The soft skills module that was introduced in 2006 is aimed to prepare graduates with a holistic quality for industrial or labour market needs. As a result, the lecturers are required to integrate the element of soft skills in their respective teaching. However, reports on the application of soft skills in teaching identified the element of professional ethical and moral values (NEMPs) was the least emphasis element for a lecturer. Lack of skills to apply these values, time constraints in completing the course syllabus and absence of referral documents are identified factors that caused the problems. Thus, this study explores the beliefs of six selected lecturers on their ethics and professional moral values in teaching practice. The research data was obtained through semi-structured interviews and analysed using Atlas.ti to obtain key themes which then could be used as a guide in implementing the application of ethical and moral values in teaching. Keywords: Ethics, Values education, Soft skills, Teaching, Moral values.
This research seeks teacher's perspective by employing the ADDIE framework to develop preschool Hikmah pedagogy module, specifically analysis, development, design, application and evaluation stages. This study described the first stage of the ADDIE framework, which is the needs analysis stage. The needs analysis included seven school teachers, and a semistructured interview was conducted. The completion of the interview discovered that there were four themes needed in the development of this Hikmah pedagogy module, particularly reading, oral questioning, stimulus material, storytelling and one problem face by teachers such as class control. Therefore, this study had implications for preschool children in improving Higher order thinking skills and improving soft skills.
Islam teaches its adherents to practice the noblest forms of ethics and morality called Akhlak. Akhlak or Islamic ethics and morality provide peace in human life, whether to an individual or the community and portray the image of Islam as a religion of mercy for all. However, in the context of UiTM students where Malay Muslims are the majority, the rise in problems related to unethical behaviors among them poses an important question, what do the Malay Muslims in Malaysia understand about being a Muslim? What are their beliefs about the purpose of professing the Islamic faith? By taking a group of UiTM students who are largely composed of Malay Muslims, this study analyses their level of belief regarding the purpose of religion. A total of 1313 students from all UiTM branches in Peninsular Malaysia were selected as respondents through the group strata sampling technique. Data from the questionnaire were analyzed using SPSS (Version 12.0). Frequencies, percentages, and means were reported for each sub-construct. The study concludes that students’ belief about the purpose of religion is still tied to aspects of cultural, ritual and customs. Hence, the inculcation of students’ belief in religion should be reinforced by the understanding of the basic essentials of Islam and the Unity of God (Tawhid) so that students recognise and acknowledges with certainty that the purpose of religion is to accomplish the goal of creation and to realise the original covenant entered with Allah SWT in the day of alastu. Belief in the purpose of religion should be linked to the goals of creation and to the covenant made.
The outbreak of Covid 19 requires students to learn online including for Islamic education courses. This paper aims to investigate students' motivation to learn Islamic education online. The research was conducted in January 2022 in three branches of one higher learning institution in Malaysia. The research used a quantitative approach to explore motivational beliefs and learning strategies for Islamic education amongst students. A sample of 139 students was purposively selected to answer a survey that was adapted from Pintrich & Ge Groot. The instrument contained three main sections which were a demographic profile, motivational beliefs and learning strategies. The motivational beliefs included self-efficacy, intrinsic values and test anxiety while learning strategies included cognitive strategy and selfregulation. The result indicated that the level of motivational beliefs was moderately high and most of the students used cognitive strategies in their learning. Intrinsic value was a key feature that shapes students' motivation in learning Islamic education online. This study suggests that lecturers can help to improve students' motivational beliefs and learning strategies by giving students challenging assignments. Lecturers also have to consistently motivate students to relate their learning process with the responsibility of a servant and Caliph of God to stimulate and strengthen students' intrinsic values.
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