EXPLORING THE TAR FRAMEWORK FOR TRANSFORMATIVE TEACHING AND LEARNING IN ETHICS AND CIVILISATION EDUCATION
DOI:
https://doi.org/10.35631/IJEPC.1164091Keywords:
Community-Based Learning, Meaningful Learning, Subject Effectiveness, TAR Framework, Transformative Teaching And LearningAbstract
Transformative teaching and learning approaches have gained increasing attention for their potential to connect classroom knowledge with real-world experiences and social engagement. However, conventional approaches to teaching ethics and civilisation often rely on lectures and written assessments, providing limited opportunities for students to apply ethical concepts through meaningful community-based experiences. This study aimed to develop and evaluate the TAR framework: Teroka (Explore), Aplikasi (Application), and Refleksi (Reflection) as a transformative teaching and learning approach for the Appreciation of Ethics and Civilisation (PEP) course at Universiti Malaysia Kelantan (UMK). An exploratory sequential mixed-methods design was employed. In the first phase, focus group discussions involving 25 students explored their experiences of the three stages of the TAR framework. The qualitative findings informed the focus of the second phase, which involved a cross-sectional survey of 687 students who had experienced TAR-based learning. Qualitative data were analysed using Braun and Clarke’s six-stage thematic analysis, while quantitative data were analysed using descriptive statistics and Pearson’s correlation. The qualitative analysis generated three principal themes: enhanced understanding and interaction during exploration, development of values and essential skills through community application, and increased confidence and responsibility through reflection. Quantitatively, students reported high levels of meaningful learning (M = 6.02, SD = 1.04) and subject effectiveness (M = 6.15, SD = 1.02). A strong, positive, and statistically significant relationship was found between meaningful learning and subject effectiveness, r(685) = .890, p < .001. Integration of the findings indicated that the quantitative results extended and supported the initial qualitative insights regarding students’ experiences of TAR-based learning. Overall, students perceived the TAR framework as supporting connections among ethical knowledge, community engagement, and reflective learning. The framework aligns with SDG 4, particularly its emphasis on inclusive and quality education that develops relevant knowledge, skills, and values for sustainable development.
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