COGNITIVE AND AFFECTIVE DEVELOPMENT AMONG MALAYSIAN GOVERNMENT ASSISTED RELIGIOUS SCHOOLS (SABK) STUDENTS

Abstract

In Malaysia, Government Assisted Religious Schools frequently find a place for parents to give their youngsters spiritual discernment and character development in addition to excellent academic instruction. This study examined the cognitive and affective development of students in Government Assisted Religious Schools using Bloom's Taxonomy for both domains. Higher order thinking skill question sets about Islam, student Level of Mastery records, and interviews are the three main instruments that are used. Three schools that were chosen based on specific criteria are the subjects of the purposive sampling method. Three schools that were chosen based on specific criteria were subjected to the purposive sampling technique. The research instrument was further examined using coding, theming, and document analysis, along with triangulation with teachers who assessed student development. The study's findings showed that some students weren't proficient in the fundamental methods for answering questions about thinking skills. From a cognitive perspective, the student's answer pattern is at a moderate level, with 71 percent of writing concentrated on low level, particularly Application. Because 79% of the students are at the level of Organizing and Characterizing, they exhibit very good affective development in line with the schools establishment objectives. To strengthen students' cognitive ability, particularly in growing higher order thinking skills along with their moral development, the government and teachers need to pay attention to instruction and expertise.