MENEROKA TAHAP PELAKSANAAN MOD PELIBATAN PEMBELAJARAN OLEH GURU NOVIS DALAM PENGAJARAN DI NEGERI KEDAH: EXPLORING THE LEVEL OF IMPLEMENTATION OF LEARNING ENGAGEMENT MODES BY NOVICE TEACHERS IN TEACHING IN THE STATE OF KEDAH - Hamid, Zurina; Shuib, Hidayat (INTERNATIONAL JOURNAL OF EDUCATION, PSYCHOLOGY AND COUNSELLING (IJEPC), 2026)
Pelibatan murid merupakan indikator penting dalam menentukan keberkesanan proses pengajaran dan pembelajaran di bilik darjah, khususnya dalam konteks pendidikan abad ke-21 yang menekankan pembelajaran berpusatkan murid. Model ICAP menyediakan kerangka teori yang sistematik untuk memahami tahap pelibatan murid berdasarkan proses kognitif. Walau bagaimanapun, pelaksanaan mod pelibatan pembelajaran berasaskan Model ICAP dalam kalangan guru novis masih berhadapan dengan pelbagai halangan, termasuk jurang antara teori dan amalan pedagogi, kekangan pengalaman, motivasi dan efikasi kendiri. Justeru itu, kajian ini dijalankan untuk menilai tahap pelaksanaan serta meneroka pengalaman guru novis dalam mengaplikasikan mod pelibatan pembelajaran berasaskan Model ICAP di bilik darjah. Kajian ini menggunakan reka bentuk kaedah campuran eksplanatori berjujukan, di mana fasa kuantitatif melibatkan 243 responden menggunakan soal selidik skala Likert 5 mata dan dianalisis secara deskriptif serta inferensi menggunakan SPSS versi 29. Sementara itu, fasa kualitatif pula menggunakan pendekatan fenomenologi melalui persampelan bertujuan melibatkan lima peserta, dengan data temu bual separa berstruktur dianalisis secara tematik menggunakan Atlas.ti bagi meneroka pengalaman guru novis secara mendalam. Dapatan menunjukkan tahap pelibatan aktif dan konstruktif guru novis mempunyai hubungan positif dan signifikan dengan tahap pelibatan keseluruhan, khususnya mod konstruktif (r = 0.763, p < 0.001) manakala mod aktif (r = 0.749, p < 0.001). Dapatan kualitatif menyokong dapatan kuantitatif, di mana guru novis mengaplikasikan strategi aktif dan konstruktif melalui tugasan berfikir aras tinggi, perbincangan kumpulan, pembentangan, dan aktiviti kolaboratif walaupun menghadapi kekangan tertentu. Kesimpulannya, Model ICAP berpotensi meningkatkan kualiti pelibatan pembelajaran murid sekiranya guru novis diberikan sokongan latihan pedagogi dan bimbingan profesional yang berterusan. Kajian ini mencadangkan agar sokongan pembangunan profesional yang berterusan, latihan pedagogi berfokuskan Model ICAP bagi membantu guru novis melaksanakan mod pelibatan pembelajaran secara lebih berkesan. Student engagement is an important indicator in determining the effectiveness of teaching and learning processes in the classroom, particularly in the context of 21st-century education that emphasizes student-centered learning. The ICAP model provides a systematic theoretical framework for understanding students’ engagement levels based on cognitive processes. However, the implementation of ICAP-based learning engagement modes among novice teachers still faces various challenges, including the gap between theory and pedagogical practice, limited experience, motivation and self-efficacy. Therefore, this study was conducted to assess the level of implementation and explore the experiences of novice teachers in applying ICAP-based learning engagement modes in the classroom. The study employed an explanatory sequential mixed-methods design, where the quantitative phase involved 243 respondents using a 5-point Likert scale questionnaire, analyzed descriptively and inferentially using SPSS version 29. Meanwhile, the qualitative phase adopted a phenomenological approach through purposive sampling involving five participants, with semi-structured interview data analyzed thematically using Atlas.ti to explore the experiences of novice teachers in depth. The findings indicate that the levels of active and constructive engagement among novice teachers are positively and significantly related to overall engagement, particularly the constructive mode (r = 0.763, p < 0.001) and the active mode (r = 0.749, p < 0.001). The qualitative findings support the quantitative results, showing that novice teachers implement active and constructive strategies through higher-order thinking tasks, group discussions, presentations and collaborative activities, despite facing certain constraints. In conclusion, the ICAP model has the potential to enhance the quality of student engagement if novice teachers are provided with ongoing pedagogical training and professional guidance. The study recommends continuous professional development and ICAP-focused pedagogical training to assist novice teachers in implementing learning engagement modes more effectively.