MEASURING MADRASAH IBTIDAIYAH TEACHERS’ CURRICULUM ORIENTATION AND TEACHING CONCEPTION: A RASCH ANALYSIS APPROACH

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Kamil, Dairabi and Jamin, Ahmad and Yusuf, Muhammad (2012) MEASURING MADRASAH IBTIDAIYAH TEACHERS’ CURRICULUM ORIENTATION AND TEACHING CONCEPTION: A RASCH ANALYSIS APPROACH. In: Conference Proceedings: Annual International Conference on Islamic Studies (AICIS) XII, 5 – 8 November 2012, Surabaya – Indonesia.

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Abstract

Curriculum Orientation and Teaching Conception have been identified as reliable predictors of teachers’ classroom practices. Based on this framework this quantitative research seeks to measure these two dependent variables on madrasah ibtidaiyah teachers and determine whether there are statistically significant differences in their curriculum orientation and teaching conception across demographic variables of gender, age, and teaching experience. In addition, this research also seeks to identify correlations between the two dependent variables. Data were collected through administration of adapted questionnaires to 65 madrasah ibtidaiyah teachers who were involved in the government funded in-service teachers undergraduate degree training program called “Dual Mode System” at STAIN Kerinci. Data were analysed by using Rasch Analysis and tests of inferential statistics.The results of data analyses shows that, over all, 1) the teachers’ curriculum orientation tends to be “technological” and “academic” rather than “social reconstructionistic”; and 2) the teachers tend to conceptualize teaching as “apprenticeship-developmental” and “knowledge transmission” rather than “nurturing” or “social reform”. Tests of inferential statistics show a significant difference between male and female teachers’ conception of teaching, where female teachers tend to conceptualize teaching as “apprenticeship development” and “nurturing”. A significant difference was also found in the teachers’ curriculum orientation across the demographic variable of teaching experience where those with 11-20 years of teaching experience tend to endorse “social reconstruction” orientation less than their counterparts with 1-10 and 21-30 years of teaching experience. No significant difference was found across the variable of age. Correlations were identified between the teachers’ curriculum orientation and teaching conception. The results are discussed with the available relevant literature and the current national program of character education in Indonesia. It is argued that the curriculum orientation and teaching conception of the majority of the teachers seems to be incompatible with the nature of character education that necessitates teachers to be “nurturing” and “social reconstructionistic”. Therefore, evaluation and reorientation of paradigm and approach in teacher education and educational objectives are