Aplikasi ‘Konsep 4C’ Pembelajaran Abad Ke-21 dalam kalangan guru pelajar sarjana mod pengajian pendidikan Bahasa Arab cuti sekolah UIAM = Application of ‘4C Concept' in 21st Century learning among student teachers for Master in Education for Arabic in school holiday mode, IIUM

• Main Authors: Sahrir, Muhammad Sabri, Osman, Nurulhuda, Muhammad, Ilyani Syiham
• Format: Article
• Language: English
• Published: Pusat Pengajian Teras (PPT), KUIS 2020
• Subjects: L Education (General); LB2300 Higher Education
• Online Access: http://irep.iium.edu.my/80645/1/80645_Aplikasi%20%E2%80%98Konsep%204C%E2%80%99%20Pembelajaran%20Abad%20Ke-21.pdf; http://irep.iium.edu.my/80645/; http://ejbl.kuis.edu.my/index.php/e-jbl/article/view/33/10

Artikel ini bertujuan untuk menilai amalan kendiri dalam kalangan guru pelajar Mod Pengajian Sarjana Pendidikan Bahasa Arab Cuti Sekolah, Universiti Islam Antarabangsa Malaysia (UIAM), kampus Gombak, Kuala Lumpur dalam pengaplikasian konsep Pembelajaran Abad Ke-21 (PAK21) dalam pengajaran dan pembelajaran (PdP) di sekolah-sekolah mereka. Seramai 30 orang guru pelatih jurusan Pengajian Sarjana Pendidikan Bahasa Arab sebagai Bahasa Kedua telah terlibat sebagai responden kajian semasa tempoh pengajian yang diadakan selama 3 minggu dari 2 Disember hingga 20 Disember 2019 di Kampus Induk UIAM Gombak. Reka bentuk kajian ini menggunakan pendekatan kuantitatif deskriptif yang disokong oleh soalan terbuka bagi mendapatkan respons penambahbaikan yang patut dilakukan di sekolah masing-masing dalam melaksanakan PAK21. Para responden dikehendaki menjawab 20 item melalui empat konstruk ciri-ciri PAK21 atau ‘Konsep 4C’ iaitu kreativiti (creativity), pemikiran kritis (critical thinking), kolaborasi (collaborative) dan komunikasi (communication) melalui soal selidik kajian yang diubahsuai menggunakan skala likert lima mata. Analisis kajian hanya melibatkan deskriptif kekerapan, peratusan, dan analisis tema kualitatif daripada soalan terbuka bagi melaporkan dapatan kajian. Hasil kajian secara keseluruhan mencatatkan tahap kekerapan dan peratusan tinggi dan sederhana bagi keempat-empat ‘Konsep 4C’, iaitu kreativiti (creativity), pemikiran kritis (critical thinking), kolaborasi (collaborative) dan komunikasi (communication). Dapatan soalan terbuka juga turut mengumpulkan cadangan penambahbaikan yang patut dilakukan di sekolah masing-masing dalam melaksanakan PAK21 secara teori dan praktikal dalam konteks PdP bahasa Arab di Malaysia. **************************************************************************** This article aims to assess self-practice among student teachers in Master of Education in Teaching Arabic to Non Native Speaker (M.ED TANAS) for School Holiday mode at International Islamic University Malaysia (IIUM), Gombak Campus, Kuala Lumpur in the application of learning 21st Century Education (PAK21) in Teaching and learning (PdP) in their schools. A total of 30 teachers from Master of Education in Teaching Arabic to Non Native Speaker (M.ED TANAS) for School Holiday mode was involved as a respondent during the study period which was held for 3 weeks from 2 December to 20 December 2019 at the IIUM main campus. The design of this study employs a descriptive quantitative approach supported by open ended questions to obtain in-depth responses in implementing PAK21. The respondents were required to answer 20 items through the four elements of the PAK21 or 'concept of 4C ', namely creativity (creativity), critical thinking (critical have), collaboration (collaborative) and communication (communication) through a a modified survey by using 5 Likert scales. The analysis only involves a descriptive frequency, percentage, and a qualitative theme analysis from open ended question in reporting the findings of the study. The results of the study showed high and moderate percentages of the four ' concept of the 4C', namely creativity (creativity), critical thinking (critical have), collaboration (collaborative) and communication (communication) . The finding of open ended question also collects the proposed improvement to be implemented in their schools in applying PAK21 theoreticaly and practically in the context of teaching and learning (PdP) of Arabic language in Malaysia.