IIUM Journal of Educational Studies
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The Effect of Concept-Mapping on Secondary School Students’ Performance in Islamic Studies
Get PDFThis study examined the effect of concept-mapping instructional method on secondary school students’ performance in Islamic Studies in Oyo State, Nigeria. The study employed a pre-test, post-test control group, quasi-experimental design. The sample comprised Senior Secondary School class 2 (SSS 2) students purposively drawn from three secondary schools in Oyo State. The students in experimental and control groups were in their normal classroom setting (intact classes) and were not reorganized. Experimental group consisted of 45 students exposed to concept-mapping while the control group consisted of 48 students who received no treatment. Data were analysed using t-test, standard deviation and Analysis of Covariance (ANCOVA). Findings of the study showed that there was a significant difference in the performance of experimental and control groups after the treatment. Concept-mapping had significant effect on students’ performance with mean score of x=53.92. Effect of Conventional method was x=22.62. No significant difference existed in the performance in Islamic Studies of students exposed to concept-mapping based on gender, t-cal.( 0.1469 < 2.021) at 0.05 alpha level of significance. The study concluded that concept-mapping instructional method positively improved students’ understanding of Islamic Studies and invariably their performance. The study recommended that concept-mapping should be adopted as a teaching method of Islamic Studies, and that teachers of the subject should improve their pedagogical skills through seminars and workshops
Assessing the Need of Islamic Economics Curriculum In the Nigerian Universities: The Case of Bayero University, Kano
Get PDFThe persistent deterioration of trust among managers of the economy in one hand and the declining confidence level of the public on economic and financial institutions in the country calls for the need to assess the type of economic graduates Universities in Nigeria produce. In other words, does our Universities produce economists that are skillful in the industry but lacks ethical as well as moral values? To answer these questions there is need to examine the University curriculum so as to know the existence or otherwise of courses that enhance skills and those that enhance values. The objective of this study therefore is to assess the need for Islamic economics curriculum that contains sufficient courses for not only building graduate economic and analytical skills but also the courses that are relevant for ethical development of a graduate. Bayero University Kano, though not an Islamic University per se but is well rooted in the values of Islam historically and in the programmes the University offers to students from various field of Islamic revealed knowledge. The paper being exploratory in nature gathers data from both primary and secondary sources. The primary data was gathered from survey of the respondents that include both academic staff and students of the Department of Economics, B.U.K. The secondary data will be sourced from books, contemporary articles, conference proceedings, reports and curriculum of the department as well as Islamic economics curriculum from relevant Universities in the Muslim world. Based on logistic Regressions, the findings from this study show that there is need for Islamic economics curriculum to improve the ethical and moral stand of the students, especially after graduation. The result paves way for updating economics curriculum for the Bachelor of Science Economics and sheds some lights to other Universities that share the same characteristics with Bayero University Kano. ,
An Empirical Assessment of Students’ Perceptions on Integrated Educational Factors in Islamiyyah Madrasah in North-Central Nigeria
Get PDFAs a response to the problem of dualism, the First World Conference on Muslim Education (Makkah, 1977) proposed the establishment of integrated education in the Muslim world. There is a gap in the literature regarding the implementation of integrated education in the Nigerian context despite an emphasis on the vitality of integrated education paradigm. This study investigated the perceptions of students about integrated education in the context of Islamiyyah madrasah in North-Central Nigeria. A survey questionnaire was used to collect data from 344 respondents in selected Islamiyyah madrasah in the country. The findings indicate that the majority of the respondents perceived that Islamiyyah madrasah balances between Islamic and Western education. The majority of the respondents agreed that they used dialogical pedagogy which allows students to participate during teaching and learning. Moreover, they believed that Islamiyyah madrasah promotes the integration of technology in teaching and learning. In conclusion, it was recommended that the three components of integrated education should be harmonized in order to foster the personality of the learners. Drastic efforts are required to propel integrated education in order to provide opportunity for learners to compete favorably with students of public schools. This necessitates support from all, stakeholders including, government authorities, the National Board of Arabic and Islamic Studies (NBAIS) among others.
Abstrak:
Sebagai respon kepada masalah dualism Persidangan Dunia Pertama Mengenai Pendidikan Islam (Mekah, 1977) mencadangan pengasasan pendidikan bersepadu dalam dunia Islam. Terdapat jurang dalam literatur berkenaan pelaksanaan pendidikan bersepadu dalam konteks Nigeria walaupun terdapat penekanan terhadap kekuatan paradigma pendidikan bersepadu. Kajian ini menyiasat persepsi pelajar tentang pendidikan bersepadu dalam konteks madrasah Syariah Islamiah di Utara-tengah Nigeria. Soal selidik telah digunakan untuk mengumpul data daripada 344 orang responden daripada madrasah Syariah Islamiah yang dipilih di seluruh negara. Hasil kajian menunjukkan bahawa majoriti responden dilihat bahawa madrasah Syariah Islamiah sebagai pengimbang antara pendidikan Islam dan Barat. Majoriti responden bersetuju bahawa mereka menggunakan pedagogi dialogikal yang membolehkan pelajar untuk mengambil bahagian dalam pengajaran dan pembelajaran. Selain itu, mereka percaya bahawa madrasah Syariah Islamiah menggalakkan integrasi teknologi dalam pengajaran dan pembelajaran. Kesimpulannya, kajian mengesyorkan bahawa ketiga-tiga komponen pendidikan bersepadu harus diharmonikan bagi memupuk keperibadian pelajar. Usaha-usaha yang drastik perlu untuk melonjakkan pendidikan bersepadu bagi memberi peluang untuk bersaing dengan baik dengan pelajar daripada sekolah awam. Ini memerlukan sokongan daripada semua, pihak-pihak berkepentingan antara lain termasuk pihak berkuasa, Lembaga Kebangsaan bagi Pengajian Arab dan Islam (NBAIS).
 
Significance of Social Vision in the Process of Reshaping Islamic Education
Get PDFThe purpose of this paper is to emphasise the importance of social vision of Islam in formulating Islamic education. It has been assumed that due to the negligence of social dimension of Islam, most of the contemporary Islamic educational institutions are incapable of enabling the younger generation to look at the historical context of their lived reality more critically. Consequently, majority of the Muslims are not bothered about several concrete human social problems such as inequality, economic exploitation and fragmentation of the community into different classes and groups. To solve this issue, the article suggests incorporation of social dimension of Islam in the educational curricula. Since the Quran portrays human being as a social being by highlighting his various responsibilities in this world, one of the guiding principles of Islamic education should be to make Muslims capable of understanding the world for making it more just and better. Only then would Muslims be able to make a link between knowledge and action.
Abstrak:
Kertas kerja ini bertujuan untuk membincangkan kepentingan wawasan sosial Islam dalam membentuk pendidikan Islam. Kita mengandaikan bahawa kebanyakan institusi pendidikan Islam kontemporari tidak berupaya untuk membolehkan golongan muda melihat konteks sejarah realiti kehidupan mereka dengan lebih kritikal kerana pengabaian dimensi sosial Islam. Kesannya, kebanyakan umat Islam tidak peduli tentang beberapa masalah sosial yang konkrit yang dihadapi oleh manusia seperti ketidakseimbangan, eksploitasi ekonomi dan perpecahan masyarakat ke dalam pelbagai kelas dan kumpulan. Untuk menyelesaikan isu ini, artikel ini mencadangkan penubuhan dimensi sosial Islam dalam kurikulum pendidikan. Oleh kerana Al-Quran menggambarkan manusia sebagai satu kewujudan sosial dengan menyerlahkan kepadanya pelbagai tanggungjawab di dunia ini, salah satu daripada prinsip-prinsip pendidikan Islam adalah untuk menjadikan umat Islam mampu memahami dunia supaya menjadikan ia lebih adil dan lebih baik. Hanya selepas itu barulah umat Islam boleh membuat kaitan antara ilmu pengetahuan dan tindakan.
 
Perceptions of Educational Managers about the Effectiveness of Selected Training Programmes: A Case Study in the Ministry of Education, Oman
Get PDFThe present study evaluated the characteristics and effectiveness of selected training programmes for educational managers at the Ministry of Education in the Sultanate of Oman. Nine participants were selected for in-depth interview using the snowball sampling technique. Thematic analysis of the verbatim data collected from interviews with respondents yielded six major themes. These are: the objectives of the training program and how those objectives are formulated; trainee selection, prior knowledge, and general characteristics; contents or subject matter of training; training setting, trainer qualities, and the methods, tools and techniques used; outcomes of training in terms of changed characteristics and improved performance; and finally, mechanisms in place for evaluation and general impressions of the effectiveness of training programmes. The findings showed that, in general, participants were positive about the intensive efforts the ministry is undertaking for disseminating a training culture among staff members. Most of the respondents were satisfied with the training approaches and methods adopted by the trainers. Furthermore, the findings revealed that trainees were satisfied with the suitability and adequateness of training techniques, training aids and resources. These results will be useful for future researchers intending to conduct impact assessment of the effectiveness of training programs in Oman.
Abstrak:
Kajian ini menilai ciri-ciri dan keberkesanan program latihan bagi pengurus pendidikan di Kementerian Pelajaran dalam kerajaan Kesultanan Oman. Sembilan (9) orang peserta telah dipilih khusus untuk temubual dengan menggunakan teknik persampelan bola salji. Dapatan kajian menunjukkan bahawa bahagian pembangunan sumber manusia (PTM) sedang melaksanakan usaha-usaha intensif dalam pengedaran budaya latihan di kalangan kakitangan KPM, 78% daripada mereka yang ditemubual tidak berpuas hati dengan pendekatan latihan dan kaedah-kaedah yang diguna pakai oleh jurulatih. Selain itu, dapatan kajian mendedahkan bahawa pelatih berpuas hati dengan kesesuaian dan kecukupan teknik-teknik latihan, bantuan latihan dan latihan sumber. Antara penemuan kajian yang boleh menyumbang kepada ilmu pengetahuan adalah penghasilan kerangka yang berguna bagi mengukur ciri-ciri dan keberkesanan latihan peringkat program dan kecekapan Pengurus pendidikan. Adalah disyorkan supaya Kementerian Pelajaran harus menaik taraf dan memperluaskan infrastruktur latihan sedia ada di Kementerian berkenaan dan juga mempertimbangkan bakal pelatih program latihan. Kajian ini dijangka dapat menarik minat orang-orang berkepentingan yang berurusan dengan latihan dalam bidang pendidikan, bukan sahaja di Kementerian Pelajaran tetapi di institusi-institusi lain di mana latihan Pengurus adalah penting.
 
Relationship between Remembering, Understanding and Applying of Bloom Taxonomy’s Cognitive Domain and Students Academic Achievement in Mathematics
No full textBloom’s taxonomy of educational objectives has been used by educators as a useful model of learning concepts and ideas. While every Mathematics teacher would dream of his/her students reaching the highest level of Bloom’s taxonomy, the reality in Nigeria and other developing countries is far from this. This study investigated the relationship between three dimensions of the cognitive domain namely: remembering, understanding and applying and mathematics achievement among secondary students in Nigeria. A measure of the three levels of the cognitive domain was used for data collection from 250 respondents. Multivariate statistical techniques via Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM) revealed that the observed variables’ measuring the latent constructs: remembering, understanding and applying measured it. Significant covariance relationships among the latent constructs were established. The three dimensions of the cognitive domain directly and positively influenced academic achievement of mathematics students. Lastly, the overall model fit the data. Suggestions are offered on the effective utilization of the three dimensions of the cognitive domain in mathematics instructional contents delivery
Students’ Motivation and Attitude towards the Learning of Arabic Language: A Case Study of Arabic Students in Nigerian Universities
No full textThe study of students’ motivation and attitude in second language (L2) has recently become an important concept across disciplines of second language acquisition (SLA) and communication. This study sought to validate Gadner’s (2009) Attitude Motivation Test Battery (AMBT) on a population of Arabic language learners in Nigeria, and to determine their attitudes and motivations for learning Arabic language. The sample comprised two hundred and eighty eight (288) Arabic language students from six (6) universities in Nigeria. Principal Component Analysis (PCA) was conducted to explore the dimensions of the AMBT in Nigerian context. Twenty three out of the fifty items with factor loading greater than .40 loaded on four factors with eigenvalues greater than 1.0. Four constructs of the questionnaire are: Integrativeness, Attitudes toward the learning situation, Motivation and Instrumentality. The results showed that students had high levels of both integrativeness and attitude towards the learning situation, while their levels of motivation and instrumentality was very low. There was a positive and moderate correlation between integrativenness and attitude toward the learning situation while the correlations between attitude and motivation and integrativeness and motivation were very low. Instrumentality failed to correlate with any of the factors. Multiple regression analysis showed that attitude toward the learning situation was a good predictor of students’ integrativeness. Based on these findings, some pedagogical recommendations were provided for the improvement of the students’ motivation and attitude towards the learning of Arabic language in Nigerian universities.
Assuring Quality Outcomes: Best Practices For Higher Education in Islamic Countries
Get PDFThe purpose of this paper is to discuss the appropriateness of using imported quality standards to assess the quality of education in an Islamic context and whether the resulting education contributes to the achievement of national goals. Using dialectical inquiry and fitness of purpose analysis, this paper compares the purposes and outcomes of education as defined by Western and Islamic standards and suggests quality benchmarking considerations that ensure the sustainability and integrity of education in Muslim countries. The central argument is that overall, the imported quality frameworks do not prevent the implementation of Islamically-based educational systems, but the quality rhetoric needs to be interpreted and applied in an Islamic manner. Suggested best practices include implementing mutual consultation, mastering core concepts, and ensuring that the professors understand the context of Islam. These Islamically-based best practices represent easily accessible and customizable benchmarking guides for universities in the Islamic world that concerned practitioners can adopt when constructing or modifying home grown and foreign institutions of higher education.
Abstrak:
Kertas kerja ini bertujuan membincangkan kesesuaian penggunaan piawaian kualiti yang diimport dari luar negara untuk menilai kualiti pendidikan dalam konteks Islam sama ada pendidikan yang terhasil menyumbang kepada pencapaian matlamat negara. Dengan menggunakan inkuiri dialektik dan analisis kesesuaian tujuan, kertas kerja ini membandingkan tujuan dan hasil pendidikan sebagaimana yang ditetapkan oleh piawaian Barat dan Islam dan mencadangkan pertimbangan aras kualiti bagi memastikan kemampanan dan integriti pendidikan di negara-negara Islam. Hujah utama adalah bahawa pada keseluruhannya kerangka berkualiti yang diimport tidak menghalang pelaksanaan sistem pendidikan yang berasaskan Islam, tetapi kualiti retorika perlu ditafsirkan dan digunakan secara Islamik. Amalan-amalan terbaik yang disyorkan termasuk melaksanakan permuafakatan, menguasai konsep-konsep teras, dan memastikan professor-profesor memahami konteks Islam. Amalan terbaik berasaskan Islam ini mewakili panduan penandaarasan yang mudah diakses dan disesuaikan untuk universiti-universiti di dunia Islam supaya pengamal yang prihatin boleh menggunakannya apabila membina atau mengubahsuai institusi tinggi pendidikan dalam mahupun luar negara.
 
Integrated Education from the Qur’anic Perspective: Contributions of Mohammad Natsir
No full textThis study discusses Mohammad Natsir’s concept of integrated education from the Qur’anic perspective. Natsir was concerned with the need to develop the Muslim ummah in Indonesia through educational approaches. He disagreed with the system of Islamic education as represented within Islamic boarding schools known as pesantren, arguing that graduates from such institutions were not equipped with worldly knowledge to maintain their survival and contribute to the development of the ummah in the real world. He equally criticized graduates of Western education for being highly motivated by material interests. The purpose of education, according to Natsir, cannot be separated from the mission of life in this world: that is to promote justice and to eradicate evil practices in the community. Natsir disagreed with the division of knowledge into Eastern and the Western, asserting that both realms of knowledge belong to God. The study attempts to discuss the relevance of his educational thought today as a contribution to the concept of Islamization of knowledge.
Abstrak:
Kajian ini membincangkan konsep pendidikan bersepadu hasil pemikiran Mohammad Natsir dari perspektif Al-Quran. Natsir amat prihatin tentang keperluan untuk membangunkan umat Islam di Indonesia melalui pendekatan pendidikan. Beliau tidak bersetuju dengan sistem pendidikan Islam yang diwakili oleh sekolah berasrama penuh Islam yang dikenali sebagai pesantren, dengan alasan bahawa graduan dari institusi sedemikian tidak dilengkapi dengan pengetahuan duniawi untuk mengekalkan survival mereka dan menyumbang kepada pembangunan ummah di dunia sebenar. Beliau turut mengkritik graduan pendidikan Barat yang bermotivasi kerana kepentingan material. Tujuan pendidikan menurut Natsir, tidak dapat dipisahkan daripada misi kehidupan di dunia ini: iaitu untuk menggalakkan keadilan dan membasmi amalan-amalan kejahatan dalam masyarakat. Natsir tidak bersetuju dengan pembahagian ilmu kepada Timur dan Barat, dan menegaskan bahawa kedua-dua alam ilmu kepunyaan Allah. Kajian ini cuba untuk membincangkan kerelevanan pemikiran pendidikan beliau sebagai sumbangan kepada konsep pengislaman ilmu
The role of Integrated Islamic Education in Enhancing Access to Formal Education in Kenya
No full textMuslim children in Kenya attend several educational institutions including Qur’anic schools, Madrasa and secular public schools. Those who attend all the three tracks usually begin their lessons in Qur’anic schools at about 4.00 a.m. and move on to the secular public schools between 7.OO a.m. and 4.00 p.m. From the public secular schools, they again move on to Madrasa classes from 4.30 p.m. to about 6.00 p.m. Many of these children have ended up dropping out of either Madrasa or public secular schools due to the distances between these institutions and the curriculum overload involved. This state of affairs has meant that children are missing out either on Islamic education or on the free secular public education. In the last two decades, Kenya has witnessed a new type of institution that combines Islamic religious subjects and the public secular education curriculum. Though these schools are purely private initiatives requiring some form of fee payment, Muslims in Kenya have fully embraced them. This paper argues that the Islamic integrated schools can be an alternative avenue of education for Muslim children since they combine the best of both the Islamic and secular public systems. It traces Islamic education in the different historical epochs, beginning with the arrival of Islam on the shores of the East African coast to the present, with the establishment of the first integrated school in the mid 1990’s. The success of this type of schooling is attested to by the government’s adoption of integration in its 2012 Education Act, as one of the strategies for increasing access to education for Muslims and other minority groups. The paper draws upon field research carried out between April and July 2012 in Garissa County. The study utilized interviews, observation and document reviews to gather data on the popularity of this type of schooling and the challenges they face in combining two different curricula under one roof.
Abstrak:
Kanak-kanak Islam di Kenya menghadiri beberapa institusi pendidikan termasuk sekolah-sekolah Al-Quran, Madrasah dan sekolah-sekolah awam yang sekular. Mereka yang menghadiri kesemua institusi ini biasanya memulakan pelajaran mereka di sekolah Al-Quran pada kira-kira jam 4.00 pagi dan bergerak ke sekolah sekular awam jam 7.00 pagi hingga 4.00 petang. Dari sekolah sekular awam, mereka berpindah pula ke kelas Madrasah dari 4.30 petang hingga kira-kira 6.00 petang. Ramai di antara kanak-kanak ini akhirnya tercicir daripada Madrasah atau sekolah awam yang sekular disebabkan jauhnya jarak di antara institusi-institusi ini dan kurikulum yang terlalu sarat. Keadaan ini bermakna bahawa kanak-kanak akan kehilangan salah satu pendidikan Islam atau pendidikan awam sekular yang percuma. Dalam dua dekad yang lalu, Kenya telah menyaksikan sejenis institusi baru yang menggabungkan mata pelajaran agama Islam dan kurikulum pendidikan sekular awam. Walaupun sekolah ini adalah inisiatif peribadi yang memerlukan beberapa bentuk pembayaran yuran, umat Islam di Kenya telah menerimanya dengan sepenuh hati. Kertas ini berhujah bahawa sekolah-sekolah bersepadu Islam boleh menjadi satu saluran alternatif pendidikan untuk kanak-kanak Islam kerana mereka menggabungkan yang terbaik daripada kedua-dua sistem Islam dan sekular. Ia menjejaki perkembangan pendidikan Islam di era sejarah yang berbeza, bermula dengan ketibaan Islam di pinggir pantai sebelah Timur Afrika, dengan penubuhan sekolah bersepadu yang pertama di pertengahan tahun 1990an. Kejayaan sekolah jenis ini telah diakui oleh kerajaan yang menggunapakai integrasi dalam Akta Pendidikan 2012, sebagai salah satu strategi bagi meningkatkan akses kepada pendidikan di kalangan umat Islam dan kumpulan minoriti yang lain. Kajian yang berasaskan kajian di lapangan ini telah dijalankan antara April dan Julai 2012 di Garissa County. Kajian ini telah menggunakan temu bual, pemerhatian dan analisis dokumen untuk mengumpul data tentang populariti persekolahan jenis ini dan cabaran-cabaran yang dihadapi dalam menggabungkan dua kurikulum yang berbeza di bawah satu bumbung.