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Al-Quran is the revelation to Prophet Muhammad (PBUH) started with the word "Iqra''. Prophet (PBUH) had implemented five principles of al-Quran teaching and learning which his companions

The teaching of akhlāq (moral values) in Islamic Education lessons is one of the important aspects in the Integrated Curriculum for Secondary Schools in Malaysia. Its purpose is to develop the potential of the individual in a holistic, balanced and integrated manner, encompassing the intellectual, spiritual, emotional and physical aspects in order to create a balanced and harmonious human being with high moral standards. The aim of this article is to examine teachers' perceptions of the teaching of akhlāq at secondary school level. Data were collected from 22 respondents about the process of teaching and learning akhlāq, the school environment and the internal and external factors that might influence the students' akhlāq. The study found that most of the Islamic Education teachers interviewed were satisfied with the process of teaching and learning akhlāq in their schools. Despite a few weaknesses in terms of implementation, they believed that school activities, religious activities and school regulations at their schools gave positive and significant contributions to the development of students' akhlāq. It was also found that peers, negative attitudes among some teachers, parents and local communities, the mass media, entertainment centres and the demands of jobs had negative influences on the students' akhlāq.

This study aims to identify the readiness of teachers to use mobile phones for the purpose of teaching preparation. The study also reviewed the level of teachers' satisfaction when using the mobile technology applications developed for the purpose of teaching and learning in the classroom. This study used the mix method to collect data. A total of 31 teachers were involved in answering the questionnaire and seven teachers were interviewed to obtain supportive data. The findings show that the use of applications on mobile phones can help teachers smoothen the lesson preparation. In addition, the use of mobile technology also gives satisfaction to the teachers in enhancing their knowledge in the field of teaching. However, the technical aspects are still a priority and influence the usability aspects of an educational application. The study also revealed that the end users' age factor is important because it affects the frequency and usage of mobile technology in developing their skills. In conclusion, the use of mobile technology among teachers is appropriate and facilitates the teaching activities.

Iklim sekolah yang kondusif merupakan salah satu faktor luaran yang berupaya memberi kesan terhadap kualiti pengajaran guru. Namun, realiti dunia pendidikan kini sedang menghadapi cabaran dalam aspek penyediaan iklim sekolah yang kondusif. Kajian ini dilakukan bagi mengenal pasti tahap iklim sekolah, tahap pelaksanaan pengajaran guru berpandukan pedagogi produktif serta hubungan antara iklim sekolah dengan pelaksanaan pengajaran guru berpandukan pedagogi produktif. Kajian berbentuk kajian tinjauan ini melibatkan seramai 454 orang GPI telah terpilih sebagai sampel kajian menggunakan teknik pensampelan rawak berstrata berkadar. Data kajian dikumpul melalui set borang soal selidik dan dianalisis secara deskriptif dan inferensi menggunakan perisian Statistical Package for Social Science (SPSS) versi 26.0. Secara keseluruhannya, tahap iklim sekolah dilaporkan berada pada tahap tinggi (min = 4.05) dengan dimensi rakan sejawat memperoleh skor min yang paling tinggi (min=4.41). Tahap pelaksanaan pengajaran GPI berpandukan pedagogi produktif juga berada pada tahap tinggi (min = 4.25) dengan dimensi pengiktirafan perbezaan memperoleh skor min yang paling tinggi (min=4.38). Keputusan ujian korelasi Pearson mendapati wujudnya hubungan yang signifikan positif antara iklim sekolah dengan pelaksanaan pengajaran GPI berpandukan pedagogi produktif dengan kekuatan sederhana (r=0.480, p < 0.05). Kajian ini memberi implikasi bahawa GPI wajar mempertingkatkan kualiti pengajaran dari masa ke semasa seperti menggunakan pendekatan pedagogi produktif. Kajian ini juga memberi implikasi kepada pentadbir sekolah agar memastikan iklim sekolah kekal kondusif demi keselesaan guru menjalankan tugas pengajaran seperti menyelenggara sumber sekolah secara konsisten. Hal ini adalah bertepatan dengan dasar pendidikan negara Malaysia untuk meningkatkan kecekapan penyediaan infrastruktur asas di semua sekolah.

This research aimed to identify the influence of two learning models and learning reliance on students' scientific literacy. The method used was the treatment by 2 x 2 level. The participants were 36 students from the Department of Biology Education who were grouped into two categories based on the reliance questionnaire score, i.e., categories of high and low. The data were collected through scientific literacy tests, data analysis using two-path ANOVA formula followed by the Tukey test. The results showed that there was an influence on the interactions between the learning models and learning reliance on students' scientific literacy seen from the ANOVA test results which obtained F = 29.88, α = 0.05. The Tukey test analysis identified; (1) Scientific literacy of college students who used the Science, Technology, Society (STS) model was higher than those who adopted the Problem-Based Learning (PBL) Model with Q = 4,74 at α = 0.05; (2) The scientific literacy of students having high learning reliance using the STS learning model was better than those applying the PBL with Q = 11,78 at α = 0.05; (3) The scientific literacy of students having low learning reliance using the STS learning model was lower than those using the PBL with Q=5.07 at α = 0.05. It concluded that the STS learning model could improve the students' scientific literacy. In other words, the STS learning was more useful for the high reliance students than those with low reliance.

An Islamic Education Excellent Teacher's (IEET) expertise can be assessed through his teaching techniques. An IEET usually possesses strong Pedagogical Content Knowledge. This study was carried out to investigate an IEET's interest and knowledge of pedagogical content in teaching Islamic Education Religious Practices subject. This study used a qualitative approach to the framework of the case study. The subject of the study is a DG 44 graded IEET with 10 years' experience in teaching Islamic Education. The findings show that the IEET applied all three approaches: student-centered, teacher-centered, and resource/material-centered, but mainly applied the student-centered approach. These findings are in accordance with the features of religious teaching which emphasizes on practice and on the practical aspect. In conclusion, the teaching of the IEET utilizes various teaching approaches, methods and techniques in planning the effective teaching of religious practices.

Purpose – The study aims to investigate the students' perceptions on the teaching of Islamic education in the Malaysian secondary schools. The study will also look into the students' attitudes based on their personal self-evaluation as well as to examine the relationship between these two variables. Design/methodology/approach – The study employs quantitative and survey research design. The instrument used for data collection was a questionnaire which is distributed to samples that were randomly selected in representing the selected population among students of Malaysian secondary schools. The instrument used is a modification of instrument developed by Ab Halim et al., Ahmad Munawar and dan Azhar. The pilot study done shows a high reliability of 0.924 for the assessment of Islamic education teachings and 0.869 for the aspect of Islamic attitudes. 3,262 Form 4 and 6 students from selected schools in Malaysia participated in the study. The data were analyzed to display the frequency, percentage, mean, standard deviation and Pearson's correlation. Findings – The study revealed a high level of mean on the aspect of students' evaluation on the teaching of Islamic education at their schools. It was also found that the level of students' attitudes was also high, i.e. 4.26. There was a significant relation between the students' perceptions on the teaching of Islamic education and their attitudes (r=0.740, p=0.000). Practical implications – The implementation of teaching and learning strategies and new approaches are some of important elements in the teaching and learning process of Islamic education. This study shows that the lesson of Islamic education has significant and strong relationship with the students' attitudes in their daily lives. Since the students felt that the lesson of Islamic education was important for them, teachers should improve the lesson on Islamic education by using different types of teaching methods, technique application and motivational approaches. The teaching of Islamic education should not only focus on theoretical aspects but must also emphasize on practical implementation of Islamic knowledge. Originality/value – This paper describes the religious teaching and learning in schools which has significant relationship with the students' daily attitudes. A new area of research can be conducted to explore the most important factors of teaching and learning that contribute to the students' attitudes development. These findings can also be used by educators to improve the quality of the lessons based on the students' evaluation.