International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

Teaching of Islamic Doctrine and Beliefs in School Subject Content Knowledge and Pedagogical Considerations
Mohd Aderi Che Noh, Ahmad Yunus Kasim

The content knowledge of Islamic doctrine and beliefs (aqidah) is the important component of the Islamic education subject in secondary school. Thus every teacher of this subject should acquire the pedagogical content knowledge (PCK) of this particular field. This study aimed to explore and analyze Islamic education excellent teachers’ PCK and how that the PCK implemented during the lesson. Four Islamic Educations excellent teachers who appointed by Malaysian Education Ministry were selected as the participant of this study. The study used the case study design where the data were collected through interview protocol, observation checklist and document analysis. Results of the in-depth interview, teaching observation and document analysis were managed and analyzed using NVivo-7 software. All the PCK components GCPI were interrelated, integrated and contributed to the teacher’s experience concerning teaching and learning process. This study found that wise practice and wisdom of practice of the GCPI were the most important elements of effective teaching of Islamic doctrine and beliefs (aqidah). It also hopes that this study will be regarded as a guideline to improve the quality of the Islamic Education teacher training particularly in the field of teaching of Islamic doctrine and beliefs (aqidah).

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