O-JIE: Online Journal of Islamic Education

LEVEL OF PRACTICING THE ALTERNATIVE ASSESSMENT METHODS IN ISLAMIC EDUCATION AMONG HIGH SCHOOL STUDENTS IN THE EMIRATES OF ABU DHABI

Nabeeh Kasasbeh — 2024-05-27

The study aimed to identify the level of practicing the alternative assessment methods in Islamic education among the high school students in the Emirate of Abu Dhabi. The study sample consisted of (385) students from high school students in Al Ain city, the researcher used the descriptive survey to achieve the goals of the study, he also, prepared a questionnaire for the alternative assessment, and it was validated. In addition, a set of results were reached and the most important of them was: that; the level of practicing the alternative assessment methods in Islamic education among high school students in the Emirate of Abu Dhabi was high. Moreover, the results showed that there are no statistically significant differences that attribute the sex and the grade variables in the use of the alternative assessment methods from their students’ perspectives. Finally, a number of appropriate recommendations will be made.

THE SPEECH ACT OF CHALLENGE IN THE GLORIOUS QURAN

Hekmat Abed Daifallah Khazaleh — 2024-05-27

The current study aims at unveiling the speech act of challenge in the Glorious Quran. As such, the study identified different forms of Quranic verses that are employed to indicate challenge and analyzed them within the framework of Speech Act Theory. The analysis depends on the relationship between interlocutors, the situational context and the linguistic vehicles that bear the intended meaning. Furthermore, the direction of fit and the felicity conditions are elaborated to present a comprehensive analysis of the texts selected. Findings show that challenge can be categorized as a directive speech act based on the illocutionary act regardless of the structural form as the speaker wants the hearer to do a specific act in the future. However, it can be categorized under behabitives as the speaker expresses his attitude toward the hearer. Imperative, negative-imperative, interrogative, and predicative statements are employed to coin the function of challenge. Consequently, the study explores direct speech acts of challenge and indirect speech acts that are explicitly and implicitly coined.

METHOD OF TEACHING OF ISLAMIC STUDY SUBJECT AT AN INTERNATIONAL ISLAMIC SECONDARY SCHOOL

Musah Alhassan Musah — 2024-05-27

There exists a prevailing perception that Islamic studies teachers predominantly rely on traditional teaching methodologies, such as memorization, drilling, and rote learning, despite the evident need for modern and effective teaching practices that cater to the diverse needs of contemporary students studying Islamic studies. The objective of Islamic studies education should be to cultivate well-rounded Muslims who excel intellectually, emotionally, and physically. Consequently, it is imperative that the instructional methods employed by Islamic studies teachers align with this goal.
This study aimed to elucidate students' perspectives on the teaching strategies employed by their Islamic studies instructors at the International Islamic School Malaysia (IISM). Data were collected through a survey conducted at IISM, utilizing a quantitative research methodology. The sample comprised 196 students from various academic levels and ethnic backgrounds. The findings of the study unveil that Islamic studies teachers adopt a blend of traditional and modern teaching approaches in delivering Islamic subjects. In light of these findings, it is recommended to provide training for Islamic studies teachers on Constructivist and Humanistic teaching approaches. Additionally, efforts should be made to heighten awareness among Islamic studies teachers regarding these approaches, with an emphasis on integrating all three teaching methodologies for teaching Islamic studies effectively. Furthermore, initiatives to develop and disseminate instructional materials and guidelines aimed at enhancing the teaching styles of Islamic studies teachers are warranted.

KEPERLUAN PEMBANGUNAN DAN KEBOLEHGUNAAN MODEL PEDAGOGI TERBEZA (MPTQR) DALAM KALANGAN GURU PENDIDIKAN ISLAM DI MALAYSIA

Zurina Mustaffa — 2024-05-27

Various teaching approaches have been adopted by teachers nowadays. However, the circulation and current educational needs have encouraged today's teachers to diversify teaching methods to meet the needs of students. In fact, the need for methodological diversity is very necessary when students are in a mixed class and there is no longer class segregation into smart, average, and weak classes. As a result, the Malaysian Ministry of Education has developed a new teaching approach to meet the diversity of students, which is the Differentiated Pedagogy approach. Therefore, the researcher has taken the initiative by developing a Differentiated Pedagogy Model (MPTQr) to be used by Islamic Education teachers as a guide in teaching and learning. The purpose of this study is to determine the level of development needed for the Differentiated Pedagogy Model (MPTQr) among Islamic Education teachers and to see its applicability among teachers. The researcher used a quantitative method involving a set of inventory questionnaires given to 361 teachers in the Southern Zone of Malaysia. This questionnaire has been modified and obtained a validity and reliability value with a Cronbach alpha value of 0.90. The researcher also used a qualitative method involving semi-structured interviews with five Islamic Education teachers. The interview protocol used has also been validated by four language, content, and methodology experts. The findings of the study show that there is a high need for the development of a Differentiated Pedagogy Model (MPTQr) and the interview findings from five teachers also show that this Pedagogy Model can be used in teaching and learning in the classroom. The implications of the study show that a Differentiated Pedagogy Model (MPTQr) needs to be developed, and the results of using this model show that teachers can help smart, average, and weak students learn together in the classroom. Accordingly, this study is very beneficial to the Malaysian Ministry of Education, the State Department of Education, and the District Education Office. In addition, this model also has a great impact on stakeholders such as Lecturers at Teacher Education Institutes, Principals, Headmasters, facilitators, teachers, and students because it can be used as a guideline in the implementation of Differentiated Pedagogy.

KAJIAN PENTAKSIRAN BILIK DARJAH DALAM KALANGAN GURU BAHASA ARAB: SATU TINJAUAN SISTEMATIK

Norazida Ibrahim — 2024-05-27

The changing paradigm of educational assessment systems necessitates adjustments in teaching and learning processes by educators. Teachers should improve their assessment skills to accurately evaluate their students. Research on classroom assessment in Malaysia, specifically among Arabic language teachers, is currently limited and lacks exploration. This study aims to conduct a systematic literature review to analyze studies on classroom assessment in Malaysia, focusing specifically on Arabic language teachers. The data search was conducted using the PRISMA method, which involved searching selected electronic databases (MyJurnal, MyCite, and Google Scholar) for relevant literature published between 2017 and 2023. This study identified eight articles that met the initial criteria for literature screening which cover four key themes in relation to classroom assessment among Arabic language teachers. These themes are as follows (i) assessment planning, (ii) assessment management, (iii) assessment competence levels and (iv) the impact of classroom assessment practices. These findings underscore the existing research gaps in Malaysia's classroom assessment landscape, particularly within the local context. Furthermore, this synthesis offers insights for future research endeavors, serving as a valuable resource for scholars, educators, and policymakers alike. Further research is necessary due to the limitations of existing studies, which lack subject-specific investigations in the discipline being taught. This study highlights the significance of enhancing the comprehension and implementation of classroom assessment among Arabic language teachers, thereby contributing to the enhancement of the educational assessment system in Malaysia.