KEPERLUAN MODUL DAKWAH BERSTRUKTUR BAGI PENSYARAH IPT DI MALAYSIA: ANALISIS KEPERLUAN
DEVELOPING A STRUCTURED DA'WAH MODULE FOR HIGHER EDUCATION LECTURERS IN MALAYSIA: A NEEDS ANALYSIS
DOI:
https://doi.org/10.35631/IJEPC.1164049Keywords:
Analisis Keperluan (Needs Analysis), Dakwah Akademik (Academic Da'wah), Modul Dakwah (Da'wah Module), Pembangunan Mahasiswa (Student Development), Pensyarah Ipt (Higher Education Lecturers)Abstract
Kajian ini bertujuan untuk (i) menentukan tahap keperluan terhadap pembangunan modul dakwah berstruktur berdasarkan persepsi pensyarah dan guru, dan (ii) mengenal pasti elemen pengajaran serta penyampaian dakwah yang diutamakan oleh mahasiswa atau mad'u. Kajian kuantitatif deskriptif ini merupakan Fasa 1 dalam kerangka Design and Development Research. Dua soal selidik yang masing-masing mengandungi 10 item berskala Likert lima mata ditadbir kepada 31 pensyarah/guru dan 163 mad'u. Data dianalisis menggunakan kekerapan, peratusan, min, sisihan piawai dan ketekalan dalaman. Analisis semula pascahoc menunjukkan alpha Cronbach 0.976 bagi instrumen pensyarah/guru dan 0.944 bagi instrumen mad'u. Pensyarah/guru memberikan persetujuan tertinggi terhadap keperluan panduan kurikulum dakwah berstruktur (M=4.52, SP=0.85). Dalam kalangan mad'u, amanah menyampaikan ilmu (M=4.07, SP=0.98), pengetahuan mendalam (M=4.03, SP=0.91) dan komunikasi berkesan (M=4.01, SP=0.92) merupakan keutamaan utama, manakala penggunaan teknologi mencatatkan min terendah (M=3.18, SP=1.18). Dapatan menunjukkan bahawa pembangunan modul perlu menggabungkan struktur kandungan untuk penyampai dengan kualiti penyampaian yang berilmu, amanah dan komunikatif untuk penerima. Kajian ini menyediakan justifikasi empirikal bagi pembangunan modul, tetapi tidak menilai keberkesanan modul di lapangan.
This study aimed to (i) determine the perceived need for a structured da'wah module among lecturers and teachers, and (ii) identify the da'wah teaching and delivery elements prioritised by students or mad'u. This descriptive quantitative study constituted Phase 1 of a broader Design and Development Research framework. Two questionnaires, each comprising 10 five-point Likert-scale items, were administered to 31 lecturers/teachers and 163 mad'u. Data were analysed using frequencies, percentages, means, standard deviations, and internal consistency. A post-hoc reanalysis yielded Cronbach's alpha values of 0.976 for the lecturer/teacher instrument and 0.944 for the mad'u instrument. Lecturers/teachers expressed the strongest agreement with the need for structured da'wah curriculum guidance (M=4.52, SD=0.85). Among mad'u, trustworthiness in conveying knowledge (M=4.07, SD=0.98), subject-matter knowledge (M=4.03, SD=0.91), and effective communication (M=4.01, SD=0.92) were the leading priorities, while technology use recorded the lowest mean (M=3.18, SD=1.18). The findings indicate that module development should combine a clear content structure for lecturers with knowledgeable, trustworthy, and communicative delivery for recipients. The study provides an empirical justification for module development but does not assess its field effectiveness.
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