ISSN: 2226-6348
Open access
This study was conducted to understand the trainee teachers' perspectives on the implementation of teaching practice (LM) in the Diploma in Islamic Education program at the Johor Islamic Studies College (MARSAH). The objective of the study was to identify the trainee teachers' views on the implementation of practicum, the strategies used, and their perspectives on guidance and supervision during practicum. The study employed a quantitative methodology with a questionnaire administered to 113 trainee teachers selected as the study sample. Data from the questionnaire were analyzed descriptively using Statistical Package for Social Science (SPSS) version 19.0 to obtain mean, percentage, and standard deviation. The reliability of the questionnaire was tested and obtained a Cronbach's Alpha value of 0.894. The findings indicated that trainee teachers acknowledged that the teaching practice (LM) they underwent had achieved the set goals. They also agreed that the implementation strategy of practicum at MARSAH was in good condition. However, they expressed that despite the good level of guidance and supervision by lecturers and mentor teachers, there were weaknesses in the differences in guidance methods between lecturers and mentor teachers. Therefore, the study suggests that the implementation of practicum at MARSAH and institutions managing teacher education programs should adhere to current procedures, practices, and research to ensure the production of future professional teachers. The practicum management and schools are also advised to appoint only lecturers and mentor teachers who have proven to provide full commitment during practicum guidance and supervision sessions.
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(Jamal et al., 2024)
Jamal, M. F., Jima’ain, M. T. A. @, Malek, M. D. H. D., Raddi, M. F. F. A., Dahlan, N. A. M., & Akmar, H. A. Y. (2024). The Perception of Islamic Education Trainee Teachers Regarding The Implementation Strategy of Practicum in Johor, Malaysia. International Journal of Academic Research in Progressive Education and Development, 13(1), 462–469.
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