[THE TEACHER KNOWLEDGE INSTRUMENT FOR AL-LUGHAH AL-‘ARABIAH AL-MU‘ASIRAH (I-PGLAM): A RASCH MEASUREMENT MODEL ANALYSIS] INSTRUMEN PENGETAHUAN GURU DALAM MATA PELAJARAN AL-LUGHAH AL-‘ARABIAH AL-MU‘ASIRAH (I-PGLAM): ANALISIS MENGGUNAKAN MODEL PENGUKURAN RASCH
Abstract
Abstrak
Keterjaminan dalam menghasilkan sebuah pengajaran yang berkesan di sesebuah institusi sama ada di sekolah rendah, menengah mahupun di Institut Pengajian Tinggi (IPT) adalah bermula dengan pengetahuan guru. Pengetahuan guru yang jitu terhadap sesuatu matapelajaran, akan berperanan sebagai elemen utama terhadap keberhasilan proses pengajaran dan pembelajaran (PdP). Maka, instrumen yang sahih dan boleh dipercayai amat diperlukan bagi menilai tahap pengetahuan guru. Kajian ini memfokuskan subjek bahasa Arab di Sekolah Agama Bantuan Kerajaan (SABK) yang dikenali dengan al-Lughah al-‘Arabiah al-Mu‘asirah (LAM). Justeru, kajian ini bertujuan untuk menilai kesahan dan kebolehpercayaan instrumen i-PGLAM yang dibangunkan untuk mengukur tahap pengetahuan guru (LAM). Kajian berbentuk tinjauan ini melibatkan 214 orang guru LAM di SABK seluruh Malaysia. Instrumen kaji selidik yang dibangunkan ini mempunyai 32 item yang berskala Likert empat mata. Justeru itu, perisian Winstep versi 3.72.3 telah digunakan bagi mendapatkan nilai kesahan dan kebolehpercayaan menggunakan Model Pengukuran Rasch. Hasil kajian mendapati bahawa instrumen tersebut hanya mencatatkan noise pada kadar 7%, jauh lebih rendah daripada tahap maksimum yang dibenarkan iaitu sebanyak 15%. Dapatan juga merekodkan tiga item yang berada di luar julat kesesuaian Mean Square, namun item tersebut telah melalui proses pemurnian dan ia dikekalkan. Di samping itu, analisis juga menunjukkan bahawa indeks kebolehpercayaan item berada pada 0.97, iaitu dalam kategori sangat tinggi, sementara nilai pengasingan item pula dicatatkan sebanyak 5.95 yang mengesahkan kestabilan instrumen. Maka, ini jelas membuktikan bahawa dapatan yang diperoleh mengesahkan bahawa instrumen i-PGLAM mampu mengukur konstruk pengetahuan guru dengan baik. Melalui analisis Model Rasch, instrumen ini terbukti sahih dan konsisten, sekali gus mengukuhkan justifikasi bahawa ia wajar digunakan bagi menilai tahap pengetahuan guru terhadap mata pelajaran LAM di SABK.
Kata Kunci: pengetahuan; guru bahasa Arab; penilaian instrumen; model pengukuran Rasch.
Abstract
The assurance of delivering effective teaching in any institution be it primary school, secondary school, or higher education—fundamentally begins with teachers’ knowledge. A solid grasp of the subject matter by teachers functions as a key element in determining the success of the teaching and learning process (T&L). Therefore, a valid and reliable instrument is essential to assess the level of teachers’ knowledge. This study focuses on the Arabic subject at Government-Aided Religious Schools (SABK), known as al-Lughah al-‘Arabiah al-Mu‘asirah (LAM). Accordingly, the aim of this research is to evaluate the validity and reliability of the i-PGLAM instrument developed to measure teachers’ knowledge of LAM. The study, designed as a survey, involved 214 LAM teachers from SABK across Malaysia. The questionnaire comprised 32 items measured using a four-point Likert scale. To determine validity and reliability, Winstep software version 3.72.3 was employed, applying the Rasch Measurement Model. The findings revealed that the instrument recorded only 7% noise, which is well below the permissible maximum of 15%. The results also indicated three items falling outside the acceptable Mean Square range, however, these items were refined and subsequently retained. Moreover, the analysis showed an item reliability index of 0.97, categorized as very high, with an item separation value of 5.95, confirming the stability of the instrument. These outcomes clearly demonstrate that the i-PGLAM instrument is capable of effectively measuring teachers’ knowledge construct. Through the Rasch analysis, the instrument has been proven to be valid and consistent, thus strengthening the justification for its use in assessing teachers’ knowledge of LAM in SABK.
Keywords: knowledge; Arabic language teachers; instrument evaluation; Rasch Measurement Model
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