Measuring Effectiveness of Revert Education Classes: Teacher’s Skills And Impact of Mentoring Programme Through Counseling and Motivational Approaches


  • Mohd Afandi Mat Rani, Mohd Izzat Amsyar Mohd Arif, Faezy Adenan, Siti Sarah Izham, Shofiyyah Moidin, Shahirah Said, Murihah Abdullah


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Mentoring programs have long been a concern among academics and industry as a program for professional development and the formation of outstanding personalities. The mentor is to act as the chancellor, mentor, coach to each mentee. In strengthening the religious education of new brothers, mentoring programs are very important to be implemented to enable a new revert  student to get the necessary advice and assistance. The objective of this study is to measure the effectiveness of new revert education classes through mentor-mentee programs implemented by new reverts mentors. Next, to examine the psychosocial function of the mentor in providing support in the form of caunseling and motivation to the mentee. This study uses a quantitative research design and obtains data by purposive sampling. The method of exploring these factors was made through multiple linear regression. The data required for this study were collected from Muallaf Education under Lembaga Zakat Selangor, Malaysia. The survey was conducted with a questionnaire form at the class session using a sample of survey design. The planned questionnaire was distributed to the entire target population of 244 respondents through self management. Data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) through a survey instrument with five-point Likert choice questions, with two-step PLS sequence analysis. The results of the study found that teacher skills, mentor motivation approach and student satisfaction have a positive relationship and a sustainable mentoring atmosphere in the construction of knowledge and learning of participants among the new reverts class. The study also found that the mentor motivation approach became a significant mediator between teacher’s skills and student satisfaction in the classroom.