DEVELOPING EVALUATION MODEL IN SEERAH TEACHING FOR UPPER SECONDARY ISLAMIC EDUCATION TEACHERS

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Application of Historical Thinking Skills (TKPS) is needed in the field of history to make its teaching and learning process effective and meaningful. This raised a question whether Islamic Education teachers, who are untrained in historical discipline, are able to apply the five components of Historical Thinking Skills (KPS) when teaching Seerah Nabi (Biography of Prophet Muhammad P.B.U.H)). The purpose of this research to determine the number of dimensions for the items and build an evaluation model to measure the effects of the relationship between KPS, TPACK and TKPS in this area of study. Structural Equation Modelling (SEM) using IBM-SPSS AMOS Graphic software was employed for this purpose. The population for this research consisted of Islamic Education teachers who teach Upper Secondary Islamic Education subject in Kelantan, Malaysia. From the results of EFA and CFA analyses, 6 items have been deleted from the KPS construct leaving only 12 items at the end of the study. Similar results were also found for the Application of Historical Thinking Skills construct (TKPS) where items which were originally 13 were reduced to 10. For the TPACK component, as a result of the CFA analysis, the Technological sub-component was removed from the TPACK component due to the low factor loading (0.39). Based on the result of the EFA and CFA analyses, only 35 items with three main constructs (KPS, TKPS and TPACK) and two sub-constructs (Pedagogy and Content) were considered for SEM analysis.This study has successfully developed an evaluation model (SEM) to measure the effect of Historical Thinking Skills (KPS) and Technological, Pedagogical and Content Knowledge Skills (TPACK) on the application of KPS by Islamic Education teachers. Findings of the study found that the relationship of KPS effects on the application of KPS is significant with the regression coefficient value of 0.80. This proves that the teaching and learning process (PdPC) is dependent on the level of mastery of teachers in the KPS component. KPS component also has a significant effect on TPACK with a regression coefficient of 0.81. This means TPACK skills during the teaching and learning process (PdPC) were dependent on the level of mastery of teachers in the KPS component and TPACK Construct as a mediator for the relationship between KPS and TKPS.