Abstract
Abstract Lifelong learning motivation (LLM) refers to internal motivation or external or environmental motivation that encourages a person to learn continuously to improve knowledge, skills and understanding in a matter. A person who has the motivation of LLM is always looking for opportunities to learn whether through reading, taking courses, attending seminars and so on. LLM motivation is necessary for a teacher so that they can improve their knowledge and skills in a professional, effective, consistent and relevant manner throughout their service. However, there is no doubt that there are some hindering factors such as the challenges of digital era education (DED) which cause the level of LLM motivation to be inconsistent among teachers. Therefore, this study was conducted with the aim of identifying the level of consistency of LLM motivation among Arabic teachers (AT) to face the challenges of DED on their teaching competence. For this purpose, a total of 423 GBAs of primary religious schools under the Selangor Islamic Religious Department (JAIS) were involved in this study as respondents. This study is carried out through a quantitative approach using a survey method and using questionnaire instruments for the purpose of data collection. Data were analyzed using the Statistical Package for Social Sciences (SPSS) version 24.0 software. The findings of this study show that the level of consistency of PSH motivation among GBA is high, that is (M = 4.38, SD = 0.653). The implications of this study can be used by GBA, schools and organizations in planning learning programs, courses and training to make GBA more motivated and able to carry out teaching tasks more competently. GBA is advised to maintain motivational consistency, be flexible, be open-minded to change and continue to improve digital literacy skills in the face of DED. Abstrak Motivasi pembelajaran sepanjang hayat (PSH) merujuk kepada dorongan dalaman diri atau dorongan daripada luaran atau persekitaran yang mendorong seseorang untuk belajar secara berterusan bagi meningkatkan pengetahuan, keterampilan dan kefahaman dalam sesuatu perkara. Seseorang yang memiliki motivasi PSH sentiasa mencari peluang untuk belajar sama ada melalui pembacaan, mengikuti kursus, menghadiri seminar dan sebagainya. Motivasi PSH perlu bagi seseorang guru agar mereka dapat meningkatkan pengetahuan dan kemahiran secara profesional, efektif, konsisten dan relevan sepanjang perkhidmatan. Namun, tidak dinafikan terdapat beberapa faktor penghalang seperti cabaran pendidikan era digital (PED) yang menyebabkan tahap motivasi PSH tidak konsisten dalam kalangan guru. Oleh itu, kajian ini dilakukan bertujuan untuk mengenal pasti tahap konsistensi motivasi PSH dalam kalangan guru Bahasa Arab (GBA) bagi menghadapi cabaran PED terhadap kompetensi pengajaran mereka. Untuk tujuan ini, seramai 423 GBA sekolah rendah agama di bawah Jabatan Agama Islam Selangor (JAIS) yang terlibat dalam kajian ini sebagai responden. Kajian ini dilaksanakan melalui pendekatan kuantitatif secara kaedah tinjauan dan menggunakan instrumen soal selidik untuk tujuan pengumpulan data. Data dianalisis menggunakan perisian Pakej Statistik untuk Sains Sosial (SPSS) versi 24.0. Dapatan kajian ini menunjukkan tahap konsistensi motivasi PSH dalam kalangan GBA adalah tinggi, iaitu (M = 4.38, SD = 0.653). Implikasi kajian ini dapat dimanfaatkan oleh GBA, pihak sekolah serta organisasi dalam merancang program-program pembelajaran, kursus dan latihan bagi menjadikan GBA lebih bermotivasi seterusnya dapat menjalankan tugas pengajaran dengan lebih kompeten. GBA disaran untuk mengekalkan konsistensi motivasi, fleksibel, berfikiran terbuka terhadap perubahan dan terus meningkatkan keterampilan literasi digital dalam menghadapi PED.
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