THE CHALLENGES OF ISLAMIC EDUCATION TEACHERS IN RURAL AREA

SCHOOLS AT DALAT DISTRICT, SARAWAK

BY

MOHAMMAD SHAYZREEN BIN ROSLAN

KULLIYAH OF EDUCATION

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

JUNE 2020 / DHUL QADAH 1441A.H

THE CHALLENGES OF ISLAMIC EDUCATION TEACHERS IN RURAL AREA
SCHOOLS AT DALAT DISTRICT, SARAWAK

BY

MOHAMMAD SHAYZREEN BIN ROSLAN

(G1814747)

A PROJECT PAPER SUBMITTED IN FULLFILLMENT

OF THE REQUIREMENT

FOR THE DEGREE OF MASTER OF EDUCATION

KULLIYAH OF EDUCATION

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

JUNE 2020 / DHUL QADAH 1441A.H

 ABSTRACT

This research aims to identify the challenges faced by teachers who teach Islamic Education
in rural schools in Dalat District, Sarawak. Descriptive studies were used to identify four
variables namely safety factors, teaching and infrastructure facilities factors, local community
sociocultural factors and students acceptance factors. The instruments used were
questionnaires distributed to Islamic Education teachers in 11 rural area schools in Dalat
district categorized by schools location; rural area one, rural area two and rural area three.
The Cronbach's alpha value from the pilot study was 0.80. The findings of the study show
that the sociocultural factors of the local community are a challenge for teachers teaching in
the rural areas of the area. Through this study, a number of actions can be taken to address the
challenges of inland teachers such as establishing relationships and understanding between
schools and the local community, as well as engaging in activities that involve collaboration
between the school and the local community.

Keywords: Challenges of Islamic Education teachers, rural area school.

ii
 ‫ملخص البحث‬

‫يهدف هذا البحث إىل التعرف على التحدايت اليت يواجهها املعلمون الذين يقومون بتدريس الرتبية‬

‫اإلسالمية يف املدارس الريفية يف منطقة داالت‪ ،‬سراواك‪ .‬واستخدمت الدراسات الوصفية لتحديد‬

‫أربعة متغريات‪ ،‬وهي‪ :‬عوامل السالمة‪ ،‬وعوامل املرافق التعليمية والبنية التحتية‪ ،‬والعوامل االجتماعية‬

‫والثقافية للمجتمع احمللي‪ ،‬وعوامل قبول الطالب‪ .‬وكانت األدوات املستخدمة عبارة عبارة عن‬

‫استباانت مت توزيعها على معلمي الرتبية اإلسالمية‪ ،‬يف إحدى عشرة مدرسة ريفية يف منطقة داالت‬

‫مصنفة حسب مواقع املدارس‪ .‬وكانت قيمة ألفا كرونباخ من الدراسة التجريبية ‪ .0.80‬تظهر نتائج‬

‫الدراسة أن العوامل االجتماعية والثقافية للمجتمع احمللي تشكل حتدايا للمعلمني الذين يدرسون يف‬

‫املناطق الريفية يف املنطقة‪ .‬ومن خالل هذه الدراسة‪ ،‬ميكن اختاذ عدد من اإلجراءات ملعاجلة حتدايت‬

‫املعلمني الداخليني‪ ،‬مثل‪ :‬إقامة العالقات والتفاهم بني املدارس واجملتمع احمللي‪ ،‬ابإلضافة إىل املشاركة‬

‫يف األنشطة اليت تنطوي على التعاون بني املدرسة واجملتمع احمللي‪.‬‬

‫الكلمات املفتاحية‪ :‬حتدايت معلمي الرتبية اإلسالمية‪ ،‬مدرسة الريف‪،‬‬

‫‪iii‬‬
 APPROVAL PAGE

I certify that I have supervised and read this study and that in my opining it conforms to
acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a
dissertation for the degree of Master of Education (Teaching of Islamic Education).

............................................
Asst. Prof. Dr. Mohamed Mohamed Tolba Said
Supervisor

This dissertation was submitted to the Department of Curriculum and Instruction and is
accepted as partial fulfillment of requirements for the degree of Master of Education
(Teaching of Islamic Education).

............................................
Asst. Prof. Dr. Mohammad Ridhuan bin Abdullah
Head, Department of Curriculum and Instruction

This dissertation was submitted to the Kulliyyah of Islamic Revealed Knowledge and Human
Sciences and is accepted as a partial fulfillment of requirements for the degree of Master of
Education (Teaching of Islamic Education).

............................................
Prof Dr Ainol Madziah Zubairi
Dean, Kulliyyah of Education

iv
 DECLARATION

I hereby declare that this dissertation is the result of my own investigation, except where
otherwise stated. I also declare that it has not been previously or concurrently submitted as
whole for any other degrees at IIUM or other institutions.

Mohammad Shayzreen bin Roslan

(G1814747)

Signature: ........................... Date: ......................

v
CONTENTS PAGE

Abstract ii
Abstract in Arabic iii
Approval Page iv
Declaration v
Table of Contents vi
List of Figure vii
List of Tables viii
List of Graphs ix
Chapter One (INTRODUCTION) 1
Introduction 1
Problems Statement 3
Research Objectives 5
Research Questions 5
Research Justifications 6
Research Significance 6
Research Limitation 6
Research Terms 6
Definition of Challenges
Definition of Islamic Education Teacher 7
Definition of Rural Area Schools 7
Chapter Two (LITERATURE REVIEW AND THEORIES) 8
Introduction 8
Research Theories 8
Research Concept 10
Literature Review 11
Teaching Profession 11
Criteria for Teacher Placement in Rural Area School 12
Teaching Challenges in the Rural Area 13
Previous Studies 13
Conclusion 14

vi
Chapter Three (METHODOLOGY) 15
Introduction 15
Research Methods 15
Description Study
Research Samples 16
Research Instruments 17
Survey 17
Research Procedures 18
Pilot Study 18

Chapter Four (FINDINGS) 21

Introduction 21
Detailed Analysis 21
Questionnaire Data Analysis 21
Part A: The Respondents’ Demographic Background 21
Part B: Challenges of Islamic Education Teachers 27
Safety Factor 27
Teaching and Infrastructure Facility Factor 28
Sociocultural Factor of Local People 29
Student Acceptance Factor 30
General Analysis 31
Conclusion 34

Chapter Five (DISCUSSION AND CONCLUSION)

Introduction 35
Research Discussion 35
Conclusion 37

References 39
Appendix 42

vii
LIST OF FIGURE PAGE

Figure 1.1 – Challenges of Islamic Education Teachers Sample by Schools

and Locations 10

LIST OF TABLES PAGE

Table 1 – Islamic Education Teachers Sample by Schools and Locations 16

Table 2 – Mean Analysis by Study Variables 19
Table 3 – Frequency Analysis and Percentage of Respondents by Gender 22
Table 4 – Frequency Analysis and Percentage of Respondents by Age 23
Table 5 – Frequency Analysis and Percentage of Respondents by Race 24
Table 6 – Frequency Analysis and Percentage of Respondents by School Location 25
Table 7 – Frequency Analysis and Percentage of Respondents by Teaching Experience 26
Table 8 – Frequency Analysis and Percentage of Respondents by Number of
Muslim Students 27
Table 9 – Frequency Analysis and Percentage of Respondents by Safety Factor 28
Table 10 – Frequency Analysis and Percentage of Respondents by Teaching and
Infrastructure Facility Factor 29
Table 11 – Frequency Analysis and Percentage of Respondents by Local
Sociocultural Factor 30
Table 12 – Frequency Analysis and Percentage of Respondents by Students
Acceptance Factor 31

viii
LIST OF GRAPHS PAGE

Graph 1 – Distribution of Respondents by Gender 22

Graph 2 – Distribution of Respondents by Age 23
Graph 3 – Distribution of Respondents by Race 24
Graph 4 – Distribution of Respondents by School Location 24
Graph 5 – Distribution of Respondents by Teaching Experience 25
Graph 6 – Distribution of Respondents by Total Islamic Students 26
Graph 7 – Distribution of Respondents by Safety Factors 27
Graph 8 – Distribution of Respondents by Challenges from Teaching
and Infrastructure Facility Factors 28
Graph 9 – Distribution of Respondents by Challenges from the Factors of
Sociocultural Factor of Local Community 29
Graph 10 – Distribution of Respondents by Challenges from the Factors of
Students Acceptance 30

ix
 CHAPTER ONE

INTRODUCTION

The teachings of Islam strongly emphasize that the people always excel in life world and the
hereafter. Especially to the teachers of Islamic Education who are responsible to educate
Muslim children on the heights of morals, personalities and perfection faith and religious
charity. This is explained by t Prophet Muhammad (PBUH) in his words (Muslim 2001:
4816; Ibn Majah t.t.: 76, 4158; Ahmad 1994: 4836, 4873),

‫ب‬
ُّ ‫َح‬ ُّ ‫<< املُْؤيم ُن الَْق يو‬:‫هللا صلى هللا عليه وسلم‬
َ ‫ي َخ ْْيٌ َوأ‬
‫ول ي‬ َ َ‫َع ْن أيَِب ُه َريْ َرةَ رضي هللا عنه ق‬
ُ ‫ال َر ُس‬
‫ك واستَ يعن يِب ي‬ ‫هللا يمن الْم ْؤيم ين الض ي‬
‫َّع ي‬ ‫إي ََل ي‬
>>‫ج ْز‬
َ ‫تَ ْع‬ ‫هلل َوََل‬ ْ ْ َ َ ُ‫ص َعلَى َما يَ ْن َفع‬ ْ ٌ‫يف َويِف ُك ٍّل َخ ْْي‬
ْ ‫اح ير‬ ُ َ
)‫(رواه اإلمام مسلم‬

Meaning, “Abu Hurairah Radhiallahuanhu reports, “The Prophet says, "A strong
believer is better and is loved by God than a weak believer. But both are still good (because
of their faith). Run for whatever is best for you and (do not forget to) seek Allah's help and do
not be discouraged! ” (Narrated by Imam Muslim)

Imam Ibn 'Alan (1998) in explaining this Hadith explains that what he means by this strong
believer is that he is a patient believer in educating people and teaching them good and
always patiently teaching. This interpretation is closely related to the teacher of Islamic
Education. This insight was further compounded by Imam Ibn 'Alan with the view of Imam
al-Qurtubi explaining that strong believers are believers who not only have a healthy body
but also have a high determination and excellence in any endeavor to uphold their religion
and other people. The same explanation is given by Imam al-Nawawi (1981) explaining that
what hadith had been a strong believer was a man of high self-determination, wise in the
afterlife, most confronting the Islamic enemy in jihad, most hastily to go to jihad, and to be
very high in the matter of ordering the masses and preventing the wrongdoers and being
patient in their presumption, is willing to work hard to uphold the religion of Allah.

1
 The educating or teaching profession faces great challenges in developing a viable
and competitive generation of Malaysians in line with the development of the Industrial
Revolution 4.0. The terms advanced here mean economic, political, social, spiritual, cultural
and educational aspects. The challenges faced by teachers are due to the role of teachers in
various fields that require them to increase creativity, open minds and positively embrace
innovation and be aware of the demands of more sophisticated education than ever before in
every subject.

Furthermore, teachers must be mentally strong in a more globalized environment

while being prepared to face more aggressive parents and communities as well as
underrepresented millennium students. In addition, teachers need to be patient and cautious in
facing the challenges of the education world as they reflect their noble, dedicated personality
and exemplary leadership. A teacher not only teaches students, but also as an educator and is
an internationally recognized profession.

All teachers face challenges in educational institutions in Malaysia, excluding

Islamic Education teachers. For teachers of Islamic Education, the challenges faced are
closely linked to the marginalization of the Islamic spirit as a result of several factors, such
the rapid development and modernity of the era of globalization is not in balance with the
spiritual development of adolescents and society. (Nik Azis Nik Pa & Noraini Idris 2008).

Therefore, in order to succeed in all of these educational policies, teachers have

been entrusted with the responsibility to educate the citizenry in order to produce useful,
responsible, and dignified human capital in line with what is embodied in the National
Philosophy of Education,

“Education in Malaysia is an ongoing effort to further develops the potential of the

individual as a whole and to integrate a person who is intellectually, spiritually, physically,
emotionally, and emotionally based on trust and obedience to God. This effort is to produce
Malaysians who are knowledgeable, responsible, virtuous, skilled, and capable of achieving
personal well-being and contributing to the harmony and prosperity of their families,
communities and the nation. ”

2
 On 6th September 2013, the Malaysian Education Development Plan (PPPM)
2013-2025 was launched as significant for the nation's development and at the same time able
to produce well-respected and highly respected students or students. The plan has outlined 11
changes to strengthen the national education system. The implementation of the PPPM
through three waves of implementation involves transforming the system by providing
support to teachers and focusing on key skills, driving the system upward and moving
towards excellence through improved governance.

One of the shifts in this PPPM is the transformation of teaching into a profession of
choice. Through this core, Ministry of Education strives to uphold the teaching profession so
that it remains relevant and respected in line with the important role of teachers in human
capital development. The Ministry of Education also aims to enhance the career of teachers
by transforming the teaching profession into the profession of choice. The need to improve
the quality of these teachers is important given that a study conducted by the Ministry of
Education in 2011 found that only 50 percent of teaching was effectively delivered
successfully. The subjects taught by the teachers are more focused on in-depth understanding
and not focusing on High Order Thinking Skills (HOTS). Ministry of Education’s aspiration
to elevate the teaching profession as the preferred profession is a necessary step. This is
important to produce quality teachers to stimulate the education system in the country.

PROBLEMS STATEMENT

The teachers’ task and jobs are even more challenging as they need to prepare
students for the future with careers that do not yet exist. The knowledge that exists today may
not be relevant in the next few years, so students need to be prepared with the characteristics
outlined in the Six Pupils Aspects of Knowledge, Thinking Skills, Linguistic Skills,
Leadership Skills, Ethics and Spirituality and National Identity.

Among the steps planned are to streamline and simplify the process of data
collection and management. In addition, some administrative tasks will be assigned to
centralized service centers or to school-level administrative teachers. This is appropriate
given that the teacher's job should be to educate the students to produce quality teaching that
is acceptable to the students and not interfere with school administration.

3
 Meanwhile, the Chairman of the National Association of Parents and Teachers
(PIBGN), Prof. Associate Datuk Dr. Mohamad Ali Hassan, said it was undeniable that the
burden and challenges of the teachers were increasing over time. However, he said, the
education provided could help them adapt, overcome problems or challenges and perform
their tasks well. (Rencana Utama, KOSMO). Based on what is being discussed and the issue
now is that there is a shortage of teachers in every subject area in rural schools especially in
Islamic Education subjects.

According to KPM's Circular Letter No.2 / 2015 regarding the implementation of

the new norm of Islamic education teachers in primary schools Ministry of Education
Malaysia ensures that every school with at least one (1) Muslim student is eligible to receive
an Islamic Education Teacher. This is because of the number of Islamic Education teachers
among the rural educators who are still young, the application has been moved to the home
by Islamic education teachers who have served for three to five years in the interior and are
retiring among the teachers of Islamic education. As such, requiring the placement of new or
interim teachers to serve in the interior is expected to solve the problem.

In the wake of the issue of the lack of Islamic education teachers to serve in the
interior, there are still some teachers who are willing to sacrifice to fulfill their
responsibilities as educators. The Malaysian Ministry of Education in particular was shocked
by the death of an Islamic Education teacher who was found dead in Sagang River, Kapit,
Sarawak on May 11th, 2007 in the Red Water Village (Berita Harian 2007). This situation
proves that the safety of teachers in the interior is less secure as the position of one place to
another is very far away from the situation of lack of infrastructure facilities such as roads
and so on. This makes it difficult for teachers to provide basic teaching facilities given the
state of the shop, which is very remote.

Based on these issues, it is seen that there are several challenges faced by teachers
working in the interior especially teachers of Islamic Education which affect the mastery and
achievement of Islamic Education subjects. This situation has prompted researchers to study
the factors that are challenging for Islamic Education teachers that teaching Islamic
Education subjects in rural school areas. Rural area schools are the school that located far
from main land and the main transport to go there are by boat and land rover.

4
RESEARCH OBJECTIVE

This study aimed to identify the challenges faced by Islamic Education teachers
who teach in rural area schools in Dalat District, Sarawak. To what extent the factors listed
below are challenges for the teachers involved. For the purpose of this study several
objectives have been set out:

1. Identify the challenges of teaching Islamic Education in rural area schools.

2. Identify the coping mechanism used by Islamic Education teachers who teach in
rural area schools.

RESEARCH QUESTIONS

This study was conducted to answer the following questions:

1. What are the challenges faced by Islamic Education teachers who teach in rural
area schools?
2. What are the coping mechanisms made by Islamic Education Teachers who
teach in rural area schools?

RESEARCH JUSTIFICATIONS

The purpose of this study was to identify the challenges faced by Islamic Education
teachers who are teaching in rural area schools in Dalat district, Sarawak. In addition, this
study also identifies the coping mechanisms performed by Islamic Education teachers that
teaching in rural area schools to overcome and overcome the challenges faced.

In addition, with the availability of information and data from this study, the
authorities will be able to determine the solution and the remedial action for Islamic
Education teachers who are teaching in rural area schools in the future. Implementation of
this study will further preserve Islamic Education subjects in rural schools in particular and
Malaysia in general.

5
RESEARCH SIGNIFICANCE

This study is particularly important for Islamic Education Teachers who teach
Islamic Education subjects in rural area schools. In particular, this study is to assist Islamic
Education Teachers who teach Islamic Education subjects in rural schools to address issues
or challenges facing in both primary and secondary schools. The study is also to classify the
challenges and issues faced by Islamic Education Teachers in teaching Islamic Education
subjects in rural area schools to be highlighted and improved by the authorities such as the
District Education Office, the State Education Department and the Ministry of Education
Malaysia. Therefore, the benefits of Islamic Education teachers teaching Islamic Education in
rural schools are further enhanced by their motivation to teach there. The results of this study
are also expected to identify the real problems and challenges faced by teachers working in
the interior. One of these factors may be a hindrance for teachers to teach in the interior. The
findings of this study are also very useful for the government to innovate in order to provide
potential teachers to be better prepared in any situation especially in terms of mental and
emotional endurance.

RESEARCH LIMITATION
Limitations of this study were limited to the reference source and the limited
number of respondents as they focused only on Islamic Education Teachers who teach in
rural area schools in Dalat district, Sarawak. The results and perspectives of the study may
vary based on changes in various aspects including demographics, gender, educational
background, geographical location and more. Second is the place of rural area schools are
quite far from each other and only can be access by river water transportation such as boat.
The last limitation is the time of this research are during end of 2019 and early 2020.

RESEARCH TERMS

Definition of Challenges

Challenges are one element, factor that challenges the ability and persistence of an
individual or an organization and others: a job full of challenges. Challenges are also
obstacles or tests and problems faced by individuals and institutions in ensuring the
effectiveness of daily tasks. In this title, the challenge is focused on the challenges GPI faces
in shaping student morale (DBP 2014).

6
Definition of Islamic Education Teacher

In the context of Islamic Education, the professionalism of teachers who are more

Tarbiyah ruhiyyah ‫ تربية روحية‬is more emphasized as they are associated with the role of

Islamic Education teachers as Mudarris ‫مدرس‬, Mu'allim ‫معلم‬, Muaddib ‫مؤدب‬, Murabbi ‫مربي‬

and Mursyid ‫( مرشد‬5Ms) (Kamarul Azmi and A Halim Tamuri 2007). Islamic Education

Teachers are teachers who have master's degrees either at the diploma or undergraduate level

or post-graduate or post-diploma courses and other equivalent courses to teach Islamic

Studies subjects in various fields. Among the areas included in Islamic Studies include the

Quran, Hadith, Tajweed, and History of the prophet , Aqidah ‫عقيدة‬, Adab ‫ أدب‬or Ethics and

Fiqh.

Definition of Rural Area Schools

Schools located in remote locations are usually only accessible by river or logging
roads. This type of school has very little in the way of basic amenities such as
accommodation, clean water supply, electricity supply, roads, poor infrastructure and poor
infrastructure. The Ministry of Education Malaysia has categorized the rural schools by
location and distance namely inland one (P1), inland two (P2) and inland three (P3). In
essence, rural schools have a small number of pupils and are categorized as Small Enrolment
Schools.

In Dalat District, Sarawak there is 25 primary schools and four secondary schools.
From this numbers, 10 primary schools are categorized as rural area schools and one
secondary school is located in rural area. The distances from the main land are between 50 to
80 kilometers and can be connected by river only. Most of these schools are powered by
generator set electricity and there is no pure and treated water system in school areas. There
numbers of teachers teaching in rural schools are between 10 to 15 teachers and there is only
one or two Islamic Education teacher placed there because the numbers of Muslim students
are small compared from accessible schools area.

7
 CHAPTER TWO
LITERATURE REVIEW AND THEORIES

INTRODUCTION
This chapter will discuss three key areas, namely, theory studies, conceptual frameworks, and
literature studies related to the challenges of Islamic Education Teachers teaching in rural
area school. The first section of this chapter contains a description of the theory study. The
theory used in this study is Bronfenbrenner’s Ecological Theory. Among the aspects outlined
under Ecological Theory are the principles and theories of the theory and the influence of the
environment on individual development. In addition, the aspects described under the theory
of this study are the factors that influence an individual in terms of Microsystem,
Mesosystem, Ecosystem and Macrosystem. The second part of this chapter contains a
description of the conceptual framework of the study. There are three things that are
explained under the conceptual framework of the study, namely the challenges faced, the
mechanisms of self-adjustment and the proposed improvements. Part Three of this chapter
discusses the research literature on the challenges of teachers teaching in rural area schools.

RESEARCH THEORIES
Ecological theory was developed by Bronfenbrenner (1917). Ecological development theory
is a theory that emphasizes the influence of the environment on individual development.
Bronfenbrenner's Ecological Theory (1979, 1989) explains that an individual's development
is a result of the interaction between the environment and the individual.

In this context, the interaction between the Teacher of Islamic Education and the
work environment (school) is believed to influence the process of growth and development of
the teacher. Referring to the concept in this theory, whether we realize it or not is Islamic
Education teacher which is an individual within the scope of microsystem. It is in this theory
that the processes of growth and growth that are embedded in the system of the environment
are important to interact with one another. According to Bronfenbrenner there are five
systems that influence the development of an individual - the microsystem, mesosystem,
ecosystem, macrosystem and chronosystem. All five of these environmental systems have
implications for Islamic Education teachers in preparing themselves to face the challenges of
teaching in rural schools.

8
 In addition, through this Bronfenbrenner Ecological Theory (1977), it is possible to
identify or identify environmental factors that influence and cause the challenges faced by
Islamic Education teachers teaching in rural area schools. Once the cause or challenge has
been identified, the researcher will be able to see and recommend a solution or adaptation
mechanism developed by the Islamic Education Teacher to overcome the problems and
challenges that arise.

From an Islamic perspective, however, the issue of finding and identifying the
factors that create the challenge and how to approach it is that beliefs and actions need to
come together to build self-confidence and make the individual's life more systematic. Ansari
(2001) states that the mission of a Muslim is to build his or her own personality, social
environment and the world in general. In order to achieve this goal, one must equip himself
with all the self-accomplishments he has achieved, and cooperate with his community in
carrying out healthy humanitarian activities. A well-known Islamic psychologist of the 9th
century, Abu Zayd Al-Balkhi also introduced the concept of cognitive solution and cognitive
therapy.

Malik Badri (2013) state one of the most impressive aspects of the Al-Balkhi
method is its use as a pioneering, pioneering therapy. Abu Zayd Al-Balkhi also advocated the
use of verbal therapy, used to modulate the thinking of the individual and thus led to the
desired improvement in their behavior. Al-Balkhi's depression treatment focused on
psychotherapy ideas; he describes using "cheerful and gentle conversations that bring back
happiness" while he also organizes music therapy, and other activities that may warm up
one's psychological state. When it comes to people who are anxious or scared, Al-Balkhi
advocates the use of positive self-talk that aims to calm one's mind and deal with that fear. In
addition, Al-Balkhi is also very supportive in discussing issues or issues that arise with close
friends or most trusted individuals. Although Al-Balki emphasized the idea that obsessive
thinking was partly caused by Satan, Al-Balkhi discussed many texts and solutions that
focused on worldly solutions. Critically, Al-Balkhi argues that although the source of
obsessive thinking is demonic, symptoms should be addressed through a cognitive strategy
approach.

9
 In the context of facing challenges and how to deal with the challenges that exist in
Abu Zayd Al-Balkhi's view, Teachers of Islamic Education need to have a positive attitude or
thinking ability. Positive thoughts or cognitions can control the discomfort that arises such as
anxiety, fear, sadness, anger, insecurity, depression and so on. Next, Islamic Education
teachers can share problems or find solutions to the challenges they face by sharing them
with close friends or trusted individuals.

The conclusion that can be drawn from the approach and theory brought by Urie
Bronfenbrenner (1977) and Abu Zayd Al-Balkhi (2013) is that in the face of a problem or
challenge, an individual has to start with himself. Mental, cognitive and positive thinking are
keys to coping with the challenges and problems encountered. Next is to the environment and
the people around. According to both these figures, sharing problems with close friends or
trusted individuals is also an approach that can be taken in the face of challenges or problems.

CONCEPTUAL FRAMEWORK

According to Mohd (2009), the conceptual framework of the study was designed to
see the journey through which the study was conducted. The theoretical framework below
illustrates the need to identify the challenges faced by Islamic Education Teachers who teach
in rural area schools in Dalat district, Sarawak.

Figure 1.1: Challenges of Islamic Education Teachers in the Rural Area Schools

10
The task of teaching Islamic Education in rural schools is that there are several challenges
identified in teaching Islamic Education subjects namely safety, teaching and infrastructure
facilities, socio-cultural and local community and student acceptance. But this challenge can
be overcome by teachers with knowledge, experience (either visually or in reality) as well as
through good relationships with the surrounding community. These can be provided through
guidance or through the implementation of a program. As teachers master these elements,
they may be more prepared to accept, serve and teach in rural schools and thus create a
conducive climate or work environment.

LITERATURE REVIEW

Every graduate who graduates in education must want to start their service. There is no
exception for graduates of Islamic education who will become an ustaz or ustazah. As
graduates of Islamic education, they should be ready to serve the religion and community.
These services include urban and rural teaching services. While most teachers are willing to
serve in urban areas, how many teachers are willing to serve in rural areas? This is because
they are always overwhelmed by the challenges and difficulties they face when living in the
interior. This causes disruption to their level of readiness. According to al-Na'imy (1994),
humans are different from the environment in which they are located. Anyone who finds
himself in an environment and education that helps him do well, he is more likely to be a
good person and vice versa.

TEACHING PROFESSION

Teaching professions are areas that provide unique, consistent and needed community
service. It is only the profession of colleges that is capable of providing the best educational
services to the community which can greatly impact the personal, mental and physical
development of each person (Noran & Ahmad, 1990). This shows that the teaching
profession is a very important and challenging profession. Teachers play an important role in
communicating knowledge and helping students acquire useful skills. The skills acquired will
be a source of energy in developing the country for greater and better progress. The teacher's
job is not just to convey knowledge in the classroom. They are also members of the
community who are always in touch and communicating with the community.

11
 The relationship between teachers and the community not only enhances student
motivation but also enhances the community's motivation so that they do not miss the
development of the country. This view is in line with what Tolman (1932) states, that all
behaviors have a specific purpose. In the pursuit of that goal, humans will use tools, pathways
and indicators that are related to the goals to be achieved. These tools, pathways, and signs
can be generated through a learning process that has left an experience that forms the
"cognitive map" in one's mind, including the environmental indicators of what to expect.

Teachers need to have a variety of skills and abilities to cope with the increasingly
challenging modern times. They are the ones who need to master the latest skills and
technologies so that knowledge can be taught to students effectively and effectively (Pullious
and Young in Abdul Rahman, 2001). This shows that teachers need a lot of sacrifice to gain
knowledge and pass it on to the students. A teacher must also be sincere in providing his
services. When a sincere teacher conveys knowledge, they will not feel overwhelmed by their
responsibilities. In fact, they are always striving to educate their students better.

CRITERIA FOR TEACHER PLACEMENT IN THE RURAL AREA SCHOOL

In the Parliamentary Statement of the National Assembly (2010), to ensure that the
quality of teaching and learning is enhanced, the Ministry of Education has implemented the
placement of trained teachers who have completed Bachelor of Education, Diploma in
Education and Postgraduate Teaching Courses. This teacher will have to serve at least three
years in a state. The placement criteria for new teachers have been set by the Ministry of
Education based on the following criteria:

(i) Requirements of service importance especially in rural areas

(ii) Fill in vacancies in rural areas especially in rural areas
(iii) Fill in the subject matter of choice in rural areas especially in inland areas.

Ministry of Education is confident that the problem of placement of teachers in the interior
can be resolved by setting new policies on interior and redeployment.

12
TEACHING CHALLENGES IN THE RURAL AREA

Before obtaining a placement, prospective teachers will need to prepare themselves

mentally to deal with any challenges that may arise working in the rural area school.
To overcome the challenges that may arise, the attitude of future teachers plays a very
important role in facing them. If a teacher has a negative attitude, the problems that arise will
be a hindrance and will reduce their motivation to continue. But it is different if they have a
positive attitude.

When a potential teacher has a positive attitude, there is definitely no barrier for him
to deal with the problem. In fact, it is a pride because the future teacher is able to cope with it.
Regardless of the shortcomings in terms of infrastructure and security, they are always
diligent and sincere in carrying out their responsibilities. Positive attitudes make the teacher
more enthusiastic about the responsibility that has to bear.

PREVIOUS STUDIES

Various studies have been conducted by previous researchers on readiness teachers

to teach in the interior. Problems with the placement of teachers in these interior areas not
only occur locally, but also occur abroad. In Malaysia, teachers are still not ready to teach in
rural areas especially in Sabah and Sarawak (Baharin & Azura, 2010). They do not dare face
the challenges they face, they are weak in their emotions and are not prepared to carry out the
tasks they will face when serving in the interior. In fact, only male teachers are more willing
to teach in the interior than female teachers because of concerns about personal safety, social
life and a lack of interest in teaching in the interior (Baharin & Norhidayah, 2010).

However, there are still teachers who are prepared to teach in the interior because
they consider it a trust that should be implemented without being influenced by personal
factors. However, studies have found that they are still less motivated and unhappy with the
placement in the interior especially in terms of security (Mahyuddin & Maizura, 2010).

13
 Even overseas studies have also found that placement in rural areas is not the choice
of teachers. Most teachers are not ready to teach in rural Australia especially in terms of
social aspects and the way they live there. This is because they are not exposed to an
understanding of the working environment of the interior (Sharplin, 2002). In Australia, the
Indigenous Practices Program is being implemented as an initiative to attract future teachers
in the country. The objectives of the program are to provide teaching and learning
experiences, socializing in inland activities, preparing and teaching one-on-one classroom
with the help of regular teachers as well as providing and assisting the community in any
form of educational programs. The goal behind this program is to encourage teachers to
consider services in the interior (Munsch & Boylan, 2008).

A similar program called the Beyond the Line Program is being conducted in New
South Wales. The program runs for five days as a way to encourage teachers to teach in the
interior (Boylan & Wallace, 2002). In addition, induction programs are an introduction to
how living and working in the interior are important to teaching teachers (Hatton and Harmon
in Robert, 2004, p. 84). This Indigenous Practices Program found that teachers could gain
greater understanding of students in the interior (Munsch & Boylan, 2008). Through this
program, teachers are more exposed to the situation in the interior for five days and are more
willing to choose the placement in the interior (Boylan & Wallace, 2002).

CONCLUSION

In this chapter, the researcher has outlined the theory used to identify the challenges
faced by Islamic Education teachers who are teaching in rural area schools. The challenges
are categorized into four which are safety factor, basic teaching and infrastructure facilities,
socio-cultural community and student acceptance. The concept of the study or conceptual
framework has also been stated in the diagram. Although the study materials are limited and
there is limited local research, researchers will endeavor to make the study planned. The
procedure of this study will be discussed in the next chapter.

14
 CHAPTER THREE
METHODOLOGY

INTRODUCTION

This chapter will discuss the methods used from the beginning of the study to the
completion. This study is to identify the challenges faced by Islamic Education Teachers who
teach Islamic Education in rural area schools in Dalat district, Sarawak. The well-organized
and neat method gives good results. Therefore, this section describes the methods used.
Among others, this section also describes the study method, data collection method, sampling
process, instrument, questionnaire preparation, pilot study or pilot survey and data analysis.
Basically, this study aims to get a real answer from Islamic Education teachers who teach
Islamic Education at a rural area school in Dalat district, Sarawak on the challenges they face
and the adaptation mechanisms they take.

RESEARCH METHOD

1) DESCRIPTION STUDY

Design of a research is a specific technique and method for obtaining the

information needed to solve a problem. In particular, the design of a research discusses how
to achieve a research objective (Mohd Majid Konting, 2007). In conducting this study, the
researcher selected eleven (11) rural area schools in Dalat district, Sarawak. Researcher has
also used survey studies where researcher has found information on the challenges of Islamic
Education Teachers who teach Islamic Education subjects in rural area schools. Researcher
also uses descriptive research methods, which collect data to answer questions about the
challenges faced by the teachers. Descriptive research aims to describe an emerging
phenomenon. To obtain information on a particular subject, descriptive research methods are
used. Therefore, in determining which method to use, the researcher has taken several steps
including identifying the problem to be studied, determining the relevant population and
variables, identifying the information that should be used to solve the problem, selecting or
developing an instrument for collecting information and collecting data investigation.

15
RESEARCH SAMPELS

The researcher specifically selected the sample to enable this research question to
be answered accurately by the Likert scale by stating whether Strongly Agree (SA),
Agree (A), Neutral (N), Disagree (D) or Strongly Disagree (SD). The selected Islamic
Education teachers are those who teach Islamic Education subjects in the rural area schools in
Dalat district, Sarawak. Given that the teachers who teach these subjects are relatively small,
the researcher has selected all of these teachers in this sample.

Rural Schools Offering Islamic Education School Number of IE Teachers

Location
1 Sekolah Kebangsaan Sungai Kut Tengah Rural Area 1 2
2 Sekolah Kebangsaan Kampung Tanam Rural Area 1 2
3 Sekolah Kebangsaan Saint John (M) Rural Area 1 2
4 Sekolah Kebangsaan Saint Kevin (M) Rural Area 2 2
5 Sekolah Jenis Kebangsaan Cina Poi Yuk Rural Area 2 1
6 Sekolah Kebangsaan Sungai Pinang Rural Area 2 1
7 Sekolah Kebangsaan Kampung Kebuaw Rural Area 2 1
8 Sekolah Kebangsaan Sungai Rasau Rural Area 3 1
9 Sekolah Kebangsaan Kampung Klid/Plajau Rural Area 3 1
10 Sekolah Kebangsaan Baoh Ulu Rural Area 3 1
11 Sekolah Menengah Kebangsaan Batang Igan Rural Area 3 1
Table 1: Islamic Education teachers sample by school and location

RESEARCH INSTRUMENT

The research instrument or gauge is important for achieving a research objective.

An instrument is used to measure the variables studied. In conducting this study, the
researcher has used a survey instrument in the form of a questionnaire. Researchers used the
questionnaire to find out about the challenges of teaching Islamic Education in rural area
schools in Dalat district, Sarawak which are being faced by Islamic Education teachers. To
collect data, the researcher has used a closed-form questionnaire. According to Babbie (1986)
closed questions provide uniformity in answers and are easy to process.

16
SURVEY
In this descriptive method, the researcher has used a survey. The research was to collect
information about a variable in the study by measuring the variables related to the instrument
formed without questioning why the type exists. In addition, in conducting this study, a
sample survey was conducted by the researcher by distributing the questionnaire form to the
study sample. Distributing the questionnaire form is a way of gathering information on the
challenges faced by Islamic Education teacher that teaching Islamic Education subjects in
rural area schools in Dalat district, Sarawak.

Bailey (1992) points out that the advantage of fixed-choice questions is that the
answers are easier to codify and analyze directly from the questionnaire, saving you time and
money. Therefore, the researcher chose a Likert Scale questionnaire. A set of research
instruments was developed containing two sections, part A of the respondents of the study
and part B of the challenges of Islamic Education Teachers which teach Islamic Education
subjects in rural area schools. The Islamic Education teachers Challenges section contains 46
items and is divided into five sub-scales to measure the challenges of teaching Islamic
Education subjects in rural schools: Strongly Agree (SA), Agree (A), Normal (N), Disagree
(D) or Strongly Disagree (SD):

A. Background of Islamic Education Teachers: 6 items.

B. Challenges of Islamic Education Teacher 40 items.

i. Safety Factors: 10 items

ii. Teaching and Infrastructure Facility Factors: 10 items
iii. Sociocultural and Local Community Factors: 10 items
iv. Student Acceptance Factor: 10 items

17
RESEARCH PROCEDURES

Prior to conducting the study, the researcher had requested permission to conduct
the study at the school by submitting the consent form to the Dalat District Education Office,
Sarawak for permission to conduct the study. After obtaining written permission, the
researcher sought permission from the headmasters or headmistress and principal of the
school for approval to conduct the study. The researcher conducted the study upon approval
and obtained the cooperation of the principal of the school. The questionnaire will be
distributed to respondents consisting of teachers of Islamic Education.

Prior to the dissemination of the questionnaire, the researcher sent the research
proposal along with the questionnaire to the supervisor, Asst. Professor Dr. Mohamed
Mohamed Tolba Said. Researcher also got the endorsement from Associate Professor Dr.Siti
Rafiah Abd Hamid for review. The revised questionnaires were then administered to the
relevant Islamic Education Teacher after approval from the research supervisor. The
questionnaire administered is confidential and this information is only available to the
researcher and all information and answers provided by the respondents will not be disclosed
to any party.

PILOT STUDY

Prior to conducting the actual study, the researchers conducted a series of studies on the
question items to be constructed. The first step was an internal study of the questionnaire to
the IIUM Kulliyyah of Education Lecturer, Associate Professor Dr. Siti Rafiah Abd Hamid
for observing and correcting obscure question items. All comments and suggestions regarding
the correction of this item were made before the actual set of questionnaires will be
distributed to the respondents of the study.

The second step is to conduct a pilot study on Islamic Education Teachers who
teach Islamic Education in rural area schools in Dalat district, Sarawak using a total of six
teachers. The Cronbach’s alpha value obtained was 0.80. The main purpose of this pilot study
was to detect and identify any statements that were inappropriate and could also mislead the
respondents when answering the questionnaire form.

18
Kamarudin (1990) stated that the purpose of testing the questionnaire was to determine:

a) Questions for information that can meet the objectives of the study.
b) All major phases of the study have been covered
c) Ensuring the questions enable the cooperation of the respondents
d) The questionnaire is administered smoothly.
e) Questions fully understood by respondents and interviewers.

This statement was also supported by Mohd. Najib Abdul Ghafar (1999) stated that
a pilot study was conducted to determine the validity and reliability of the questionnaire. The
purpose of this study was to ensure that the questionnaire items that were constructed were
appropriate in terms of language and terms to be easily understood and answered by the
respondents in the actual study and most importantly to ensure the reliability of the
questionnaire.

Meanwhile, according to Mohd. Majid Konting (1990), reliability will provide the
degree of durability and precision of the instrument of measurement. Instruments of high
reliability will provide the same satisfaction and similarity each time they are used in similar
situations. The researcher used the reliability test in SPSS Version 20 for Windows
(Statistical Package for the Social Science) software to measure the reliability of the study
instrument. The Cronbach's alpha value from the pilot study conducted on 15 respondents
was 0.80. Based on the Alpha Cronbach's coefficient, the acceptable values in one study were
0.8 - 1.0 as shown in Table 2 (Mohd Najib, 1999).

Variables Mean Value Level

Safety 2.99 Average
Teaching and Infrastructure Facility 3.23 High
Sociocultural of Local Community 3.28 High
Students Acceptance 3.12 High
Total Average 3.16 HIGH
Table 2: Mean Analysis by Study Variables

19
Table 2 above shows the overall analysis of Part B, which covers four key aspects that are to
be studied and identified in this study to identify the challenges faced by Islamic Education
teachers who are teaching Islamic Education subjects in rural area schools in Dalat district,
Sarawak. For the first factor, the safety factor recorded a mean score of 2.99.

Next to the second factor, the teaching and infrastructure facilities factor recorded a
mean score of 3.23. Next to the third factor, the sociocultural factor of the local community
recorded a mean score value of 3.28. Finally, the fourth factor, which is the student
acceptance factor, has a mean score of 3.12. The mean value of the mean score obtained from
section B is 3.16 which is at the higher level. This clearly indicates that the respondents stated
that the sociocultural factors of the local community were a major challenge for Islamic
Education teachers teaching Islamic Education in rural area schools in Dalat district,
Sarawak.

20
 CHAPTER FOUR

INTRODUCTION

This chapter will describe in detail the analysis of the data that has been performed
and the findings obtained from the studies conducted. This chapter is divided into two
sections: Detailed analysis and General analysis about the findings.

DETAILED ANALYSIS OF FINDINGS

This analysis is in line with the findings of the study which comprises
interpretations that cover the full scope of the research objectives presented in chapter one.
Therefore, the discussion in this analysis will focus on answering all the research questions
presented in the chapter one involving a questionnaire given to a teacher of Islamic Education
who teaches at a rural area schools in Dalat district, Sarawak.

Questionnaire Data Analysis

The findings of the questionnaire are divided into five sections: respondents' background,
safety factors, basic teaching and infrastructure facilities, local community socioeconomic
factors and student acceptance factors which are the challenges faced by Islamic Education
teachers who teach Islamic Education subjects in rural area schools at Dalat district, Sarawak.

Part A: The Respondents' Demographic Background

The findings of the study in the background of the respondents include the following aspects:

1) Gender
2) Age
3) Race
4) School Location
5) Teaching Experience
6) Number of Islamic Students

21
 Graph 1: Distribution of Respondents by Gender

Table 3: Frequency Analysis and Percentage of Respondents by Gender

Based on Graph 1 and Table 3 above, the respondents of this study did 15 teachers of Islamic
Education (100.0%) comprise seven male respondents (46.7%) and eight female respondents
(53.3%).

22
 Graph 2: Distribution of Respondents by Age

Table 4: Frequency Analysis and Percentage of Respondents by Ages

Graph 2 and Table 4 shows the distribution and analysis of frequency and percentage of
respondents by age group for the 15 respondents. Based on the data obtained, eight Islamic
Education teachers from the respondents were in the age group of 25 - 29 years (53.3%), five
were in the age group of 30 – 35 years (33.3%) and in the age group of 36 - 40 years (13.3%).
The findings show that most of the respondents are in the age group of 25 until 29 years old.

23
 Graph 3: Distribution of Respondents by Race

Table 5: Frequency Analysis and Percentage of Respondents by Race

Based Graph 3 and Table 5 above, respondents of 15 Islamic Education teachers are mostly
made up of racial or ethnic Malays (86.7%) and two respondents are from Melanau race
(13.3%). In conclusion, all the Islamic Education teachers who are teaching in rural area
schools in Dalat district, Sarawak are mostly Malays.

Graph 4: Distribution of Respondents by School Location

24
 Table 6: Frequency Analysis and Percentage of Respondents by Schools Location

Graph 4 and Table 6 show the distribution and analysis of frequency and percentage of
respondents by schools location for the 15 respondents of the study. Based on the data
obtained, eight Islamic Education teachers from the respondents taught in rural area one
(53.3%), two teachers in rural area two (13.3%) and five teachers in rural area three which is
(33.3%). The findings indicate that most of the respondents teach in the rural area school first
category.

Graph 5: Distribution of Respondents by Teaching Experience

25
 Table 7: Frequency Analysis and Percentage of Respondents by Teaching Experience

Based on Graph 5 and Table 7 shows the distribution and analysis of frequency and
percentage of respondents by teaching experience. Based on the data obtained, seven Islamic
Education teachers from 15 respondents were in the 1 - 2 years teaching experience group
(46.7%), four Islamic Education teachers in group of 3-5 years (26.7%) teaching experiences
and four Islamic Education teacher in the 6-10 years teaching experiences group (26.7%).
The findings show that most of the Islamic Education teachers who teach in rural area
schools in Dalat district, Sarawak have two years of teaching experiences.

Graph 6: Distribution of Respondents by Numbers of Muslim Students

26
Table 8: Frequency Analysis and Percentage of Respondents by Number of Muslim Students

Graph 6 and Table 8 show the distribution and analysis of frequency and percentage of
respondents by number of Muslim students for 15 Islamic Education teachers. Based on the
data obtained, three Islamic Education teachers from respondents teaching in rural area
schools had a total numbers of Muslim students in the group of 1 – 5 (20.0%), two teachers in
the group 6 - 10 numbers of Muslim students (13.3%), ten teachers in groups of 11 - 20
numbers of Muslim students (66.7%). The findings show that most of the respondents
teaching in rural schools had a number of students between 11 and 20.

Part B: Challenges of Islamic Education Teachers; Safety Factor

Graph 7: Distribution of Respondents by Challenges from Safety Factors

27
 Table 9: Frequency Analysis and Percentage of Respondents by Safety Factors

The graph and table above show the distribution, frequency and percentage of perceptions of
respondents based on the challenges of teaching Islamic Education in rural area schools for
safety factors. Based on the graph and table above, two respondents (13.3%) disagreed,
eleven respondents (73.3%) chose to be neutral and two respondents (13.3%) was agreed. On
the whole, it can be concluded that the Safety Factors are not the main factor that became
challenge to the Islamic Education teachers who teach Islamic Education subject in rural area
schools in Dalat district, Sarawak.

Teaching and Infrastructure Facility Factors

Graph 8: Distribution of Respondents by Challenges from Teaching and Infrastructure

Facility Factor

28
 Table 10: Frequency Analysis and Percentage of Respondents by Teaching and
Infrastructure Facility Factor

Graph 8 and Table 10 above show the distribution, frequency and percentage of perceptions
of respondents based on the challenges of teaching Islamic Education in rural area schools in
terms of teaching and infrastructure facilities factors. Based on the graph and table above, one
respondent (6.7%) disagreed, ten respondents (66.7%) chose neutral while four respondents
(26.7%) agreed that the teaching and infrastructure factors were among the challenges of
teaching Islamic education in a rural area schools.

Challenges to Islamic Education Teachers; Sociocultural Factors of Local Community

Graph 9: Distribution of Respondents by Challenges from the Sociocultural Factor of

Local Community

29
 Table 11: Frequency Analysis and Percentage of Respondents by Sociocultural Factor of
Local Community

The graph and table above show the distribution, frequency and percentage of perceptions of
respondents based on the challenge of teaching Islamic Education in rural area schools in
terms of sociocultural factors of the local community. Based on the graph and table above,
one respondent (6.7%) disagreed, eleven respondents (73.3%) chose neutral while three
respondents (20.0%) agreed that sociocultural factors of local community were among the
challenges of teaching Islamic Education subject in a rural area schools in Dalat district,
Sarawak.

Challenges to Islamic Education Teachers; Student Acceptance Factors

Graph 10: Distribution of Respondents by Challenges from Students Acceptance Factors

30
Table 12: Frequency Analysis and Percentage of Respondents by Students Acceptance Factor

The graph and table above show the distribution, frequency and percentage of perceptions of
respondents based on the challenges of teaching Islamic Education subject in rural area
schools in terms of student’s acceptance factors. Based on the graph and table above, 12
respondents (80.0%) chose neutral while three respondents (20.0%) agreed that the factor of
student’s acceptance was among the challenges of teaching Islamic Education subjects in
rural area schools in Dalat district, Sarawak.

GENERAL ANALYSIS OF FINDINGS

An analysis was conducted on six respondents who are Islamic Education teachers who teach
Islamic Education subject in rural area schools in Dalat district, Sarawak. The analysis also
revealed that there were significant differences between the results of the questionnaire on
factors that were challenging for Islamic Education teachers teaching Islamic Education
subjects in rural area schools in Dalat, Sarawak. Through this study, it is evident that the
factors of teaching and infrastructure facilities as well as the sociocultural of local community
factors are challenging for Islamic Education teachers who teach the subject of Islamic
Education in the rural schools of Dalat, Sarawak.

31
 In addition, the study also found that the majority of Islamic Education teachers
who teach the subject of Islamic Education in rural area schools of Dalat district, Sarawak are
seven men (46.7%) and eight women (53.3%). This data of gender is quite balanced. The data
regarding the age range of the respondents are divided into three age groups. The average age
range of Islamic Education teachers teaching in rural area schools between age 25 - 29 was
eight teachers (53.3%), five Islamic Education teachers (33.3%) in the 30-35 years group of
ages and two teachers (16.7%) in the 36 - 40 years age range. The findings related to race or
ethnicity data for teachers of Islamic Education, 15 respondents (100%) who teach in schools
in rural area Sarawak found that 13 respondents (86.7%) are Malays and two respondents
(13.3%) are from Melanau race.

The collection of data relating to the location of rural area schools that offering
Islamic Education subjects. The findings of the study revealed that half of the total number of
respondents taught in rural area school first category is eight respondents (53.3%), two
respondents (13.3%) in rural area school second category and five respondents (33.3%)
taught rural area school third category. Meanwhile, the data on the teaching experiences of
Islamic Education teachers also indicated that almost respondents which is seven teachers
(46.7%) had teaching experience from 1 to 2 years, four respondents (26.7%) had teaching
experiences between 3 to 5 years and four respondents (26.7%) had teaching experience from
6 to 10 years. The last demographic data of respondents is related to the number of Muslim
students studying in rural area schools. The study found that three respondents (20.0%) had
an average number of students in the range 1 to 5 students; two respondents (13.3%) in the
range 6 to 10 students and 10 respondents (66.7%) had the highest number of students which
is between 11 to 20 numbers of Muslim students.

The findings of the questionnaire were divided into four categories based on factors
that challenge Islamic Education teachers who teach Islamic education subjects in rural area
schools in Dalat district, Sarawak. Among these are safety factors, teaching and infrastructure
facilities factors, sociocultural of local community factors and student’s acceptance factors.

32
 Data for safety factor showed that two respondents (13.3%) disagreed while eleven
respondents (73.3%) chose neutral and the other two respondents (13.3%) was agreed that
safety factors was one of the challenges for the Islamic Education teachers who teach in rural
area schools. This data also explained that most of the respondents among Islamic Education
teachers who teach in rural area schools in Dalat district, Sarawak clarified that safety factors
were not the main factor in the challenge of teaching Islamic Education subjects in rural
schools.

Next is the data acquisition of teaching and infrastructure facilities factors. The data
showed that one respondent (6.7%) disagreed that teaching and infrastructure facilities were a
challenge to Islamic Education teachers in rural area schools, 10 respondents (66.7%) chose
neutral while four respondents (26.7%) agreed to factor in facilities teaching and
infrastructure are among the challenges of teaching Islamic education in rural area schools.
The conclusions that can be drawn from the findings of the data show that the great
possibilities of teaching and infrastructure facilities are the cause of the challenges faced by
Islamic Education teachers in rural area schools.

Sociocultural of local community factor data showed that one respondent (6.7%)
disagreed, 11 respondents (73.3%) chose neutral while three respondents (20.0%) agreed that
sociocultural of local community factors were among the challenges of teaching Islamic
education subjects in a rural area school in Dalat, Sarawak. The data obtained for these
sociocultural factors of the local community is similar to that of teaching and infrastructure
facilities, which is one of the challenges faced by Islamic Education teachers who teach the
subject of Islamic Education in rural area schools in Dalat district, Sarawak.

The last factor to be considered as a challenge for Islamic Education teachers is the
factor of student acceptance. The findings of the survey showed that 12 respondents (80.0%)
chose neutral while three respondents (20.0%) agreed that the factors of student acceptance
were among the challenges of teaching Islamic Education subjects in rural area schools in
Dalat district, Sarawak.

33
 Comparison of the four factors that are challenging for Islamic Education teachers
teaching in rural area schools in Dalat district, Sarawak is distinguished by the mean and
standard deviation obtained from the questionnaire findings. From the analysis performed by
domain of the factors of challenge, the sociocultural of local community factors had the
highest mean value of 3.29 and the standard deviation value of 0.452. This indicates that the
sociocultural factor is the highest cause for the challenges faced by Islamic Education
teachers who teach Islamic Education subjects in rural area schools in Dalat, Sarawak.

The second highest factor was the teaching and infrastructure facilities factor with
mean value of 3.23 and a standard deviation of 0.435 while the student acceptance factor had
a mean of 3.12 and a standard deviation of 0.407. The safety factor had the lowest mean
value compared to the other factors of 2.99 and the standard deviation value of 0.418. From
this finding, it can be concluded that the safety factor is not the main factor of challenges
Islamic Education teachers who teach Islamic Education subjects in rural area schools in
Dalat, Sarawak.

CONCLUSION

In general, this chapter has described in detail the findings of the instrument based on the
instrument developed questionnaire on factors that are challenging for Islamic Education
teachers who teach Islamic Education subjects in rural area schools in Dalat district, Sarawak.
However, this finding is confined to 15 Islamic Education teachers who teach in rural area
schools in Dalat district only and not generalized to all Islamic Education teachers in Dalat
district, Sarawak.

34
 CHAPTER FIVE

INTRODUCTION

This chapter will present the findings of the research that has been obtained from a
questionnaire conducted on 15 respondents consisting of Islamic Education teachers who
teach the subject of Islamic Education in rural area schools in Dalat district, Sarawak. The
discussion will be made by comparing the results of the questionnaire analysis to meet the
objectives of the study. Through these discussions, conclusions about the study were obtained
and through it several suggestions can be suggested for the management's action in managing
the placement and supervision of Islamic Education teachers at the District Education Office,
State Education Department, Responsible Sector Department in Ministry of Education and
Ministry of Education Malaysia.

RESEARCH DISCUSSIONS AND RECOMMENDATIONS

The findings from the questionnaire given to 15 respondents consisting of teachers of Islamic
Education who teach the subject of Islamic Education in rural schools in Dalat district,
Sarawak also show a tendency for self-adaptation methods or coping mechanism used to
overcome or face the challenges that have been categorized into four factors such as safety
factors, teaching and infrastructure facilities factors, sociocultural of local community factors
and student acceptance factors.

The safety factor in the findings of the study is not the highest possibility factor
which is a challenge for Islamic Education teachers. Therefore, most of respondents stated
that their safety was guaranteed to teach in rural area schools and that no interruptions or
threats were accepted. The mechanism of self-adaptation is to always take precautionary
steps when teaching in rural schools. Recommendations that can be improved by the relevant
parties include regular monitoring and examination of aspects of teacher safety and school
safety so that the quality of teacher performance is always high and excellent.

35
 The next factor is the teaching and infrastructure facilities. The analysis found that
this factor also had the second highest according to mean value after the sociocultural of local
community factors. Based on the findings of the survey, majorities of Islamic Education
teachers admit that they are having difficulty teaching Islamic Education subjects in rural
area schools due to lack of teaching sources and poor school infrastructure. In addition,
accesses to teaching and learning materials are very limited. Therefore, through the survey
data, almost all respondents were able to adapt to the situation. Among the adjustments and
solutions taken to overcome this challenge are to implement cooperative learning and
learning outside the classroom. The Ministry of Education Malaysia needs to cooperate with
the state government to repair poor school buildings and add new school infrastructure
especially to rural area schools so that teaching and learning can be implemented in a
comfortable and conducive manner.

Local sociocultural factors have the highest mean frequency value compared to
other challenge factors. The findings show that almost all respondents from Islamic
Education teachers who teach Islamic Education subjects in rural area schools in Dalat
district, Sarawak agreed that the sociocultural factors of the local community pose a major
challenge in the teaching and learning process. The rural community in the Dalat district of
Sarawak consists of Iban and Melanau ethnic groups who are predominantly Christian. Only
a small number of these ethnic groups embrace Islam as a result of mixed marriages with
Indonesian logging workers. Demographic data for the Islamic Education teachers showed
that huge numbers of Islamic Education teachers who teach in rural area schools Dalat,
Sarawak are Malays. Therefore, differences in language, culture, customs and ways of life are
the challenges faced by Islamic Education teachers to teach Islamic Education subject to the
students. Among the coping mechanisms could be implemented by Islamic Education
teachers is to learn their native language to facilitate communication, understand the customs
and culture of the local community and understand community life to facilitate teaching and
learning processes and effective approaches that can be implemented in in the classroom. The
School Management Division of the Ministry of Education Malaysia which manages the
teacher placement process should be aware of this. Naturally, Islamic Education teachers who
are located in the interior are local teachers who understand the language, culture and way of
life of a community.

36
 The factor of student acceptance is the second lowest challenges factor cause for
Islamic Education teachers who teach Islamic Education subjects in rural area schools in
Dalat district, Sarawak. This is significant from the sociocultural factors of the local
community and the factors of teaching and infrastructure factors. Students' acceptance of the
subject of Islamic Education is a challenge for teachers because of language limitations
during the learning process, lack of school infrastructure and teaching and learning resources
as well as the practice of Islamic practices and values in local families and communities. The
coping mechanism used by Islamic Education teachers to engage students in learning Islamic
Education through questionnaire is to use a motivational approach, give praise and positive
reinforcement during learning sessions and reward students who excel in the subject of
Education Islam at school. Proposed improvements to attract students to the subject of
Islamic Education include organizing camps and camps under the direction of the District
Education Office on Islamic Education, giving exposure to Islamic science, practice and
lifestyle based on Islam.

CONCLUSION

It is clear that current and future Islamic Education teachers are in need of a new paradigm
shift to meet the demands of excellence as required in Islam. They also need to master a wide
range of skills not only related to Islamic science but also need the level of knowledge and
mastery to deal with various challenges such as placement, teacher safety, parental and
community attitudes, acceptance and problems of student discipline in school and the burden
of duties other than teaching. All these challenges need to be overcome by Islamic Education
teachers wisely in order to enhance their effectiveness in teaching and learning. Improving
the teacher environment can certainly enhance the capacity of Islamic Education teachers in
schools. Finally, I hope that there will be more studies on the challenges, problems and
burdens of future work related to Islamic Education teachers teaching in rural area schools all
entire Malaysia.

37
 One of the suggestions that can be made to reduce the challenges faced by Islamic
education teachers who teach Islamic education in rural area schools is to provide early
exposure during the teacher training phase at the Institute of Teacher Education Malaysian.
Thus, these potential Islamic education teachers are mentally and physically trained in the
situations or environments they will serve. In addition, the Ministry of Education, Malaysia,
could formulate a proposal at the ministry level, which would include more teachers from
local children teaching in a rural area schools as they understood the local language, culture
and way of life. Therefore, there will not be any challenges in terms of language diversity,
safety, sociocultural and student acceptance. Lastly, the District Education Office, the State
Education Department and the Malaysian Ministry of Education should monitor, conduct
regular visits and establish a medium of communication using virtual mediums to
communicate with Islamic education teachers who teach in rural area schools to find out
about progress, problems or achievements that they get. May these suggestions reduce the
challenges faced by Islamic education teachers and improve the quality of the Malaysian
education system.

38
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APPENDIX

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 Evaluation of Questionnaire

Map of Rural Area School in Dalat District, Sarawak

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Rural Area Schools Only Can Be Access by Boat

Dalat District Education Office

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 Data Collection Processes

Kampung Bungan Primary School; Rural Area School Category 2

50