Pengajaran Guru dan Kepercayaan Motivasi Pelajar dalam Pembelajaran Bahasa Arab di Sekolah Menengah
Keywords:
bahasa Arab, pengajaran guru, kepercayaan motivasi, pelajar aliran agama, minat
Abstract
Pembelajaran Bahasa Arab di kalangan pelajar aliran agama adalah satu kemestian dan wajib dipelajari kerana termasuk dalam peperiksaan umum seperti PT3, SPM dan STPM. Untuk mempelajarinya dengan berkesan, pelajar perlu mempunyai kepercayaan motivasi yang tinggi kerana Bahasa Arab merupakan mata pelajaran yang agak susah dan mencabar tambahan pula bagi pelajar yang bukan penutur jatinya. Beberapa kajian lepas merekodkan tahap motivasi pelajar yang rendah terhadap mata pelajaran Bahasa Arab kerana merasa sukar untuk menguasainya. Justeru, kajian ini akan menjelaskan kemungkinan aspek pengajaran guru yang menjadi punca perubahan kepercayaan motivasi pelajar terhadap mata pelajaran Bahasa Arab. Kajian yang menggunakan reka bentuk kuantitatif secara tinjauan ini menggunakan soal selidik Students' Evaluation of Teaching Effectiveness Rating Scale (SETERS) dan Motivated Strategies for Learning Questionnaire (MSLQ) sebagai instrumen yang direspon oleh 542 pelajar aliran agama tingkatan 4 dan data terkumpul diproses menerusi analisis korelasi pearson. Hasil kajian mendapati hubungan yang sederhana namun signifikan dan positif antara pengajaran guru dan kepercayaan motivasi pelajar aliran agama terhadap mata pelajaran Bahasa Arab. Sehubungan itu, guru perlu mempelbagaikan strategi pengajaran mereka dari segi penyampaian bahan pembelajaran, interaksi dan aspek penyediaan suasana pembelajaran yang kondusif. Usaha ini akan dapat meningkatkan kepercayaan motivasi dan minat pelajar terhadap mata pelajaran Bahasa Arab sekaligus mengembangkan potensi penguasaan bahasa yang lebih berkesan dan komprehensif.
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References
Abdul Hakim, A., Ab. Aziz, S., & Wan Ismail, W. A. (2015). Faktor-faktor yang Mempengaruhi Motivasi Terhadap Pembelajaran Bahasa Arab. Jurnal Islam Dan Masyarakat Kontemporari. 10, 104–118.
Abdul Hakim, A., Ab. Aziz, S., Wan Ismail, W. A., & Hafisah, Z. (2014). Faktor-Faktor Yang Mempengaruhi Motivasi Terhadap Pembelajaran Bahasa Arab Dalam Kalangan Pelajar Peringkat Menengah Rendah Di Sekolah Menengah Kebangsaan Agama (SMKA) Naim Lilbanat Kota Bharu Kelantan. Prosiding Seminar Pengajaran Dan Pembelajaran Bahasa Arab 2014. 1–10.
Anuar, A., Siti Haishah, A. R., & Nur Atiqah, T. A. (2009). Tahap Keupayaan Pengajaran Guru Sejarah dan Hubungannya dengan Pencapaian Murid di Sekolah Berprestasi Rendah. Jurnal Pendidikan Malaysia. 34(1), 53–66.
Azani, I., Azman, C. M., & Mat Taib, P. (2012). Membina kemahiran pertuturan menerusi aktiviti lakonan dalam pengajaran bahasa arab. GEMA Online Journal of Language Studies. 12(1), 325–337.
Bandura, A. (1986). Social Foundation of Thought and Action: A Social Cognitivee Theory. New York: Prentice Hall.
Costa-Ferreira, P., & Veiga-Simão, A. M. (2012). Teaching Practices that Foster Self-regulated Learning: A case study. Educational Research eJournal. 1(1), 1–16. https://doi.org/10.5838/erej.2012.11.01
Eccles, J. S., & Wigfield, A. (2002b). Motivational Beliefs, Balues, and Goals. Annual Review of Psychology. 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Eldin, A. A. T. S. (2015). Teaching culture in the classroom to Arabic language students. International Education Studies. 8(2), 113–120. https://doi.org/10.5539/ies.v8n2p113
Emmanuel, A.-O., Adom, E. A., Josephine, B., & Solomon, F. K. (2014). Achievement Motivation, Academic Self-Concept and Academic Achievement Among High School Students. European Journal of Research and Reflection in Educational Sciences. 2(2), 24–37. Retrieved from www.idpublications.org
Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). The Influence of Teacher and Peer Relationships on Students’ Classroom Engagement and Everyday Motivational Resilience. National Society for the Study of Education. 113(1), 101–123.
Gamal Abdul Nasir, Z., Salwa, M., & Aliff, N. (2015). Kajian Amalan Pengajaran Guru Bahasa Arab Sekolah Menengah di Negara Brunei Darussalam. The Online Journal of Islamic Education. 3(1), 32–40.
Ghazali, Y., Nik Mohd Rahimi, N. M. Y., & Parilah, M. S. (2010). Kebimbangan Ujian dan Motivasi dalam Kalangan Pelajar Kursus Bahasa Arab dalam Konteks Kemahiran Lisan. Asia Pacific Journal of Educators and Education. 2(2), 50–63.
Ghazali, Y., Nik Mohd Rahimi, N. M. Y., Parilah, M. S., & Wan Haslina, W. (2011). Cognitive and metacognitive learning strategies among Arabic language students. Interactive Learning Environments. 21(3), 1–11. https://doi.org/10.1080/10494820.2011.555840
Ghazali, Y., Nik Mohd Rahimi, N. M. Y., Parilah, M. S., Wan Haslina, W., & Ahmed Thalal, H. (2011). Kepercayaan jangkaan keupayaan kendiri dalam kalangan pelajar kursus bahasa Arab. GEMA Online Journal of Language Studies. 11(1), 81–96.
Ghazali, Y., Nik Mohd Rahimi, N. M. Y., Parilah, Ms., Wan Haslina, W., & Muhammad Sabri, S. (2012). Penggunaan bahasa Arab lisan dan hubungannya dengan strategi pengurusan sumber. GEMA Online Journal of Language Studies. 12(2), 505–520.
Ismail, M., W.M.Akmar, W. A., & Azman, C. M. (2013). Sikap dan realiti penguasaan kemahiran bahasa Arab pelajar program j-QAF. GEMA Online Journal of Language Studies. 13(2), 81–97.
Kamarul Shukri, M. T., Mohamed Amin, E., Nik Mohd Rahimi, N. Y., & Zamri, M. (2009). Language Learning Strategies and Motivation among Religious Secondary School Students. The International Journal of Language, Society and Culture. (29), 71–79. Retrieved from www.educ.utas.edu.au/users/tle/JOURNAL/
Khalid, J. (2009). Pengaruh Pengalaman Guru ke atas Efikasi Guru dan Efikasi Kolektif Guru di Kalangan Guru Sekolah Menengah di Sabah. Universiti Malaysia Sabah, Kota Kinabalu.
Koca, F. (2016). Motivation to Learn and Teacher – Student Relationship. Journal of International Education and Leadership. 6(2), 1–20.
Kreishan, L. J., & Al-Dhaimat, Y. (2013). Intrinsic and extrinsic motivation, orientation and achievements in L2 of arab learners of english, French and German: A study from Jordan. International Education Studies. 6(12), 52–63. https://doi.org/10.5539/ies.v6n12p52
Lay, Y. F., & Khoo, C. H. (2015). Pengenalan kepada Pendekatan Kuantitatif dalam Penyelidikan Pendidikan (4th ed.). Kota Kinabalu: Penerbit Universiti Malaysia Sabah.
Liem, G. A. D., & Chua, B. L. (2013). An expectancy-value perspective of civic education motivation, learning and desirable outcomes. Educational Psychology: An International Journal of Experimental Educational Psychology. 33(3), 283–313. https://doi.org/10.1080/01443410.2013.776934
Maimun, A. L., Zaffi, A. & Hanis Najwa, S. (2014). Pelaksanaan Pengajaran dan Pembelajaran Bahasa Arab dalam Kurikulum Bu’uth Al-Azhar di Sekolah Agama Bantuan Kerajaan (SABK). Jurnal Pendidkan Malaysia. 39(1), 51–61.
Manukaram, K., Melissa, N. L. Y. A., & Shahizah, H. (2014). Pengaruh Psikologi terhadap Pembelajaran Regulasi Kendiri Murid Sekolah Rendah. Asia Pasific Journal of Educators and Education. 29, 39–54.
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology. 106(1), 121–131. https://doi.org/10.1037/a0033546
Melissa, N. L. Y. A. (2010). Self-Regulated Learning : Theory and Application. Pulau Pinang: Penerbit Universiti Sains Malaysia.
Mofrad, R. G., & Pourghaz, A. (2015). Examining the Role of Motivational Beliefs in Students’ Academic Performance in Landeh’s High School. Management and Administrative Science Review, 4(3). 601–609.
Nik Mohd Rahimi, N. M. Y. (2008). Penggunaan alat bantu mengajar dan hubungannya dengan pencapaian kemahiran mendengar bahasa arab. Jurnal Teknologi, Universiti Teknologi Malaysia. 49, 141–154.
Ocak, G., & Yamaç, A. (2013). Examination of the relationships between fifth graders’ self-regulated learning strategies, motivational beliefs, attitudes, and achievement. Educational Science: Theory & Practice. 13(1), 380–387. Retrieved from www.edam.com.tr/estp
Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman‟s cyclical model of self-regulated learning. Anales De Psicología. 30, 450–462. https://doi.org/10.6018/analesps.30.2.167221
Patrick, H., Ryan, A. M., & Pintrich, P. R. (1999). The differential impact of extrinsic and mastery goal orientations on males’ and females’ self-regulated learning. Learning and Individual Differences. 11(2), 153–171. https://doi.org/10.1016/S1041-6080(00)80003-5
Pintrich, P. R . (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Psychology Review. 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology. 92(3), 544–555. https://doi.org/10.1037/0022-0663.92.3.544
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology. 82, 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Rohani, A., Hazri, J., & Nordin, A. R. (2010). Hubungan Guru-Pelajar dan Kaitannya dengan Komitmen Belajar Pelajar: Adakah Guru Berkualiti Menghasilkan Perbezaan Pembelajaran antara Jantina Pelajar? Jurnal Pendidikan Malaysia. 35(2), 61–69.
Rosni, S. (2009). Isu Pembelajaran Bahasa Arab di Malaysia. Negeri Sembilan: Penerbit USIM.
Rosni, S. (2012). Isu pembelajaran bahasa Arab. In Persidangan Kebangsaan Pengajaran Dan Pembelajaran Bahasa Arab 2012 (PKEBAR’12). 2012, 286–300.
Rosni, S. (2013). Kaedah Pengajaran Kosa Kata Bahasa Arab untuk Pelajar Bukan Arab. Negeri Sembilan: Penerbit USIM.
Rozendaal, J. S., Minnaert, A., & Boekaerts, M. (2005). The influence of teacher perceived administration of self-regulated learning on students’ motivation and information-processing. Learning and Instruction. 15 141–160. https://doi.org/10.1016/j.learninstruc.2005.04.011
Sejo, M. Z. (2012). Penekanan Ilmu Morfologi Dalam Buku Teks Bahasa Arab Kurikulum Baru Sekolah Menengah. Persidangan Kebangsaan Pengajaran Dan Pembelajaran Bahasa Arab 2012 (PKEBAR’12), 190–205.
Shaffe, M. D., Ramli, B., Roselan, B., Sahandri, G. H., & Mokhtar, N. (2011). Pengaruh Amalan Jenaka Terhadap Pengajaran dan Pembelajaran Murid. Asia Pasific Journal of Educators and Education. 26(1), 125–144.
Tanriseven, I., & Dilmaç, B. (2013). Predictive relationships between secondary school students’ human values, motivational beliefs, and self-regulated learning strategies. Kuram ve Uygulamada Egitim Bilimleri. 13(1), 29–36.
Toland, M. D., & Ayala, R. J. D. (2005). A Multilevel Factor Analysis of Students’ Evaluations of Teaching. Educational and Psychological Measurement. 65(2), 272–296. https://doi.org/10.1177/0013164404268667
Tzohar-Rozen, M., & Kramarski, B. (2014). Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems. Global Education Review. 1(4), 76–95. Retrieved from http://ger.mercy.edu/
Zamri, A., Ezad Azraai, J., Khaulah, R., Muhamad Ridzuan, A. L., & Zulazhan, A. H. (2014). Attitudes of Distance Learning Students At Ukm ’ S Faculty of Islamic Studies Towards Learning. Turkish Online Journal of Distance Education. 15(1), 174–188. Retrieved from www.eric.ed.gov
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic achievement: The role of self-efficacy beliefs and personal goal-setting. American Educational Research Journal. 29(3), 663–676.
Zimmerman, B. J., & Schunk, D. H. (1989). Self-Regulated Learning and Academic Achievement: Theory, Research and Practice. New York: Springer-Verlag.
Abdul Hakim, A., Ab. Aziz, S., Wan Ismail, W. A., & Hafisah, Z. (2014). Faktor-Faktor Yang Mempengaruhi Motivasi Terhadap Pembelajaran Bahasa Arab Dalam Kalangan Pelajar Peringkat Menengah Rendah Di Sekolah Menengah Kebangsaan Agama (SMKA) Naim Lilbanat Kota Bharu Kelantan. Prosiding Seminar Pengajaran Dan Pembelajaran Bahasa Arab 2014. 1–10.
Anuar, A., Siti Haishah, A. R., & Nur Atiqah, T. A. (2009). Tahap Keupayaan Pengajaran Guru Sejarah dan Hubungannya dengan Pencapaian Murid di Sekolah Berprestasi Rendah. Jurnal Pendidikan Malaysia. 34(1), 53–66.
Azani, I., Azman, C. M., & Mat Taib, P. (2012). Membina kemahiran pertuturan menerusi aktiviti lakonan dalam pengajaran bahasa arab. GEMA Online Journal of Language Studies. 12(1), 325–337.
Bandura, A. (1986). Social Foundation of Thought and Action: A Social Cognitivee Theory. New York: Prentice Hall.
Costa-Ferreira, P., & Veiga-Simão, A. M. (2012). Teaching Practices that Foster Self-regulated Learning: A case study. Educational Research eJournal. 1(1), 1–16. https://doi.org/10.5838/erej.2012.11.01
Eccles, J. S., & Wigfield, A. (2002b). Motivational Beliefs, Balues, and Goals. Annual Review of Psychology. 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Eldin, A. A. T. S. (2015). Teaching culture in the classroom to Arabic language students. International Education Studies. 8(2), 113–120. https://doi.org/10.5539/ies.v8n2p113
Emmanuel, A.-O., Adom, E. A., Josephine, B., & Solomon, F. K. (2014). Achievement Motivation, Academic Self-Concept and Academic Achievement Among High School Students. European Journal of Research and Reflection in Educational Sciences. 2(2), 24–37. Retrieved from www.idpublications.org
Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). The Influence of Teacher and Peer Relationships on Students’ Classroom Engagement and Everyday Motivational Resilience. National Society for the Study of Education. 113(1), 101–123.
Gamal Abdul Nasir, Z., Salwa, M., & Aliff, N. (2015). Kajian Amalan Pengajaran Guru Bahasa Arab Sekolah Menengah di Negara Brunei Darussalam. The Online Journal of Islamic Education. 3(1), 32–40.
Ghazali, Y., Nik Mohd Rahimi, N. M. Y., & Parilah, M. S. (2010). Kebimbangan Ujian dan Motivasi dalam Kalangan Pelajar Kursus Bahasa Arab dalam Konteks Kemahiran Lisan. Asia Pacific Journal of Educators and Education. 2(2), 50–63.
Ghazali, Y., Nik Mohd Rahimi, N. M. Y., Parilah, M. S., & Wan Haslina, W. (2011). Cognitive and metacognitive learning strategies among Arabic language students. Interactive Learning Environments. 21(3), 1–11. https://doi.org/10.1080/10494820.2011.555840
Ghazali, Y., Nik Mohd Rahimi, N. M. Y., Parilah, M. S., Wan Haslina, W., & Ahmed Thalal, H. (2011). Kepercayaan jangkaan keupayaan kendiri dalam kalangan pelajar kursus bahasa Arab. GEMA Online Journal of Language Studies. 11(1), 81–96.
Ghazali, Y., Nik Mohd Rahimi, N. M. Y., Parilah, Ms., Wan Haslina, W., & Muhammad Sabri, S. (2012). Penggunaan bahasa Arab lisan dan hubungannya dengan strategi pengurusan sumber. GEMA Online Journal of Language Studies. 12(2), 505–520.
Ismail, M., W.M.Akmar, W. A., & Azman, C. M. (2013). Sikap dan realiti penguasaan kemahiran bahasa Arab pelajar program j-QAF. GEMA Online Journal of Language Studies. 13(2), 81–97.
Kamarul Shukri, M. T., Mohamed Amin, E., Nik Mohd Rahimi, N. Y., & Zamri, M. (2009). Language Learning Strategies and Motivation among Religious Secondary School Students. The International Journal of Language, Society and Culture. (29), 71–79. Retrieved from www.educ.utas.edu.au/users/tle/JOURNAL/
Khalid, J. (2009). Pengaruh Pengalaman Guru ke atas Efikasi Guru dan Efikasi Kolektif Guru di Kalangan Guru Sekolah Menengah di Sabah. Universiti Malaysia Sabah, Kota Kinabalu.
Koca, F. (2016). Motivation to Learn and Teacher – Student Relationship. Journal of International Education and Leadership. 6(2), 1–20.
Kreishan, L. J., & Al-Dhaimat, Y. (2013). Intrinsic and extrinsic motivation, orientation and achievements in L2 of arab learners of english, French and German: A study from Jordan. International Education Studies. 6(12), 52–63. https://doi.org/10.5539/ies.v6n12p52
Lay, Y. F., & Khoo, C. H. (2015). Pengenalan kepada Pendekatan Kuantitatif dalam Penyelidikan Pendidikan (4th ed.). Kota Kinabalu: Penerbit Universiti Malaysia Sabah.
Liem, G. A. D., & Chua, B. L. (2013). An expectancy-value perspective of civic education motivation, learning and desirable outcomes. Educational Psychology: An International Journal of Experimental Educational Psychology. 33(3), 283–313. https://doi.org/10.1080/01443410.2013.776934
Maimun, A. L., Zaffi, A. & Hanis Najwa, S. (2014). Pelaksanaan Pengajaran dan Pembelajaran Bahasa Arab dalam Kurikulum Bu’uth Al-Azhar di Sekolah Agama Bantuan Kerajaan (SABK). Jurnal Pendidkan Malaysia. 39(1), 51–61.
Manukaram, K., Melissa, N. L. Y. A., & Shahizah, H. (2014). Pengaruh Psikologi terhadap Pembelajaran Regulasi Kendiri Murid Sekolah Rendah. Asia Pasific Journal of Educators and Education. 29, 39–54.
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology. 106(1), 121–131. https://doi.org/10.1037/a0033546
Melissa, N. L. Y. A. (2010). Self-Regulated Learning : Theory and Application. Pulau Pinang: Penerbit Universiti Sains Malaysia.
Mofrad, R. G., & Pourghaz, A. (2015). Examining the Role of Motivational Beliefs in Students’ Academic Performance in Landeh’s High School. Management and Administrative Science Review, 4(3). 601–609.
Nik Mohd Rahimi, N. M. Y. (2008). Penggunaan alat bantu mengajar dan hubungannya dengan pencapaian kemahiran mendengar bahasa arab. Jurnal Teknologi, Universiti Teknologi Malaysia. 49, 141–154.
Ocak, G., & Yamaç, A. (2013). Examination of the relationships between fifth graders’ self-regulated learning strategies, motivational beliefs, attitudes, and achievement. Educational Science: Theory & Practice. 13(1), 380–387. Retrieved from www.edam.com.tr/estp
Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman‟s cyclical model of self-regulated learning. Anales De Psicología. 30, 450–462. https://doi.org/10.6018/analesps.30.2.167221
Patrick, H., Ryan, A. M., & Pintrich, P. R. (1999). The differential impact of extrinsic and mastery goal orientations on males’ and females’ self-regulated learning. Learning and Individual Differences. 11(2), 153–171. https://doi.org/10.1016/S1041-6080(00)80003-5
Pintrich, P. R . (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Psychology Review. 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology. 92(3), 544–555. https://doi.org/10.1037/0022-0663.92.3.544
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology. 82, 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Rohani, A., Hazri, J., & Nordin, A. R. (2010). Hubungan Guru-Pelajar dan Kaitannya dengan Komitmen Belajar Pelajar: Adakah Guru Berkualiti Menghasilkan Perbezaan Pembelajaran antara Jantina Pelajar? Jurnal Pendidikan Malaysia. 35(2), 61–69.
Rosni, S. (2009). Isu Pembelajaran Bahasa Arab di Malaysia. Negeri Sembilan: Penerbit USIM.
Rosni, S. (2012). Isu pembelajaran bahasa Arab. In Persidangan Kebangsaan Pengajaran Dan Pembelajaran Bahasa Arab 2012 (PKEBAR’12). 2012, 286–300.
Rosni, S. (2013). Kaedah Pengajaran Kosa Kata Bahasa Arab untuk Pelajar Bukan Arab. Negeri Sembilan: Penerbit USIM.
Rozendaal, J. S., Minnaert, A., & Boekaerts, M. (2005). The influence of teacher perceived administration of self-regulated learning on students’ motivation and information-processing. Learning and Instruction. 15 141–160. https://doi.org/10.1016/j.learninstruc.2005.04.011
Sejo, M. Z. (2012). Penekanan Ilmu Morfologi Dalam Buku Teks Bahasa Arab Kurikulum Baru Sekolah Menengah. Persidangan Kebangsaan Pengajaran Dan Pembelajaran Bahasa Arab 2012 (PKEBAR’12), 190–205.
Shaffe, M. D., Ramli, B., Roselan, B., Sahandri, G. H., & Mokhtar, N. (2011). Pengaruh Amalan Jenaka Terhadap Pengajaran dan Pembelajaran Murid. Asia Pasific Journal of Educators and Education. 26(1), 125–144.
Tanriseven, I., & Dilmaç, B. (2013). Predictive relationships between secondary school students’ human values, motivational beliefs, and self-regulated learning strategies. Kuram ve Uygulamada Egitim Bilimleri. 13(1), 29–36.
Toland, M. D., & Ayala, R. J. D. (2005). A Multilevel Factor Analysis of Students’ Evaluations of Teaching. Educational and Psychological Measurement. 65(2), 272–296. https://doi.org/10.1177/0013164404268667
Tzohar-Rozen, M., & Kramarski, B. (2014). Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems. Global Education Review. 1(4), 76–95. Retrieved from http://ger.mercy.edu/
Zamri, A., Ezad Azraai, J., Khaulah, R., Muhamad Ridzuan, A. L., & Zulazhan, A. H. (2014). Attitudes of Distance Learning Students At Ukm ’ S Faculty of Islamic Studies Towards Learning. Turkish Online Journal of Distance Education. 15(1), 174–188. Retrieved from www.eric.ed.gov
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic achievement: The role of self-efficacy beliefs and personal goal-setting. American Educational Research Journal. 29(3), 663–676.
Zimmerman, B. J., & Schunk, D. H. (1989). Self-Regulated Learning and Academic Achievement: Theory, Research and Practice. New York: Springer-Verlag.
Published
2018-06-29
How to Cite
Ahmid, M. H., Abdullah, M. K. and Johari, K. (2018) “Pengajaran Guru dan Kepercayaan Motivasi Pelajar dalam Pembelajaran Bahasa Arab di Sekolah Menengah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 3(3), pp. 136 - 147. doi: 10.47405/mjssh.v3i3.99.
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