance creativity especially the Islamic Education teachers. For example, the
District Educational Office (Pejabat Pelajaran Daerah) in Gombak can plan an
appropriate programme for the teachers on educational activities in teaching
Tasawwur Islam.
1.7 LIMITATIONS OF THE STUDY
The study was limited to the readiness of the 40 samples from Form 4 Ibnu Qayyim at
SMK Lembah Keramat, Selangor. Most of them had the potential to pass the exam
with guidance from their teachers. Moreover, this study focused on the teaching
9
technique using GAM approach which consists of graphic organizers and concept
map.
This study could not cover all educational institutions due to lack of time.
Moreover, the study only took one secondary school that offered the Tasawwur Islam
subject. This is because not all Malaysian secondary schools offer this subject. The
justification is because this is an elective subject and depends on the students‟
achievement in selected schools. It is impossible for the researcher to conduct studies
in various schools in Gombak as there are around a thousand classes with the
Tasawwur Islam subject being taught.
1.8 DEFINITION OF TERMS
1.8.1 Graphical Assessment Management (GAM)
GAM is a systematic teaching technique during the assessment, where students
essentially fulfil the definition, concepts, and content taught by the teacher. GAM is
similar to graphic organizer including visual maps, concept mapping, and visual
organizers (Syaza et al., 2010).
In this study, GAM refers to the set of graphical charts designed by the
researcher and are distributed to the students before the teaching ended. GAM is an
alternative teaching technique in classroom settings, for arranging learning
experiences in education and it has received much attention. The strategy of learning
GAM has become part of all levels in teaching.
1.8.2 Students’ Achievement
Students‟ achievement refers to the test that was conducted to the students. The test
was given in the formative test after they completed two important chapters; Chapter
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Two: “The concept of prophethood” or “Konsep kerasulan”, and Chapter Six: “The
status of revelation and reason” or “Kedudukan wahyu dan akal.” According to
Pinchok & Brandt (2009), assessments can be in the form of multiple choice items,
written paper, or graphic organizer.
This term was used to describe the result after the treatment using GAM as the
questions comprised 20 multiple-choice questions addressing the pedagogical content
taught (see Appendix D and E for sample questions). In this study, the questions were
adopted from the previous questions that were taken from the national standardized
examination called Sijil Pelajaran Malaysia (Malaysia Examination Certificate) from
the previous years.
1.8.3 Students’ Perception
Students‟ perception means the ability to understand the action of the mind in
referring to the use of sensation to the object which caused them (Webster, 1989). It is
a particular understanding, belief, views and opinion of something implied as the
particular way in which the students understand the learning processes.
Students‟ perception in this study refers to the students‟ impressions or beliefs
based on their understanding and experiences in learning Tasawwur Islam in schools.
A set of questionnaire (see Appendix F) was adapted from the researcher to obtain the
required data.
1.8.4 Students’ Interest
Students‟ interest means the extent to which the learner‟s curiosity is aroused and
sustained by the use of instructional materials (Margueratt, 2007).
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Students‟ interest in this study refer to the students‟ response after they
experienced learning via GAM by answering the questionnaires (see Appendix F)
about their interest and perception towards GAM.
1.8.5 Tasawwur Islam
The term Tasawwur Islam is regarded as one of the elective subjects in Islamic
Studies offered to all students in selected secondary schools for Sijil Pelajaran
Malaysia (SPM) or Malaysia Examination Certificate for a Muslim or non-Muslim.
The content of this subject focuses only to provide understanding on the basic concept
of Islam.
1.9 SUMMARY
This chapter presents an introduction of the study that attempted to describe Graphical
Assessment Management (GAM) in teaching Tasawwur Islam. The research
attempted to discover the usage of GAM as a teaching method among Malaysian
Secondary School students.
This chapter provides an overview of the study, which begins with the
background of the topic, followed by statement of the problem and defines it into the
research context. Research questions are also constructed to explain the objectives of
this study. Then, significance of the study is explained briefly. At the end of this
chapter, several terms related to this research are defined.
