Kajian ini bertujuan untuk mengenal pasti kreativiti pengajaran guru Pendidikan Islam dalam proses pengajaran yang menjurus kepada tahab kreativiti pengajaran guru dengan meneroka tahap kefahaman mengenai pengetahuan kreativiti dan melihat sejauh mana pengaplikasian kreativiti dalam sesi pengajaran dengan meneroka kepelbagaian kaedah pengajaran yang dominan. Kerangka konsep kajian dibina berdasarkan hubungan latar belakang guru Pendidikan Islam di antara setiap pemboleh ubah tidak bersandar dan pemboleh ubah bersandar yang boleh diperlihatkan ramalan yang mempengaruhi kreativiti pengajaran guru Pendidikan Islam dalam proses pengajaran dan pembelajaran di sekolah-sekolah. Kerangka konsep kajian dibina berdasarkan pembolehubah bersandar seperti yang ditunjukkan pada Rajah 1.1.
24
Rajah 1.1: Kerangka Konseptual Kajian
Petunjuk: Hubungan langsung
Rajah 1.1: Kerangka Konsep kreativiti pengajaran guru Pendidikan Islam sekolah-sekolah. Diubahsuai dari Teori Kreativiti Sternberg (2006), Amabile (1989) dan Jasmi (2010).
KREATIVITI PENGAJARAN GURU PENDIDIKAN ISLAM DI SEKOLAH
Mata Pelajaran Pendidikan Islam Guru Pendidikan Islam
Latar belakang Jantina, Umur, Kelayakan Akademik dan Pengalaman mengajar
Kefahaman Kreativiti
Kreativiti Pengajaran Guru
Kaedah Pengajaran
Tradisional, Inkuiri. Kumpulan dan Kolaboratif
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