Kepercayaan Isi Kandungan Pengajaran Ibadat Dalam Kalangan Guru Cemerlang Pendidikan Islam: Excellent Islamic Education Teachers’ Belief on Content of Teaching Worship

The aim of this article is to discuss the findings concerning the excellent Islamic Education teachers’ belief on content of teaching worship in Islamic education at secondary school level. This was a qualitative study which employed the study case method. The respondents were purposively selected and it involved seven excellent Islamic Education teachers from several states in Malaysia. This study found the excellent Islamic Education teachers’ belief on teaching of content worship has three main elements i.e. the good deeds are considered as worship if intentionally carried out for the sake of Allah swt; the contents of the teaching of worship have positive impact on students’ behavior and academic achievement; and the requirement to use integrated approach by teacher during in delivering the contents. Thus, teachers’ belief on content of teaching worship is holistic and it also showed that they understood the Islamic concept of life and there is also no dichotomy and dualism in knowledge. It is hoped that this study will assist those who are involved to improve the teaching of Islamic worship as well as the quality of Islamic education teachers in general. Abstrak Tujuan artikel ini ialah membincangkan dapatan kajian kepercayaan guru cemerlang Pendidikan Islam terhadap isi kandungan pengajaran ibadat dalam pendidikan Islam pada tahap sekolah menengah. Kajian ini menggunakan pendekatan kualitatif dengan reka bentuk kajian kes. Pemilihan peserta kajian dilakukan secara bertujuan yang melibatkan tujuh guru cemerlang Pendidikan Islam dari beberapa negeri di Malaysia. Hasil kajian mendapati, kepercayaan guru terhadap isi kandungan pengajaran ibadat meliputi tiga elemen iaitu perkara baik adalah ibadat jika diniatkan kepada Allah swt; isi kandungan pengajaran ibadat memberi kesan kepada akhlak dan akademik murid; keperluan kepada pendekatan gabung jalin digunakan ketika guru menyampaikan isi kandungan. Dengan demikian, elemen ini menjelaskan bahawa kepercayaan guru terhadap isi kandungan pengajaran ibadat adalah holistik dan menunjukkan mereka memahami konsep Islam sebagai cara hidup, tiada dikotomi atau dualisme ilmu. Kajian ini diharap dapat membantu pihak-pihak terlibat merangka tindakan memperkasakan pengajaran ibadat dan kualiti guru Pendidikan Islam.