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 purpose of this study was to examine the process of embedding values implemented by excellent teachers in teaching Islamic education in the multi-cultural society. Design/methodology/approach This study was a qualitative study, which used a combination of in-depth interviews, observation and document analysis for data collection. Using a purposive sampling technique, seven excellent Islamic education teachers were selected. The data were analysed using Atlas.ti 7.1.7. Findings The findings of the study show the process of embedding values among excellent teachers include the following aspects: teachers take into consideration the various differences among individuals in their classes, especially of learners’ names and family backgrounds, humour elements, praising of students, lectures, repetition practical areas, problem-solving and question and answer sessions. A variety of methods are used in the process of embedding values including two-way interactions between teachers and students. Teaching happens in stages that link to the cognitive level of the students and these learning environments allow the values to be exposed, taught and personally experienced by the students. Practical implications This study shows that teachers should use various types of teaching methods, i.e. light-hearted element, praising students, lectures, repetition, practical areas, problem-solving and question and answer sessions, to embed values during the lessons of Islamic education. Interaction between students and teachers takes place and creates a transformative process of knowledge and allowing the positive values to be taught effectively. They start to learn and appreciate the values of others and also be able to practice them in their daily lives. The students were exposed to the diversity of culture and various types of background of their friends. The awareness of the teachers in creating a learning environment that is sensitive to all students is very important. Thus, these methods should be taken into consideration by teachers to teach values and should be exposed during teacher training so they are able to implement them in the classroom. Originality/value This paper explores and describes methods of embedding of values used by excellent Islamic education teachers in the lessons of Islamic education. There are very few studies conducted in this area and this qualitative study is focussed on how values are thought in the lessons of Islamic education. These findings can be used by educators to improve the quality of the lessons based on most effective teaching methods used by the teachers in the lessons of Islamic education.
The role of Islamic education teacher (IET) as society change agent (SCA) requires a strong internal motivation factor. It begins with confidence in self-ability i.e. self-efficacy (SE) in implementing the trust given to them. This study aims to assess the relationship between SE ITE in Malaysia with the role of SCA in society. This quantitative study has involved 1382 IETs in Malaysia. The sampling technique used was cluster sampling and based on random sample selection. The findings show that the SE level of ITE is at high level. But the role of IET as SCA is at less satisfactory level. Furthermore, SE has been identified to have a significant relationship with IET’s role as SCA but was at weak level. The implication is, the study finds that the focus should be on restoring ITE’s mindset about the community’s work and developing the ummah, as well as the 21st century teaching and learning (T&L) skills. In fact, IET needs to be given practical exposure to engage in society through NGOs, surau, mosques, da’wah organization and government agencies.
The advancement of technology has provided innovation in teaching and learning particularly at the Higher Learning Institutions. This article aims to identify the relationship between Islamic Education lecturers’ attitudes towards the application and knowledge of multimedia in teaching. This study is in the form of a survey conducted to obtain quantitative data. The data collected can explain the level of multimedia usage, the level of multimedia knowledge, and lecturers’ attitudes in the application of multimedia via a questionnaire which uses the stratified random sampling method. The sample consists of 250 out of 1709 Islamic Education lecturers at the Higher Learning Institutions in West Sumatra who serve in the universities, institutes and high schools. The results showed that the level of application of multimedia among lecturers was still at a moderate level while the level of multimedia knowledge was high and lecturers’ attitudes showed a high mean score. For these reasons, training and courses related to multimedia teaching must be increased and taken into account by the responsible parties
The role of Islamic education teacher (IET) as society change agent (SCA) requires a strong internal motivation factor. It begins with confidence in self-ability, which is selfefficacy (SE) in implementing the trust given to them. In addition, goal orientation (GO) is also important in ensuring that the effort is successful. The study aims to assess the relationship between SE and GO of IET in Malaysia with the role of SCA in society. This study aims to assess the relationship between SE ITE in Malaysia with the role of SCA in society. This quantitative study has involved 1382 IETs in Malaysia. The sampling technique used was cluster sampling and based on random sample selection. The findings show that the SE level of ITE is at high level. Same goes to the GO, the perception of IET toward their GO is in good level. But the role of IET as SCA is at less satisfactory level. Furthermore, SE and GO have been identified to have significant correlation with IET's role as SCA but was at low and weak level. The implication is, the study finds that the focus should be on restoring IET's mindset about the community's work and developing the ummah, as well as the 21st century teaching and learning (T&L) skills. In fact, IET needs to be given practical exposure to engage in society through NGOs, surau, mosques, da'wah organization and government agencies.
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