Email this article Danielson Teaching Framework as Game Changer for Teaching Fiqh Muamalat: A Way Forward
Abstract
Abstract: Danielson Teaching Framework as Game Changer for Teaching Fiqh Muamalat: A Way Forward. Objective: This research examined the effectiveness of Danielson teaching framework to evaluate Fiqh Muamalats teaching classes across 3 higher learning institutions in Kelantan. The framework covered 4 aspects of teaching a) planning and preparation, b)classroom environment, c) instruction, and d) professional responsibilities. Methods: Across these 4 aspects of teaching, 44 items was used to collect data from 313 students. To answer the survey, the quantitative descriptive and correlational design were employed. Findings: Research findings indicate that the construct mean for (a) planning and preparation is 2.06, (b) classroom environment is 2.75, (c) instruction is 2.64, and (d) professional responsibilities is 1.97. Conclusion: DTF can be used as a good teaching evaluation framework to see teachers’ effectiveness because of its comprehensiveness and coverage. Also, based on the DTF dimensions, more improvements and studies should be conducted to ensure students’ success, in relation to understand complicated content like Fiqh Muamalat.
Keywords: Danielson teaching framework, fiqh muamalat, Islamic education, pedagogy, teaching supervision.
Abstrak: Kerangka Pengajaran Danielson sebagai Game Changer untuk Pengajaran Fiqih Muamalat: Suatu Langkah Kedepan. Tujuan: Penelitian ini menguji efektivitas Kerangka Pengajaran Danielson untuk mengevaluasi Pengajaran Fiqh Muamalat di 3 perguruan tinggi di Kelantan. Kerangka tersebut mencakup 4 aspek pengajaran a) perencanaan dan persiapan, b) lingkungan kelas, c) pengajaran, dan d) tanggung jawab profesional. Metode: Dari 4 aspek pengajaran ini, 44 item digunakan untuk mengumpulkan data dari 313 siswa. Untuk menjawab survei, desain kuantitatif deskriptif dan korelasional digunakan. Temuan: Hasil penelitian menunjukkan bahwa rata-rata konstruk untuk (a) perencanaan dan persiapan adalah 2,06, (b) lingkungan kelas adalah 2,75, (c) pengajaran adalah 2,64, dan (d) tanggung jawab profesional adalah 1,97. Kesimpulan: DTF dapat digunakan sebagai kerangka evaluasi pengajaran yang baik untuk melihat efektivitas guru karena kelengkapan dan cakupannya. Juga, berdasarkan dimensi DTF, lebih banyak perbaikan dan studi harus dilakukan untuk memastikan keberhasilan siswa, terkait dengan pemahaman konten yang rumit seperti Fiqih Muamalat.
Kata kunci: kerangka pengajaran Danielson, fiqih muamalat, pendidikan Islam, pedagogi, supervisi pengajaran.
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