Sikap Guru Sekolah Rendah terhadap Pendidikan Tahfiz di Aceh: Peranan Pengalaman Mengajar dan Latihan Profesional
Primary School Teachers' Attitudes toward Tahfiz Education in Aceh: The Role of Teaching Experience and Professional Training
DOI:
https://doi.org/10.37134/almakrifah.vol4.1.4.2026Keywords:
Latihan profesional, Pendidikan tahfiz, Pengalaman mengajar, Sikap guruAbstract
Kajian ini bertujuan untuk mengenal pasti sikap guru sekolah rendah terhadap pendidikan tahfiz di Aceh dengan memberi tumpuan kepada peranan pengalaman mengajar dan latihan profesional dalam membentuk sikap tersebut. Kajian ini penting bagi menyediakan bukti empirikal yang dapat menyokong pembangunan latihan guru serta meningkatkan keberkesanan pelaksanaan pendidikan tahfiz dalam sistem pendidikan formal. Kajian menggunakan pendekatan kuantitatif dalam kerangka reka bentuk kaedah campuran dengan melibatkan seramai 153 orang guru sekolah rendah sebagai responden yang dipilih daripada beberapa daerah di Aceh. Data dikumpulkan melalui soal selidik berasaskan tiga domain sikap iaitu kognitif, afektif, dan tingkah laku, dan dianalisis menggunakan statistik deskriptif serta inferensi yang melibatkan ujian t dan MANOVA. Dapatan kajian menunjukkan bahawa tahap sikap guru terhadap pendidikan tahfiz berada pada aras tinggi, dengan domain tingkah laku mencatat skor tertinggi, diikuti oleh domain kognitif dan afektif. Analisis inferensi mendapati bahawa pengalaman mengajar merupakan faktor paling dominan yang mempengaruhi sikap guru merentas semua domain, manakala penyertaan dalam bengkel tahfiz turut menunjukkan kesan signifikan tetapi berfungsi sebagai faktor sokongan. Sebaliknya, faktor demografi seperti tahap pendidikan dan lokasi sekolah tidak menunjukkan perbezaan signifikan. Kesimpulannya, pembentukan sikap guru terhadap pendidikan tahfiz lebih dipengaruhi oleh pengalaman praktikal dan pembangunan profesional berterusan berbanding latar belakang individu semata-mata. Kajian ini mencadangkan agar program latihan guru dirancang secara berterusan, berasaskan pengalaman, dan diintegrasikan dengan amalan pengajaran sebenar bagi memastikan keberkesanan pelaksanaan pendidikan tahfiz dalam jangka panjang.
This study aimed to examine primary school teachers' attitudes toward Tahfiz education in Aceh, with particular emphasis on the roles of teaching experience and professional training in shaping these attitudes. The study is significant in providing empirical evidence to support teacher professional development and enhance the effectiveness of Tahfiz education implementation within the formal education system. A quantitative approach was employed within a mixed-methods research framework, involving 153 primary school teachers selected from several districts in Aceh. Data were collected using a structured questionnaire encompassing three attitude domains: cognitive, affective, and behavioral. The data were analyzed using descriptive statistics and inferential analyses, including independent-samples t-tests and multivariate analysis of variance (MANOVA). The findings revealed that teachers demonstrated a high level of positive attitudes toward Tahfiz education, with the behavioral domain recording the highest mean score, followed by the cognitive and affective domains. Inferential analyses indicated that teaching experience was the most influential factor affecting teachers' attitudes across all three domains. At the same time, participation in Tahfiz-related workshops also exerted a significant positive influence, serving as a complementary factor. In contrast, demographic variables such as educational qualification and school location did not produce statistically significant differences. In conclusion, teachers' attitudes toward Tahfiz education are shaped primarily by practical teaching experience and continuous professional development rather than by individual demographic characteristics. The study recommends that teacher training programs be designed as continuous, experience-based initiatives integrated with authentic classroom practice to ensure the long-term effectiveness and sustainability of Tahfiz education implementation.
KEYWORDS: Professional training, Tahfiz education, Teaching experience, Teacher attitude
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