Peranan Pendekatan Pembelajaran Sebagai Pengantara Hubungan Antara Keberkesanan Pengajaran Guru Dengan Pemikiran Kritis dan Kemahiran Insaniah

The study examined a hypothesized structural model that postulated surface, deep and strategic learning approaches as mediators in the tri-partite relationship between teaching effectiveness (teaching quality and appropriate workload), critical thinking, and soft skills. Based on the prevalent theory of teaching and learning in higher education, Gestalt learning theory, and productive thinking, a model was constructed and tested using Structural Equation Modelling. The sample for the study comprised 366 students from six MARA Junior Science Colleges located in Kedah and Perlis. Time series data collection was used in this survey research project. Time one involved administering the teaching effectiveness and learning approaches questionnaire while time two involved administering the critical thinking and soft skills questionnaire. Results of the study showed that (1) a surface learning approach mediated the relationship between teaching quality, appropriate workload, and soft skills, (2) a deep learning approach mediated the relationship between teaching quality, appropriate workload, and critical thinking and soft skills, and (3) a strategic learning approach mediated the relationship between teaching quality, and critical thinking and soft skills. Based on the findings, it is recommended that teachers should upgrade their teaching quality and provide appropriate amounts of workload so as to enable students to use the deep approach. The regular use of the deep approach would, in turn, positively influence the development of both critical thinking and soft skills.