O-JIE: Online Journal of Islamic Education
Online journal of Islamic Education (O-jIE) (eissn: 2289-3016) is an international, professional refereed journal in the interdisciplinary fields that relevant to Islamic studies. O-jIE serves as a platform for presenting and discussing the emerging issues on Islamic Studies. The journal is committed in publishing high quality articles in Bahasa Malaysia, English and Arabic, ranging from original research papers in the area of Islamic studies. This journal welcomes original and qualified researches on all aspects of Islamic studies. The topics may include, but are not limited to: Islamic philosophy, comparative studies on Islamic education and Muslim societies, Arabic Education, curriculum, teaching and learning in Islamic education, evaluation, Islamic education for indigenous groups, special education from the Islamic perspective and lifelong learning in Islamic studies.
Faculty of Education, University of Malaya
TAHAP PENGETAHUAN PELAJAR TERHADAP BAHAN DIGITAL DALAM SESI PENGAJARAN DAN PEMBELAJARAN MODEL HIBRID: KAJIAN KES PELAJAR BAHASA ARAB DAN KESUSASTERAAN ISLAM DI USIM
The advancement of digital technology has transformed the landscape of education by introducing hybrid teaching and learning (T&L), which integrates face-to-face sessions with online learning. In this approach, digital materials, including videos, e-books, interactive applications, and collaborative platforms, play a vital role in enhancing students’ understanding, motivation, and engagement. However, its effectiveness depends on factors such as digital literacy, device availability, internet access, and alignment with learning objectives. Therefore, the objective of this study is to analyse students’ knowledge of digital materials and their usage in hybrid T&L sessions. This study is based on the Hybrid Model (2020) introduced by Troy Waller and the list of digital materials outlined by Ashutosh Chauhan (2018). Methodologically, the research employed a quantitative approach, involving 98 undergraduate students from the Bachelor of Arabic Language and Islamic Literature (SMBAKI) program at Universiti Sains Islam Malaysia (USIM), who participated in hybrid teaching and learning (T&L) sessions. The findings indicate that SMBAKI students at USIM demonstrated satisfactory knowledge and engagement in hybrid T&L using digital materials, with an overall mean score of 3.94. Hence, this study carries significant implications for teachers, students, institutions, and policymakers. Teachers may design more creative T&L activities while improving digital literacy, whereas students benefit from flexible, interactive, and collaborative learning opportunities to strengthen their 21st-century skills.
THE INFLUENCE OF ETHICAL LEADERSHIP STYLE ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR FROM AN ISLAMIC PERSPECTIVE IN INTERNATIONAL SCHOOLS IN THE KINGDOM OF SAUDI ARABIA
The present study aimed to examine the effect of ethical leadership on organizational citizenship behavior from an Islamic perspective (OCBIP) within international schools in the Kingdom of Saudi Arabia. The significance of the study stems from the research problem of reconciling the requirements of global education with Islamic values in a multicultural environment, where promoting ethical leadership and organizational citizenship behavior from an Islamic perspective is critical for ensuring school stability and achieving educational goals. Although many studies have explored the relationship between ethical leadership and OCB in economic and healthcare sectors, little attention has been given to this topic within Islamic educational contexts, leaving a clear knowledge gap that this study seeks to address. The study employed a quantitative descriptive design using a structured questionnaire consisting of 33 items, administered to a purposive sample of 381 teachers and administrative staff in international schools with an Islamic orientation. Data were analyzed using the Statistical Package for the Social Sciences (SPSS, Version 30), with descriptive analyses and linear regression applied to test the hypotheses. The findings revealed that both ethical leadership and organizational citizenship behavior from an Islamic perspective were practiced at high levels among participants. Furthermore, ethical leadership had a significant positive effect on all dimensions of OCB from an Islamic perspective, with the strongest impact observed on advocacy of ethical values and alleviation of hardship. This study contributes to the literature by integrating Western frameworks of ethical leadership with Islamic principles derived from the Qur’an, Sunnah, and Maqasid al-Shariah, thereby developing a conceptual model that reflects the distinctiveness of the Saudi educational context. It also provides theoretical support for the concept of organizational citizenship behavior from an Islamic perspective and practical recommendations for international schools to enhance ethical climates and embed Islamic values in their institutional culture.
PENERAPAN KEMAHIRAN INSANIAH DALAM PENDIDIKAN JASMANI DARI PERSPEKTIF ISLAM: SATU ANALISIS
Soft skills are crucial in 21st-century education. However, their integration into the Physical Education (PE) curriculum still requires more strategic emphasis to support the holistic development of students’ character. This article aims to discuss embedding soft skills elements in Physical Education (PE), examine their role as a medium for shaping balanced individuals from an Islamic perspective, and propose strategies for integrating soft skills through Islamic values within PE. The study employs a document analysis approach based on primary sources, including the Physical Education Curriculum and Assessment Standard Document (MOE, 2019), the Soft Skills Development Module for Malaysian Higher Education Institutions (MOHE, 2006), the Malaysia Education Blueprint (2013–2025), as well as classical Islamic works by Imam Al-Ghazali and Ibn Khaldun, supported by relevant Qur’anic verses and hadith. The analysis identifies six core soft skills that are significant in PE, namely communication, leadership, teamwork, critical thinking and problem-solving, lifelong learning and information management, and moral and professional ethics. These skills align with Islamic principles that emphasise spiritual, ethical, and intellectual development. The findings indicate that the implementation of PE based on Islamic values not only enhances physical fitness but also strengthens students’ leadership, moral integrity, and character. The implications of this study suggest that curriculum developers, PE teachers, and schools should design more systematic teaching strategies to integrate soft skills grounded in Islamic values. This study also contributes to the enrichment of academic literature by guiding the cultivation of students with an outstanding, holistic, and globally competitive identity.
THE GLOBAL MIND STRATEGIC LEADERSHIP DEVELOPMENT FRAMEWORK: A PURPOSE-DRIVEN AND VALUES-BASED APPROACH TO LEADERSHIP DEVELOPMENT
The sustainable development of a nation is tied to the quality of its leadership across various societal levels. Despite considerable investments in human capital development, many leadership roles remain unfilled or are occupied by individuals who are inadequately prepared. This paper proposes the Global Mind Strategic Leadership Framework, an integrated, purpose- and values-driven model inspired by Prophet Muhammad’s human development approach. The framework highlights the alignment of individuals’ natural potential with appropriate leadership roles, fostering a growth environment and providing ongoing mentorship to enable transformative outcomes. By synthesising classical leadership theories—Trait, Behaviour, and Situational—with contemporary purpose-driven leadership concepts, the model redefines leadership as an organic and purposeful journey grounded in character, capacity, and contribution. This holistic framework aims to nurture Global Mind Strategic Leaders who can effectively navigate complex challenges and contribute meaningfully to sustainable development across diverse cultural and organisational contexts.
TAHAP PENDEDAHAN & KEFAHAMAN SISWA GURU TAHUN AKHIR UNIVERSITI ISLAM SELANGOR TERHADAP KEMAHIRAN BERFIKIR ARAS TINGGI
Every educational transformation requires a deep understanding from teachers, including in the implementation of Higher Order Thinking Skills (HOTS) in schools. This aspect should not only be emphasized when teachers are already in schools, but should also be introduced and understood from the stage of training and higher education institutions. Therefore, this study aims to identify the level of exposure and understanding of final-year student teachers at Universiti Islam Selangor (UIS) toward HOTS. This study employed a quantitative approach through a survey design. The research instrument used was a questionnaire, and the sample consisted of 65 final-year student teachers from the Faculty of Education, Universiti Islam Selangor. The data obtained were analyzed using the Statistical Package for Social Sciences (SPSS) version 27.0. The results of the analysis showed that the levels of exposure and understanding of student teachers toward HOTS were moderately high, with overall mean scores of 3.9 and 3.7, respectively. The findings also indicated that there are still aspects that require greater emphasis, including exposure to actual curriculum forms that integrate HOTS, awareness of the challenges in implementing HOTS, and understanding of lesson planning that incorporates HOTS elements. The outcomes of this study are expected to provide useful insights for teacher training institutions to conduct periodic evaluations of the effectiveness of their training programs, as part of efforts to enhance the competencies of student teachers before they begin their careers as educators.
THE USE OF INSTRUCTIONAL METHODS IN THE ABBASID ERA - THE VIEW POINT OF SECONDARY SCHOOL STUDENTS - IRAQ – BAGHDAD
This study sought to assess the extent to which social studies teachers in secondary schools in the Karkh district of Baghdad used seven prominent instructional methods from the Abbasid era: modeling by example, debate and dialogue, storytelling, popular proverbs, gradual progression, dictation and recitation, and emotional education. It also sought to determine whether there were statistically significant differences between male and female teachers in their use of these methods. A random sample of 424 male and female students was selected from 22% of public secondary schools in Karkh. The final group included 241 male students (56.8%) and 183 female students (43.2%), providing a gender-balanced perspective on classroom teaching practices. The researcher adopted a descriptive and field design, using two instruments: a 28-item questionnaire (four items for each instructional method) to measure usage rates, and a 15-item questionnaire to measure student motivation and achievement. Content validity was confirmed through expert review, with an agreement rate of at least 80% for all items. Internal consistency reliability was determined using Cronbach's alpha coefficient, which ranged between 0.80 and 0.89 for the teaching methods scale and between 0.78 and 0.85 for the motivation scale. Gender differences were tested using an independent-samples t-test at α = 0.05. All seven curricula from the Abbasid era received very high scores on a five-point scale (mean ≥ 4.43), demonstrating their strong presence in modern pedagogy. Independent-samples t-tests showed that male teachers significantly outperformed female teachers in "modeling by example" (t = 3.77, p < 0.05) and in the overall score for blended teaching methods (t = 3.86, p < 0.05). No other individual teaching method demonstrated statistically significant gender differences. These findings underscore the enduring importance of traditional approaches and the large gender gap in one key area.
PENEROKAAN ELEMEN MODERASI DALAM KALANGAN GURU BAHASA ARAB TAHAP SATU SEMASA MENJALANKAN PENTAKSIRAN BILIK DARJAH BAHASA ARAB DI SEKOLAH KEBANGSAAN
This study explores the moderation practices among Level One Arabic language teachers in national schools for determining students' Band (TP) in Classroom-Based Assessment (PBD). Moderation refers to a structured discussion process among teachers to ensure decisional consistency and error and bias reduction in student assessment. Moderation practices are essential in setting TP to guarantee consistency and fairness in assessment, particularly when facing challenges such as disagreements among assessors and conflicts between official standards and teachers’ existing knowledge. This study employs a qualitative case study approach involving five Arabic language teachers selected through purposive sampling. Data were obtained through in-depth interviews and analyzed using ATLAS.ti software to identify key themes. Findings reveal two moderated elements by Level One Arabic teachers in determining students’ TP: Syllabus Moderation and Learning Moderation. Teachers’ moderation with various groups discusses syllabus adjustments, teaching strategies, and topics related to students’ behavior and attitude changes to align TP decisions. Moderation involves teachers from diverse subject backgrounds to obtain a comprehensive view of students' potential and challenges, enhancing teachers’ ability to make more accurate and meaningful TP decisions. This study is expected to assist teachers in understanding the need for moderation as an essential element in conducting PBD with integrity, thus strengthening the reliability of standards-based assessments in national schools.
VARIATION OF ARABIC SOUNDS PERCEPTION AMONG MALAY CHILDREN
Variation of Arabic sound perception reflects the interlanguage speech intelligibility benefit. Hence, this study aims to identify the variations of assimilation in the perception of Arabic sound produced. Data were collected from 30 primary school pupils in Putrajaya. The method used was minimal pairs from 19 phonemes with counterparts respectively containing the target sound at the end of the word. The data analysis used was the descriptive analysis. The results of the study revealed that the variation of Arabic sound perception among Malay children consist of One-category assimilation (SC) which consist of six phonemes; /ð/, /r/, /z/, /s/, /h/ and /Ɂ/, two-category assimilation (TC) which consist of four phonemes; /ħ/, /d/, /ɣ/ and /q/, and Category-goodness (CG) which consist of nine phonemes; /θ/, /t/, /x/, /sˤ/, /dˤ/, /tˤ/, /ðˤ/, /ʕ/ and /k/. These findings revealed the interlanguage speech intelligibility benefit and aligned with PAM. These results enhance the understanding of learning Arabic sounds through listening and repeating based on the Behaviorism theory by Celce-Murcia (1994). It showed that sound perception comes earlier than sound production. This study also provides new insight into how speech perception can eventually enhance speech production, particularly among Malay children.
CHALLENGES OF ONLINE ARABIC LANGUAGE LEARNING FOR CHINESE STUDENTS IN MALAYSIAN UNIVERSITIES
This study aimed to explore the challenges faced by Chinese students in learning Arabic online at Malaysian universities and to identify differences in these challenges based on gender, university, academic level, and region. The researchers adopted a descriptive quantitative approach, selecting a cluster random sample of 236 Chinese students majoring in Arabic from five Malaysian universities. Data was collected via a questionnaire and analyzed using SPSS through means, standard deviations, percentages, t-tests, one-way ANOVA, and Scheffe’s post hoc tests. Findings revealed that students mainly faced challenges in three key areas: interaction and language skills, technology and infrastructure, and teaching strategies and assessment methods. Additional difficulties were linked to limited resources and physical and psychological stress. Significant differences in challenges were found based on gender, academic level, and region, while the university variable showed no statistical significance. The researchers recommend that educators and relevant authorities in China and Malaysia actively work to address these issues and enhance the quality of online Arabic language education.
AMALAN KOMUNIKASI PARALINGUISTIK GURU BAHASA ARAB DALAM PEMBELAJARAN IMERSIF BAGI MEMENUHI PENDIDIKAN FUTURISTIK
Immersive learning encourages students to engage in an interactive learning environment. This learning can be conducted virtually or face-to-face, allowing students to be involved directly in the active learning process. Therefore, this study was conducted to identify the paralinguistic communication practices that create immersive learning. Immersive learning is an effective futuristic education learning form. For this purpose, 423 primary school Arabic language teachers (GBA) from religious schools (SRA) under the Islamic Religious Department of Selangor (JAIS) were selected as respondents. This study was conducted using a quantitative approach through a survey method, and a questionnaire instrument was used for data collection. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) software version 26.0. The findings showed that the level of paralinguistic communication practices among GBA recorded a high mean score (M = 4.55, SD = 0.608). This indicates that the GBA use paralinguistic elements in teaching and learning (PdP) to produce positive behavioral changes in students toward the learning process, thus achieving immersive learning. This study implies that to create immersive learning, GBAs should implement paralinguistic features through variations in tone and voice intonation. Paralinguistic aspects are crucial in language acquisition, especially for primary-level students. The GBA plays an important role as a catalyst of interest, motivation, and understanding in student learning. Ultimately, immersive learning provides students with greater opportunities to interact globally, realizing futuristic educational goals.
PEMBENTUKAN KARAKTER MURID MELALUI PEDAGOGI TERBEZA DALAM PENGAJARAN PENDIDIKAN ISLAM DI SEKOLAH RENDAH
Character development among students is a critical aspect of education that often becomes a focal point to ensure that the younger generation grows with positive values necessary to contribute to society. Pedagogi Terbeza (Differentiated Pedagogy), which emphasizes a teaching approach tailored to student's needs, is increasingly recognized as an effective method for achieving this objective. This article discusses how Differentiated Pedagogy can be applied in the context of Islamic Education teaching in Malaysia, focusing on key aspects such as content, process, product, and learning environment. The study's purpose is to identify character development among students through the practice of Differentiated Pedagogy in Islamic Education and to determine how positive character traits can be cultivated through these practices in the classroom. The study employs a qualitative methodology using semi-structured interview protocols. The findings reveal that several student character traits can be developed through Differentiated Pedagogy in Islamic Education teaching. The results also indicate that positive character traits can be nurtured through Differentiated Pedagogy. This study has significant implications for the Malaysian Ministry of Education, State Education Departments, District Education Offices, schools, Islamic Education teachers, and students. Positive character traits cultivated through Differentiated Pedagogy ensure that the new generation can be educated with commendable practices.
MODEL KONSEP PENDIDIKAN ISLAM HEUTAGOGI (MKPIH) KE ARAH PEMBENTUKAN MURID MADANI
The formation of murid madani aspires to produce a future generation of skilled students possessing holistic potential. The nation’s aspiration to elevate the quality of education must be realized by applying futuristic pedagogies, such as the heutagogical approach. Heutagogy emphasizes student-centred teaching and learning while focusing on karamah insaniah through lifelong knowledge and skill development. Furthermore, the foundational principles of heutagogy align with the goals of Islamic Education, which aim to foster student potential through continuous education and guidance. Therefore, the Heutagogical Islamic Education Conceptual Model (MKPIH) should be introduced to enhance Islamic Education teachers' understanding of the heutagogical approach to teaching and learning. Four teachers from four schools in four states, namely Kelantan, Pahang, Terengganu, and Selangor, were selected as study participants using purposive sampling techniques. In addition, focused group discussions with eight students and document analysis were conducted. Triangulation, continuous engagement, member checks, audit trails, and peer reviews were employed to address data validity and reliability issues. Data were thematically analyzed to filter codes, forming criteria, and finally building relevant themes using the software NVivo 12 Plus. The findings indicate that teachers comprehensively understand the heutagogical approaches applied in Islamic Education. The heutagogical concept comprises five elements: student autonomy, student-centeredness, the teacher as a guide, the use of technology, and alignment with religious demands. The principle of heutagogy, which highlights the student as the main agent of learning, is not unfamiliar to teachers, as they appear capable of emphasizing it in their teaching processes. Therefore, the Heutagogical Islamic Education Conceptual Model (MKPIH) is relevant in strengthening teachers' understanding of their role in shaping murid madani. This approach meets the demands of modern education and consistent with religious requirements, ensuring that students are equipped with lifelong skills for the future.
KESAHAN DAN KEBOLEHPERCAYAAN INSTRUMEN RUBRIK ANALITIKAL BAHASA ARAB BAGI TAHAP PENGUASAAN MURID SEKOLAH KEBANGSAAN
This study examines the validity and reliability of the items in the Arabic Language Analytical Rubric Level One (BATS). The rubric was developed based on qualitative data obtained through purposive sampling involving outstanding teachers in the teaching and learning of Arabic at primary schools. The validity and reliability of this analytical rubric were analyzed using the Multi-Facet Rasch Model, assisted by Facet software. The BATS Analytical Rubric comprised 99 items (48 under the Language Skills dimension and 51 under the Exemplary dimension). The Exemplary dimension items and the Language Skills dimension items were assessed by six and seven experts respectively. Content validity was tested by examining the polarity of the items, while reliability was assessed by examining item functionality in terms of reliability and the item-person separation index. All items demonstrated positive polarity values (Language Skills: PMC between 0.52 - 0.84; Exemplary: PMC between 0.73 - 0.83). The reliability values for both items and individuals across the two dimensions were at a very high level (>0.9). The person separation index for the Language Skills dimension was 5.64, and 5.72 for the Exemplary dimension. The item separation index for the Language Skills dimension was 3.48, while the Exemplary dimension was 4.08. Based on these findings, the BATS Analytical Rubric is considered to have a high level of validity and reliability, making it suitable for use as a guide for teachers in determining students' mastery levels in Level One Arabic Classroom Assessment at national schools. In conclusion, the reliability analysis and construct validity have contributed to developing a high-quality and meaningful BATS Analytical Rubric.
THE IMPACT OF USING EDUCATIONAL PLATFORMS BASED ON THEORY OF MULTIPLE INTELLIGENCES IN TEACHING ISLAMIC EDUCATION ON THE MOTIVATION OF FIFTH-GRADE STUDENTS IN THE UNITED ARAB EMIRATES
The current study aimed to identify the impact of using educational platforms based on multiple intelligences in teaching Islamic education to fifth-grade students in the United Arab Emirates, to achieve the objectives of the study, a sample of (32) male and female students was selected, and they were divided equally according to group and gender into two groups: experimental and control, motivation scale was applied to them. The results showed that there were statistically significant differences at the significance level (α = .05) between experimental and control group members on motivation attributed to the experimental group, the results confirmed that the use of educational platforms based on multiple intelligences had a positive impact on increasing the motivation of the students of the experimental group, the results also showed that there were no statistically significant differences at the significance level (α = .05) for gender on the motivation.
THE IMPACT OF ISLAMIC FAITH ON LEADERSHIP APPROACHES AND ORGANIZATIONAL DYNAMICS IN MALAYSIAN WORK ENVIRONMENTS
This journal investigates the impact of Islamic leadership on work performance within the service industry through an empirical analysis. Drawing on the principles of Islamic leadership, which emphasize justice, integrity, and compassion, the study examines how leadership practices rooted in Islamic values affect employee performance and organizational outcomes. The research is a mixed-methods approach, incorporating both quantitative and qualitative analyzes to provide a comprehensive understanding of the phenomenon. The quantitative aspect of the study involves surveying employees in service organizations to assess their perceptions of leadership behaviors aligned with Islamic principles and their corresponding work performance. Statistical analyzes, including regression and structural equation modeling, examine the relationships between Islamic leadership practices and various work performance indicators, such as job satisfaction, productivity, and organizational commitment. Complementing the quantitative findings, qualitative data are gathered through interviews and focus groups with organizational leaders and employees to gain deeper insights into how Islamic leadership influences work performance. These qualitative insights enrich our understanding of how Islamic values are integrated into leadership practices and impact employee attitudes, behaviors, and organizational culture. The findings of this study contribute to both theoretical and practical implications. Theoretically, the research advances understanding of the role of Islamic leadership in contemporary organizational contexts, highlighting its relevance and effectiveness in fostering positive work outcomes. Practically, the findings guide organizations seeking to enhance performance through principled leadership approaches rooted in Islamic values.
KAJIAN PENTAKSIRAN BILIK DARJAH DALAM KALANGAN GURU BAHASA ARAB: SATU TINJAUAN SISTEMATIK
The changing paradigm of educational assessment systems necessitates adjustments in teaching and learning processes by educators. Teachers should improve their assessment skills to accurately evaluate their students. Research on classroom assessment in Malaysia, specifically among Arabic language teachers, is currently limited and lacks exploration. This study aims to conduct a systematic literature review to analyze studies on classroom assessment in Malaysia, focusing specifically on Arabic language teachers. The data search was conducted using the PRISMA method, which involved searching selected electronic databases (MyJurnal, MyCite, and Google Scholar) for relevant literature published between 2017 and 2023. This study identified eight articles that met the initial criteria for literature screening which cover four key themes in relation to classroom assessment among Arabic language teachers. These themes are as follows (i) assessment planning, (ii) assessment management, (iii) assessment competence levels and (iv) the impact of classroom assessment practices. These findings underscore the existing research gaps in Malaysia's classroom assessment landscape, particularly within the local context. Furthermore, this synthesis offers insights for future research endeavors, serving as a valuable resource for scholars, educators, and policymakers alike. Further research is necessary due to the limitations of existing studies, which lack subject-specific investigations in the discipline being taught. This study highlights the significance of enhancing the comprehension and implementation of classroom assessment among Arabic language teachers, thereby contributing to the enhancement of the educational assessment system in Malaysia.
KEPERLUAN PEMBANGUNAN DAN KEBOLEHGUNAAN MODEL PEDAGOGI TERBEZA (MPTQR) DALAM KALANGAN GURU PENDIDIKAN ISLAM DI MALAYSIA
Various teaching approaches have been adopted by teachers nowadays. However, the circulation and current educational needs have encouraged today's teachers to diversify teaching methods to meet the needs of students. In fact, the need for methodological diversity is very necessary when students are in a mixed class and there is no longer class segregation into smart, average, and weak classes. As a result, the Malaysian Ministry of Education has developed a new teaching approach to meet the diversity of students, which is the Differentiated Pedagogy approach. Therefore, the researcher has taken the initiative by developing a Differentiated Pedagogy Model (MPTQr) to be used by Islamic Education teachers as a guide in teaching and learning. The purpose of this study is to determine the level of development needed for the Differentiated Pedagogy Model (MPTQr) among Islamic Education teachers and to see its applicability among teachers. The researcher used a quantitative method involving a set of inventory questionnaires given to 361 teachers in the Southern Zone of Malaysia. This questionnaire has been modified and obtained a validity and reliability value with a Cronbach alpha value of 0.90. The researcher also used a qualitative method involving semi-structured interviews with five Islamic Education teachers. The interview protocol used has also been validated by four language, content, and methodology experts. The findings of the study show that there is a high need for the development of a Differentiated Pedagogy Model (MPTQr) and the interview findings from five teachers also show that this Pedagogy Model can be used in teaching and learning in the classroom. The implications of the study show that a Differentiated Pedagogy Model (MPTQr) needs to be developed, and the results of using this model show that teachers can help smart, average, and weak students learn together in the classroom. Accordingly, this study is very beneficial to the Malaysian Ministry of Education, the State Department of Education, and the District Education Office. In addition, this model also has a great impact on stakeholders such as Lecturers at Teacher Education Institutes, Principals, Headmasters, facilitators, teachers, and students because it can be used as a guideline in the implementation of Differentiated Pedagogy.
METHOD OF TEACHING OF ISLAMIC STUDY SUBJECT AT AN INTERNATIONAL ISLAMIC SECONDARY SCHOOL
There exists a prevailing perception that Islamic studies teachers predominantly rely on traditional teaching methodologies, such as memorization, drilling, and rote learning, despite the evident need for modern and effective teaching practices that cater to the diverse needs of contemporary students studying Islamic studies. The objective of Islamic studies education should be to cultivate well-rounded Muslims who excel intellectually, emotionally, and physically. Consequently, it is imperative that the instructional methods employed by Islamic studies teachers align with this goal. This study aimed to elucidate students' perspectives on the teaching strategies employed by their Islamic studies instructors at the International Islamic School Malaysia (IISM). Data were collected through a survey conducted at IISM, utilizing a quantitative research methodology. The sample comprised 196 students from various academic levels and ethnic backgrounds. The findings of the study unveil that Islamic studies teachers adopt a blend of traditional and modern teaching approaches in delivering Islamic subjects. In light of these findings, it is recommended to provide training for Islamic studies teachers on Constructivist and Humanistic teaching approaches. Additionally, efforts should be made to heighten awareness among Islamic studies teachers regarding these approaches, with an emphasis on integrating all three teaching methodologies for teaching Islamic studies effectively. Furthermore, initiatives to develop and disseminate instructional materials and guidelines aimed at enhancing the teaching styles of Islamic studies teachers are warranted.
THE SPEECH ACT OF CHALLENGE IN THE GLORIOUS QURAN
The current study aims at unveiling the speech act of challenge in the Glorious Quran. As such, the study identified different forms of Quranic verses that are employed to indicate challenge and analyzed them within the framework of Speech Act Theory. The analysis depends on the relationship between interlocutors, the situational context and the linguistic vehicles that bear the intended meaning. Furthermore, the direction of fit and the felicity conditions are elaborated to present a comprehensive analysis of the texts selected. Findings show that challenge can be categorized as a directive speech act based on the illocutionary act regardless of the structural form as the speaker wants the hearer to do a specific act in the future. However, it can be categorized under behabitives as the speaker expresses his attitude toward the hearer. Imperative, negative-imperative, interrogative, and predicative statements are employed to coin the function of challenge. Consequently, the study explores direct speech acts of challenge and indirect speech acts that are explicitly and implicitly coined.
LEVEL OF PRACTICING THE ALTERNATIVE ASSESSMENT METHODS IN ISLAMIC EDUCATION AMONG HIGH SCHOOL STUDENTS IN THE EMIRATES OF ABU DHABI
The study aimed to identify the level of practicing the alternative assessment methods in Islamic education among the high school students in the Emirate of Abu Dhabi. The study sample consisted of (385) students from high school students in Al Ain city, the researcher used the descriptive survey to achieve the goals of the study, he also, prepared a questionnaire for the alternative assessment, and it was validated. In addition, a set of results were reached and the most important of them was: that; the level of practicing the alternative assessment methods in Islamic education among high school students in the Emirate of Abu Dhabi was high. Moreover, the results showed that there are no statistically significant differences that attribute the sex and the grade variables in the use of the alternative assessment methods from their students’ perspectives. Finally, a number of appropriate recommendations will be made.
THE INFLUENCE OF GROUP WORK METHODS IN IMPROVING SPEAKING ABILITY AND INTEREST OF STUDENTS LEARNING ARABIC AT THE AL-ITTIHAD PONCOL SEMARANG
This article discusses the effect of group work methods in improving students' speaking skills and interest in learning Arabic. This research uses a quantitative approach. The data collection techniques used were observation, interview, documentation, and questionnaire. The analysis technique used is test analysis. The data source in this study is primary data, which is data taken directly without going through intermediaries so that it is obtained in the form of raw data. The results showed a significant effect of the group work method in improving students' speaking skills. This is evident from the results of Pair 1 output, that the Sig. (2-tailed) of 0.000 <0.05 obtained by students in the pretest of 62.78 then the results of speaking skills in the post-test of 84.17. Thus, it can be concluded that there is a difference in the value of speaking skills between the pretest and post-test. The results of the t coefficient test data processing based on the coefficient table, the t value for the Group Work Method variable is t count (3.022) > t table (2.086), it can be stated that the Group Work Method variable has an influence and significance in increasing students' interest in learning.
REVITALIZING THE MAIN STREAM TRANSFORMATIVE ISLAMIC EDUCATION "MUHAMMAD JAWWAD RIDLA" (SOCIOLOGICAL-PHILOSOPHICAL) PERSPECTIVE: EFFORTS TO OVERCOME CRITICAL ISSUES IN THE RENEWAL OF ISLAMIC EDUCATION
The world of Islamic education is currently enlivened by new ideologies such as pluralism and postmodernism which offer educational doctrines as a therapy for the crisis that has hit the world of Islamic education. On the other hand, the presence of these ideologies enriches the repertoire of educational thought, but on the other hand it can also confuse educational planners and practitioners. This study aims to revitalize the three main streams of Islamic education from the perspective of Muhammad Jawwad Rida (sociological-philosophical) which can be used as an effort to address critical issues in the renewal of Islamic education today. This study uses the library study method where the material for data analysis uses books and articles that are relevant to this research. The results of this study indicate that Islamic education is currently gradually starting to show progress as evidenced by renewal in terms of methods, theories, curricula, and so on. However, in the process of renewal, Islamic education still has quite complete problems, such as due to the narrow understanding of Islamic science, which only focuses on aspects of ukhrawi life which are separate from worldly life, pays little attention to its involvement in the process of social change. Critical siu in the world of Islamic education can be overcome by revitalizing efforts, as well as understanding the three main streams of Islamic education from the perspective of Muhammad Jawwad Rida which have varying characteristics according to the scientific level of each character.
THE EFFECTIVENESS OF A PROGRAM BASED ON THE STRATEGY OF INTEGRATING THE ARABIC LANGUAGE WITH ISLAMIC TEXTS IN THE DEVELOPMENT OF THE ACADEMIC ACHIEVEMENT OF THE BASIC FOURTH GRADE IN THE UNITED ARAB EMIRATES
The study aims to identify the effectiveness of a program based on the strategy of integrating the subject of the Arabic language with Islamic texts in the development of the academic achievement of the basic fourth grade in the United Arab Emirates. The researcher adopted the experimental curriculum with two experimental and control groups. The researcher selected an intentional sample from Emirates National School. The study sample was 50 students, 25 students for the control group and 25 students for the experimental group. Key results showed: a statistically significant difference between the averages of the experimental and control groups in the remote application of the attainment test, for the benefit of higher computational average pilot group students. A statistically significant difference between students' average grades in tribal and postgraduate applications for the study achievement test is attributable to the developed program based on the strategy of integration of the Arabic language with Islamic texts. This study contributes to determining the effectiveness of a program based on the strategy of integrating the Arabic language with Islamic texts in the development of the basic fourth grade in the United Arab Emirates. This study may benefit those interested in teaching the Arabic language from teachers, supervisors, and course designers on how to develop language programs based on the strategy of integration with Islamic texts. The outcome of this study is consistent with previous studies that examined the effectiveness of using Islamic texts to teach and benefit from Arabic.
THE EFFECTIVENESS OF THE E-LEARNING CLASSROOM INTERACTION PROGRAM IN TEACHING ARABIC LANGUAGE IN THE UNITED ARAB EMIRATES
The aim of the study was to identify the effectiveness of the Online Interaction Program in teaching the Arabic language in the United Arab Emirates. The researcher adopted the pilot curriculum in this study, where the researcher selected one division from the school (Emirates National Branch Mohammed bin Zayed), which numbered 25 students to identify the degree of learners' possession of classroom interaction skills prior to the application of the developed program through e-learning and to identify the difference made by the program after the trial. Key findings showed a statistically significant difference between students' average grades in the tribal and postgraduate applications of the class reaction scale attributable to the program developed in the development of classroom interaction through e-learning. There is statistically a difference of D between the average of low-level students, and the average of both intermediate and advanced proficiency, for the benefit of higher- level students. This study contributes to determining the effectiveness of the e-learning interaction program in teaching Arabic in the United Arab Emirates. This study may benefit those interested in teaching Arabic from teachers, supervisors, and course designers in how to develop language programs based on e-learning. The outcome of this study is consistent with previous studies that examined the effectiveness of classroom interaction through e-education in teaching and utilizing the Arabic language.
REKA BENTUK MODUL PENGAJARAN KOSA KATA BAHASA ARAB BAGI PELAJAR PRAUNIVERSITI BERASASKAN PRINSIP-PRINSIP MODEL REKA BENTUK KURIKULUM BAHASA
The importance of vocabulary in learning a second or foreign language cannot be denied. Past studies report that pre-university students do not master Arabic vocabulary knowledge and are less exposed to diverse vocabulary learning strategies. The issue of teaching vocabulary unsystematically and the lack of teaching materials that focus on vocabulary, are among the contributing factors to this problem. Therefore, this study aims to design an Arabic vocabulary teaching module for pre-university students in Malaysia, based on the principles of the Language Curriculum Design Model. In this study, the Fuzzy Delphi method was used by obtaining consensus from 17 selected Arabic language experts. The research questionnaire contains 67 items involving component items, elements and the content of module elements. Data analysis using the Fuzzy Delphi method was carried out by taking into account three main conditions, namely the threshold value (d), the percentage value of expert agreement (%) and the Fuzzy score (A). The findings of the study show expert consensus on all main component items (4) and module elements (17). While for the elemental content of 46 items, all were accepted except for 2 items that were rejected, namely the theme of war and security, and the strategy of creating mental images. This study has produced a PEKOSBAP module design based on the principles of the Language Curriculum Design Model. This study gives implications for curriculum developers and pre-university teachers to apply a form of teaching that is based on a more systematic model in the aspect of teaching vocabulary, to improve students' knowledge of Arabic vocabulary.
EFFECTS OF TEACHER’S SUPPORTIVE APPROACH IN TEACHING ARABIC WRITING SKILLS ON STUDENT WRITING PERFORMANCE
Arabic writing skill is a difficult skill to master. Mastery of this skill does not only depend on talent but is also influenced by continuous practice and a supportive teacher. Hence, this study investigated the effect of a teacher's supportive approach to the writing process on students' performance. The One-Group Pretest-Posttest Design was used in this study. A total of 32 students were selected as the study sample. The teacher supported them in Arabic writing through the five steps: pre-writing, drafting, revising, editing and publishing for over ten weeks. The research instrument was a performance test consisting of two essay questions and a teaching lesson plan. Descriptive and inferential statistics analyzed data through paired-sample t-test and effect size were conducted to determine the difference in the student’s performance before and after following the teaching and learning using the five-step approach. The findings show significant differences in students’ performance in Arabic writing between the pretest and posttest for overall marks in essay writing and various aspects of essay writing such as vocabulary, grammar, language style and text organisation. This study makes it abundantly evident that the teacher’s support of students during the writing process is crucial to help them overcome essay-writing challenges and consequently improve their proficiency in all aspects of Arabic writing.
OBSTACLES TO CLASSROOM INTERACTION THROUGH E-LEARNING IN TEACHING ARABIC IN THE UNITED ARAB EMIRATES FROM TEACHERS' POINT OF VIEW
The study aimed to identify the obstacles to classroom interaction through E-learning while teaching Arabic in the UNITED ARAB EMIRATES, from the point of view of Arabic teachers, according to each of the following variables: gender, years of service, and academic qualification. The researcher adopted the descriptive approach, due to its suitability to the study procedures, where the researcher distributed a questionnaire to a random sample of (379) Arabic language teachers in the United Arab Emirates. The obstacles to classroom interaction got a grade of (medium) from Arabic language teachers' point of view. It was found that there is no statistically significant difference at the level of significance (0.01) between the average answers of Arabic language teachers regarding the questionnaire's items in relation to the gender variable. A statistically significant difference was found at the level of significance (0.01) this difference is in favour of Arabic language teachers with more service. A statistically significant difference was found at the level of significance (0.01) this difference was in favour of Arabic language teachers with higher scientific qualifications. This study contributes to identifying the obstacles to classroom interaction through E-learning in teaching Arabic in the United Arab Emirates, to identify such obstacles. This study may benefit those interested in teaching Arabic, including teachers, supervisors, and course designers, concerning how to develop language programs that depend on classroom interaction through E-learning. The result of this study is consistent with previous studies that examined the obstacles to classroom interaction through E-learning in teaching and benefiting from the Arabic language.
EMPLOYMENT OF ISLAMIC TEXTS IN TEACHING ARABIC FROM TEACHERS POINT OF VIEW IN PRIMARY SCHOOLS IN THE UNITED ARAB EMIRATES
The study aimed to Purpose of the study: Investigating the degree of employing Islamic texts in teaching the Arabic language to fourth graders from the teachers’ perspective according to each of the following variables: gender, years of service, and academic qualifications. The researcher adopted the descriptive approach, due to its suitability to the study procedures. The researcher distributed a questionnaire to a random sample of (379) teachers of the Arabic language in the United Arab Emirates. It was found that there is no statistically significant difference at the level of (0.01) for the average answers of the Arabic language teachers in the questionnaire items according to the gender variable. There is a statistically significant difference at the level of (0.01) significance in favour of the Arabic language teachers who have the most years of experience. There is a statistically significant difference at the level of (0.01) significance for Arabic language teachers with higher academic qualifications. This study contributes to determining the degree of employing Islamic texts in teaching the Arabic language and understanding the best strategies to do so. The result of this study is consistent with previous studies that examined the employment of Islamic texts in teaching and benefiting from the Arabic language.
ANALYSIS OF A QURANIC TOPIC IN ISLAMIC EDUCATION TEXTBOOK: HUMAN CREATION AS A SIGN OF ALLAH’S GREATNESS
This study aims to analyze and evaluate a Quranic-based topic from a chapter of the Islamic Education for secondary school textbook authorized by the Ministry of Education, Malaysia. Textbooks are an essential feature in Malaysian classrooms when implementing the school curriculum. Due to the development and changes in practices and teaching methodology, the quality must be considered before the choice of a specific textbook is made. Policymakers, teachers, and educators should inspect the textbook's content accuracy and recommended teaching and learning practices before determining its suitability. This will benefit teachers and students, leading to meeting the educational objectives. This qualitative study used a content analysis approach to examine the pedagogical value and suitability of a topic and its content with respect to students’ cognitive, affective and psychomotor learning domains. After analyzing the data, it was shown that the examined topic met students’ capability to interpret the lesson well. A solution to overcome shortcomings was also suggested. The findings from this study will be beneficial to teachers in adapting the recent technique of teaching. It will also benefit the policymakers in making amendments to the subjects’ Curriculum and Assessment Standard Document (DSKP).
PELAKSANAAN ELEMEN HEUTAGOGI DALAM PENGAJARAN GURU PENDIDIKAN ISLAM DI SEKOLAH MENENGAH
The education system requires several modifications in teaching methods to meet the learning needs of students in the 21st century. Accordingly, teachers are urged to implement pedagogical transformation to provide students with knowledge and various skills in preparation for future careers. The heutagogic approach is seen as a new pedagogical alternative that is able to support the desire for change in education. By focusing on student centralization, the application of heutagogy elements can increase the level of student autonomy in the teaching and learning process. However, how do Islamic Education teachers implement elements of heutagogy among students in secondary schools? To answer this question, the research was conducted with a qualitative methodology using a case study design. Data was collected through semi-structured interviews and document analysis. Purposive sampling was used to select four Islamic Education teachers as study participants in different secondary schools from four states. The interview data was transcribed and analyzed thematically before being triangulated with document analysis. To construct an accurate theme, data from all participants were compared. The findings of the study show that Islamic Education teachers have applied elements of heutagogy in their teaching and learning process. This finding has an impact on educators in particular and school administrators in general in terms of improving teaching methods to meet the current needs of students. In addition, the application of the heutagogy approach among students has the potential to open an effective learning environment for the involvement of stakeholders in improving national education.