IIUM Journal of Educational Studies
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In-service Training and Character Development in Relation to Islamization Initiatives in Selected Islamic Integrated Schools in Selangor
Get PDFIntegrated Islamic schools in Malaysia and elsewhere face acute problems in acquiring and developing teachers who facilitate the Islamization of education process as well as holistic character development (tarbiyatul akhlaq) of children. The purpose of this study is to assess the relationship between in-service teacher training programs with elements of Islamization, the character development of teachers, and their self-efficacy as murrabis in private integrated Islamic schools in Selangor. The study administered surveys to 161 teachers in six (6) integrated Islamic schools in Selangor. Due to Covid-19 related challenges in obtaining respondents, convenience and snowball sampling techniques were utilized. The study employed correlation analysis utilizing SPSS v21 statistical software to answer the research questions. A strong positive correlation was discovered between in-service training with Islamization elements and character development of teachers as well as with teachers’ self-efficacy as a murabbi. The value of this research lies in underscoring the importance and development of in-service training in empowering the teacher to Islamize acquired knowledge subjects as well as in empowering them to be effective murabbis. It provides a basis for future research, especially in the Malaysian context, on teacher performance as a murabbi and its impact on students. It would also highlight to policymakers and educational administrators the need to develop a structured professional development program on Islamization of curriculum and the development of murabbis
The effect of motivation on the problems of learning the Arabic language among students of the Languages Center at the International Islamic University in Malaysia
Get PDFمعرفة المشكلة تمثل جزءا كبيرا من الحل؛ ولذا يجب أن يعرف معلم اللغة التحديات التي تواجه الطلاب في تعلم اللغة، سواء أكانت تلك التحديات متعلقة بتدريس اللغة أم متعلقة بمواقف التعلم، وسواء أكانت تلك التحديات متعلقة بقضايا الطلاب أم متعلقة بالـمعلمين أنفسهم. وكذلك يحتاج الطلاب أن يعرفوا تلك المشكلات؛ لأننا لا نستطيع أن نخرج من هذا الـمأزق إلا بالوقوف على مشكلاته. والطلاب الماليزون يرغبون في تعلم اللغة العربية لأسباب مختلفة، بيد أن الحافز الرئيس لدى الطالب الماليزي وهو عدم وجود خيار آخر؛ لأن اللغة العربية تستخدم في العبادات، وهي شبه مفروضة على الطلاب في المدارس الحكومية والدينية؛ ولذلك ظهر العديد من المشكلات في تعلم اللغة العربية بالمدارس الماليزية، بالإضافة إلى أن الطلاب يواجهون تحديا في فهم قواعد اللغة، نـحوية كانت أو صرفية؛ فوقع في قلوب الطلاب أن اللغة العربية صعبة ويمثل تعملها عبئا كبيرا على طلاب المدارس الماليزية؛ وقد يكون السبب الأكبر في الشعور بالصعوبة هو البيئة؛ فاللغة العربية ليست منتشرة انتشارا كبيرا أو حيًّا في البيئة الماليزية، إذ إنها قابعة داخل جدران المدارس والجامعات فقط، ولا وجود لها في واقع الحياة العامة. والمعلم جزء لا يتجزأ من مشكلة اللغة العربية بماليزيا؛ إذ معظم المعلمين غير مؤهلين تأهيلا مناسبا. ولا شك أن مستوى الحافز لدى الطلاب يؤثر تأثيرا كبيرا في حل مشكلات تعلم اللغة العربية؛ ولذا جاءت هذه الدراسة لإظهار أثر الحافز في مشكلات تعلم اللغة العربية لدى طلاب مركز سلباد بالجامعة الإسلامية العالمية – ماليزيا. وقد اتخذ الباحثون من المنهج الكمي منهجا لهم في هذا البحث؛ لما يوفره المنهج الكمي من طريق منظمة لجمع البيانات وتحليلها ومن ثم استخلاص النتائج والتي ستساعد الباحثين في التعرف على المشكلات التي تواجه الطلاب بمركز سلباد بالجامعة الإسلامية العالمية بماليزيا وأثر الحافز في تلك المشكلات. وقد قام الباحثون ببناء الاستبانة وتوزيعها على أربعة وتسعين طالبا من طلاب اللغة العربية بمركز سلباد بالجامعة الإسلامية العالمية بماليزيا من أجل التعرف على المشكلات التي تواجههم، ثم تحليل البيانات تحليلا إحصائيا للوصول إلى نتائج دقيقة يمكن تعميمها؛ ومن ثم دراسة أثر الحافز فيها.Understanding challenges in language learning is a crucial step towards finding its solutions. Language educators must be cognizant of the hurdles faced by students in learning a language, whether related to instructional methods, learning environments, student issues, or teacher qualifications. Malaysian students particularly, face numerous challenges in learning Arabic language, primarily due to its emphasis on religious practices and mandatory inclusion in government and religious schools. Hence, this study shed light on the challenges encountered by Arabic language's students at the Language Center at the International Islamic University in Malaysia, investigating the significant role of motivation. The researchers adopted the survey research design, utilizing a structured questionnaire distributed to ninety-four students who are taking Arabic language courses. Statistical data analysis was then employed to identify prevalent issues, followed by an examination of the impact of motivation on these challenges. The study revealed that students perceived Arabic as difficult and burdensome, particularly in its syntax and morphology, compounded by its limited use outside educational institutions. The qualification gap among teachers exacerbates the situation. Undoubtedly, student motivation plays a pivotal role in addressing Arabic language learning challenges. The findings contribute valuable insights for educators and policymakers, guiding their efforts in enhancing the Arabic language learning experience in Malaysian educational institutions, particularly at the International Islamic University Malaysia Language Center
Transnational Education Programme Leadership in Four Business Schools in Malaysia
Get PDFA general understanding among colleagues working at private higher education institutions in Malaysia is that homegrown programmes are led differently from Transnational Education (TNE) programmes. It is generally accepted that TNE programmes have a more vibrant culture of distributed leadership, as the leadership style mirrors the practice in the home universities. The mixed method study investigated the phenomenon by comparing the prevalence of distributed leadership in four private universities offering homegrown and TNE business programmes using the Edvantia Shared Leadership Continuum. The finding showed that distributed leadership practice was considerably lower in the TNE than in the homegrown programmes in all four universities. Leaders in all four universities were less inclined to practice distributed leadership as there were greater reputational and financial risks in TNE programmes. As a result, a higher level of oversight is required to maintain good relationships, successful partnerships, and profitability
Challenges Facing Somali Islamic Education Teachers in Implementing 21st Century Teaching Approaches
Get PDFThis article reports on the results of a census survey that explored what Somali secondary school teachers perceived to be the challenges hampering their use of 21st-century teaching approaches in the Islamic Education subject. The survey also examined if the perceived challenges differed significantly by school type (i.e., public versus private) and teaching experience (i.e., extensive, moderate, and minimal). The implementation challenges were categorized into five types: school-related, teacher-related, student-related, subject-related, and approach-related. 200 Islamic Education teachers employed at 53 secondary schools in Hargeisa, the capital city of Somaliland, responded to a 35-item questionnaire adapted from Aldossari (2018). The data were analyzed using descriptive statistics, independent samples t-tests, and one-way ANOVAs. The results indicated that the most prevalent challenges were school-related obstacles (e.g., unsuitable classrooms and the lack of educational equipment), with the highest mean rating (M = 3.70). At the same time, teachers’ lack of experience and knowledge of 21st-century instructional approaches were the two most widely reported teacher-related obstacles. Private- and public-school teachers differed significantly in their perceptions of teacher-related, subject-related, and approach-related challenges. The ANOVA results suggested that teachers with the greatest amount of teaching experience (i.e., 11 years or more) tend to perceive significantly greater challenges in utilizing 21st-century instructional approaches in the classroom than did their less experienced colleagues. The findings of this study contribute to a clearer understanding of the magnitude of the challenges confronting Islamic Education teachers in Somali secondary schools. It is hoped that the findings can be used to raise the awareness of school leaders and stakeholders in Somaliland and beyond about the challenges facing Islamic Education
The New IFTaR Method of Basic Qur'an Reading for Beginners in Malaysia: A Case Study among Muslim Converts
Get PDFThe skill of reading the Qur'an and its understanding is obligatory and basic for every Muslim including Muslim converts. Three prevalent methods are used in teaching to read the Qur'an in Malaysia, namely, the Muqaddam, the Qiraati, and the Iqra'. The researchers analyzed the three methods in the literature and presented their pedagogical weaknesses. This study examined the Iqra’ Fast Track Rosnani (IFTaR) method of Qur’an reading for beginners by first explaining its theoretical and pedagogical framework and then explores its application among nine Muslim converts for a period of about two months. The study employed the qualitative research method using online in-depth semi-structured interviews via Google Meet and online open-ended written questionnaires via Google Form. The main research question was how do Muslim converts view IFTaR as a method to learn to read the Qur’an? The results of the study showed that the subjects favoured and viewed the IFTaR method positively, since it helped the Muslim converts to recognize hijaiyah letters easily. It was a better and faster method in learning to read Qur’an compared to the other methods which they used previously. They also recommended its use among new converts
Effects of Explicit Connected Speech Instruction on Libyan EFL Learners’ Perceptions of Listening Comprehension Problems in Speech Recognition, Parsing and Utilisation
Get PDFThis quasi-experimental study examined the effects of explicit connected speech instruction in reducing EFL learners’ listening comprehension problems associated with speech recognition, parsing and utilization. Sixty-two (N = 62) Libyan intermediate-level EFL learners, aged 19 to 21, served as the subjects. They were randomly assigned to either the treatment (n = 32) or control group (n = 30). The treatment subjects were exposed to explicit instruction on the features of connected speech for one term (i.e., 12 weeks). An adapted Listening Comprehension Processing Problems questionnaire was administered to both groups before and after the treatment in order to investigate the problems they encountered in comprehending connected speech. The questionnaire contained items measuring language comprehension difficulties in three categories, i.e., speech recognition, parsing, and utilisation. Following the 12-week intervention, the treatment group showed a significant improvement in their report of comprehension problems, while the control group remained constant or unchanged in their perception of the problems. The effect sizes of the differences between the treatment and control group were large, ranging between d = 1.14 (parsing) and d =1.19 (recognition). The findings highlight the necessity to teach connected speech recognition in the EFL curriculum to improve learners’ listening comprehension ability
Level One English Language Teachers’ Evaluation of the Quality and Suitability of the Super Minds CEFR Textbook for Local Use by Malaysian Pupils
No full textIn 2017, the Ministry of Education decided to use Super Minds (Student’s Book 1), an imported textbook published by Cambridge English in the UK, as the English Language textbook for Year 1 and Year 2 pupils in all public schools in Malaysia. The adoption of the book garnered much attention and debate as Malaysians presented opposing views regarding the necessity and usefulness of using an imported textbook rather than a local one. The ongoing debate prompted the researcher to conduct the present study a year after the book came into use, with the aim of evaluating the content, physical and overall quality of the Super Minds textbook. The respondents were 180 Level One primary school teachers who had been actively using the textbook in their English classes for at least a year prior to the study. The instrument was a self-developed rating scale with 25 items measuring the three quality constructs. It was converted into a Google Form and administered as an online survey via several social media platforms. The data were analyzed using exploratory factor analysis (EFA) and descriptive statistics. The EFA results supported the existence of content, physical and overall quality as three mutually exclusive constructs. Overall, the Level One English teachers rated the content quality and physical quality of Super Minds as average and good, while endorsing its overall quality to be moderate. A major contribution of the study is the production of a rating scale with relevant language learning criteria—such as practice activities, content relevance to the target audience, graphics, use of vocabulary and cultural appropriateness—for evaluating the quality of English language textbooks. For future research, the study recommends that Super Minds be assessed for usefulness and relevance to rural students and students from various ethnic groups
The Language Faculty between Acquisition and Learning: A Critical Review
Get PDFيلمس الخبراء والعاملون في مجال تعليم اللغات الأجنبية تلك الصعوبة التي يعانيها دارس اللغة الأجنبية، وتلك الصعوبات تقل وتكثر من دارس إلى دارس حسب اختلاف بيئة التعلم ودافعية الطالب. يقابل تلك الصعوبة ذلك الاكتساب السهل للغة الأولى؛ وهذا يضع بين أعيننا أمرا خطيرا وهو: بينما يكتسب الطفل لغة أمه في سهولة ويسر يواجه متعلم اللغة الأجنبية صعوبات كثيرة خلال رحلة تعلم اللغة الأجنبية؟ وهذه إشكالية تحتاج إلى بحث طويل، ونظرة متأنية، وهذا البحث محاولة لتوظيف آليات الاكتساب في عمليات التعلم في ضوء تجربة خاضها الباحث خلال سني خبرته في المعاهد الماليزية. ومن ثم يسعى هذا البحث إلى الوقوف على وجوه الاتفاق والاختلاف بين عملتي اكتساب اللغة وتعلمها؛ ولذا سوف يستقرئ الباحث الأدبيات المتعلقة بهاتين العمليتين، ومن ثم تحليل ما يراه من وجوه اتفاق واختلاف ودافعية وأسباب وطرق وإستراتيجيات؛ ومن ثم يبحث كيفية تحويل فصل اللغة الأجنبية من عملية تعلم اللغة إلى عملية اكتساب اللغة، ولا شك أن هذا التحويل سيكون نسبيا؛ يتوقف على مهارة المعلم وكفاءته، وعلى استعداد الطالب وقوة ذكائه. وسوف يفيد هذا البحث كل المعلمين ويوجههم وكذلك الطلاب. وهذا يقتضي أن يكون المنهج النقدي منهجا غالبا على هذا البحث.Experts and practitioners in the field of teaching foreign languages see the difficulty experienced by the learner of the foreign language. These difficulties are different from one learner to another according to the difference in the learning environment and the motivation of the learner. On the opposite of that, the easy acquisition of the first language raises a serious issue that while the child acquires his mother language easily and smoothly, the foreign language learner faces many difficulties during the journey of learning the foreign language. This issue requires proper research, especially in the field of teaching Arabic to non-native speakers. This research attempts to employ the mechanisms of language acquisition in the learning processes considering the considerable experience of the researcher as a language educator in various educational institutes. Hence, this research seeks to identify the aspects of agreement and difference between language acquisition and learning and employ language acquisition strategies in language teaching classes. The researcher explores the literature related to these two processes, then analyzes the aspects of the agreement, disagreement, motivation, reasons, methods, and strategies. He examines how to transform the foreign language class from the process of language learning to the process of language acquisition. There is no doubt that this depends on the teacher's skills and competence and the learners' readiness, strength, and intelligence. Also, there is no doubt that motivation has a great impact on the success of the language learning and acquisition process. Therefore, the research in the field of teaching foreign languages should be concerned with studying the cognitive, affective, cultural, and social variables, rather than attributing failure to innate aspects. The research benefits program developers in building curricula, teachers in preparing their lessons and educational plans, and curriculum developers as well
Why Go to University? Exploring the Purpose of Attaining Higher Education among First-Born Students from B40 and M40 Malay Families
Get PDFIn recent years, conversations surrounding the purposes of higher education have been influenced by national policy discourse that is framed in relation to economic contexts. The preoccupation with labour market interests and employability issues continue to dominate the discussion on the purpose of higher education. This presents specific discursive constructions of what it means to attain higher education qualifications, and more broadly, in orienting the provision of higher education itself. While such views generate mixed response among different institutional stakeholders, the perspectives of young people who wish to pursue a university education are rarely considered in the discourse. This article aims to highlight the reasons behind young people’s aspirations to further their studies at the university level. Data were drawn from a series of semi-structured interviews with a purposive sample of fourteen first-born matriculation and foundation students from B40 and M40 Malay families. The findings demonstrate that intrinsic reasons were expressed alongside extrinsic, economic rationales as the students explained their motives to pursue higher education. While differences in the articulation of these reasons may not be sharply evident when comparison of socio-economic and generational status of the students is made, the notion of social mobility is relatively absent in the students’ accounts. Altogether, these findings illuminate the multiple views on the personal motives of attaining higher education, both corresponding to and in contrast with the instrumentalist view of higher education replete in contemporary state-projected discourse