The element of higher order thinking skills (HOTs) in Islamic Education is important in contributing to the effectiveness of teaching and facilitation (PdPc) to students' appreciation of knowledge. Meanwhile, the teacher as the main implementing agent in applying HOTs elements. Therefore, this study aims to identify the elements that contribute to HOTs in the Teaching of Islamic Education Teachers. This study is a descriptive study using systematic literature review (SLR) method of qualitative. The main source of this study is through highlights of previous work obtained from the Google Scholar online database analyzed based on Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA). The findings of the study show that the factors that affect the teaching of Islamic education is able to build HOTs is attitude, readiness, knowledge, skills and formulate. These findings are important to the field of education in Malaysia whether teachers, administrators, State Education Department, Ministry of Education Malaysia (MOE) in evaluating the HOTs curriculum from time to time, especially in the field of Islamic education
The post-globalization world is witnessing the rapid development of technology. Revolution of industry 4.0 that hit the world encourages the use of various technologies and gadgets by all sectors or industries including education. Education system all around the globe excited to implement new technologies with the aims of enhancing students' focus, interest and comprehension throughout the teaching and learning sessions. Recently, the Augmented Reality (AR) technology attracts more intention and increasingly mastered by the educators to use the technology during teaching and learning sessions. AR innovation optimized the sophistication of social medias as an effective teaching medium. The use of this technology indicates great potential to produce more creative, innovative and competitive generation.
The purpose of this paper is to investigate the role of teachers in embedding Islamic values and ethics in education. The rationale of this study is by understanding how Islamic Education teachers should play their roles in embedding Islamic values and ethics, could perhaps contribute to better ways of students’ behavior development. In this regard, the study has focused on exploring how the roles of Islamic Education teachers, and the challenges that affect the teachers in promoting Islamic values and ethics in education. The study used a library research design. The data were collected from research articles published in either international or national accredited journals. The research findings show although the elements of Islamic values and ethics seem to be discussed in Islamic Education, students show low Islamic values and ethics in their behavior. The study recommends several approaches to improve the teaching of Islamic values and ethics in schools which include training for teachers to improve the methodology of teaching and providing teaching and learning facilities. It is also suggested that an open discussion is conducted between parents, teachers, students, policymakers, and religious leaders to develop a guideline on what should be included in the syllabus and how to cultivate Islamic values and ethics in education effectively.
Keywords: Role Of Teacher, Islamic Values, Ethics
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