PENGALAMAN PEMBELAJARAN BERMAKNA MAHASISWA MELALUI SIKAP DAN GAYA DAKWAH PENSYARAH DALAM KURSUS PRINSIP-PRINSIP ASAS ISLAM (CTU101)
MEANINGFUL LEARNING EXPERIENCES OF STUDENTS THROUGH LECTURERS’ ATTITUDES AND DA’WAH APPROACHES IN THES PRINCIPLES OF BASIC ISLAM COURSE (CTU101)
DOI:
https://doi.org/10.35631/IJEPC.1164107Keywords:
Pengalaman Pembelajaran Bermakna (Meaningful Learning Experience), Sikap Dan Gaya Dakwah Pensyarah (Lecturers’ Attitudes and Da’wah Style), Fenomenologi (Phenomenology), Mahasiswa (Students), Kursus Prinsip-Prinsip Asas Islam (CTU101) (Principles of Basic Islam Course (CTU101)Abstract
Artikel ini membincangkan pengalaman pembelajaran bermakna mahasiswa melalui sikap dan gaya dakwah pensyarah dalam Kursus Prinsip-Prinsip Asas Islam (CTU101). Kajian ini menggunakan reka bentuk kualitatif dengan pendekatan fenomenologi bagi meneroka pengalaman mahasiswa sepanjang mengikuti kursus tersebut. Seramai 80 orang mahasiswa terlibat dalam penulisan diari refleksi mingguan selama 12 minggu, manakala lapan orang mahasiswa yang mewakili empat kelas dipilih sebagai peserta temu bual. Data kajian ditriangulasikan melalui diari refleksi, temu bual, nota lapangan dan diari pengkaji bagi meningkatkan kesahan dapatan. Analisis data dijalankan menggunakan perisian NVivo 14.0 bagi mengenal pasti tema dan pola pengalaman mahasiswa. Hasil kajian menunjukkan bahawa pengalaman pembelajaran bermakna mahasiswa terbentuk melalui empat pengalaman utama, iaitu teguran berhemah dan empati, ucapan penuh hikmah, pendekatan mesra dan terbuka serta penampilan berwibawa dan beradab. Berdasarkan pola dapatan tersebut, artikel ini menghasilkan Model Sikap dan Gaya Dakwah Pensyarah Sahsiah Mahasiswa (MSDGDPSM).
This article discusses meaningful learning experiences among students through lecturers’ attitudes and da’wah styles in the Principles of Basic Islam Course (CTU101). The study employed a qualitative research design with a phenomenological approach to explore students’ experiences throughout the course. A total of 80 students participated in weekly reflective journal writing over 12 weeks, while eight students representing four classes were selected as interview participants. Data were triangulated through reflective journals, interviews, field notes, and the researcher’s diary to enhance the validity of the findings. Data analysis was conducted using NVivo 14.0 software to identify themes and patterns of students’ learning experiences. The findings revealed that meaningful learning experiences were formed through four main experiences, namely empathetic and considerate admonition, wisdom-based communication, friendly and open approaches, as well as dignified and courteous conduct. Based on these findings, this article proposes the Student Character Development through Lecturers’ Attitudes and Da’wah Style Model (MSDGDPSM).
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