Developing Model for Integrating Quranic Verses with Acquired Knowledge: an Inquiry-Based Learning Approach

Integrating Quranic verses with acquired knowledge is necessary, along with knowledge and technology development. This helps in understanding the Quranic verses that are relevant to those fields and further exploring the contents of the Quran more broadly. However, the form of integration of the Quran with aqli knowledge and the conditions for such integration based on the expert agreement have not been highlighted. This study aims to design and develop the integration of Quranic verses with acquired knowledge form and its condition based on the discipline of Quranic exegesis. The study used the three-phase Design and Development Research (DDR) approach, and this paper only discussed the second phase, design and development. The form of the integration and its condition was designed based on the literature review and Focus Group Discussion (FGD) by seven (7) experts in the related field of study. Then, the Fuzzy Delphi Method (FDM) was used to develop the form and condition. Twelve (12) experts in Quranic exegesis have participated in FDM. Experts’ consensus has been obtained in developing the forms for integrating Quranic verses with acquired knowledge and its conditions. The forms involve eleven items: Discussion of Concept, Discussion of the Quranic Approach, Explanation of function, Explanation of feature, Explanation of process, Explanation of cause and effect, Rational explanation of aspects of language, Explanation of Islamic legislation’s wisdom, Explanation of historiography and geography of the stories in the Quran, Inspirational Innovation by the Quran, Translational Technology from the Quran. The conditions for integrating consist of nine items and the experts emphasise the conditions concerning ethics more than the conditions relating to interpretation content. This study has significant implications for using new methods, namely design and development research. This study also contributes to the Quranic studies itself using quantitative and qualitative studies that combine various methods in one study.

Many studies have used the potential of computer games to promote students’ attitudes toward learning and increase their learning performance. A few studies have transformed scientific content into computer games or developed games with scientific content. In this paper, we employed students’ common misconceptions of chemistry regarding the properties of liquid to develop a computer game. Daily life situations and everyday phenomena related to the chemical understanding of the properties of liquid were also taken into account. Afterward, we applied a process-oriented, inquiry-based active learning approach to implement the game in a Thai high school chemistry course. We studied the implementation of a game-transformed inquiry-based learning class by comparing it to a conventional inquiry-based learning class. The results of this study include aspects of students’ conceptual understanding of chemistry and their motivation to learn chemistry. We found that students in both the game-transformed inquiry-based learning class and conventional inquiry-based learning class had a significantly increased conceptual understanding of chemistry. There was also a significant difference between the gains of both classes between the pre- and post-conceptual understanding scores. Moreover, the post-conceptual understanding scores of students in the two classes were significantly different. These findings support the notion that students can better comprehend chemistry concepts through a computer game, especially when integrated with the process-oriented, inquiry-based learning approach. The findings of this study also highlight the game-transformed inquiry-based learning approach’s support of students’ motivation to learn chemistry.

Using IBL in a History of Mathematics Course: A Skeptic’s Success

Integrating Naqli and Aqli knowledge is the vision of Universiti Sains Islam Malaysia (USIM), Malaysia, to transform and create value for country, ummah and humanity. This concept becomes fundamental in university’s curriculum for students that pursuing their studies in a various disciplines of knowledge. It is in line with the Malaysian Education Development Plan, which aims to create young generation who are knowledgeable, have an ability to think critically and creatively, have a strong leadership skills and ability to communicate effectively at the global stage. The study intends to examine the perception of students that adhere to curriculum that based on the integration of Naqli and Aqli knowledge, especially in USIM. Data was obtained through distributed questionnaire form to students about their perception towards curriculum of integrating Naqli and Aqli knowledge. 114 students from Tamhidi were selected as respondents in this study case. The study found that majority of respondents has a basic knowledge about the integration of knowledge since their secondary school. This is because mostly they came from religious secondary school from either federal, state or private school. The study also found that the subject-based Islamic Education plays an important role as it gives an overview of the integration of Naqli and Aqli. Majority of respondents were able to differentiate between the two knowledge, however this study shows that it was difficult for them to present some examples that explain the integration of both knowledge. In addition, this study revealed that majority of respondents get clear information regarding to the integration of both knowledge in the courses offered by the department. As a student of USIM, the majority of respondents are aware that the institution is a public university that implements integration of Naqli and Aqli knowledge in offered curriculum.

The article is dedicated to theoretical analysis of innovative approaches to future social workers training at foreign universities. We found that the key elements of innovative approaches to teaching are the relationship between knowledge and skills that guarantees the efficiency of educational process. The forming in students-future social workers learning abilities and skills (e.g., critical and creative thinking skills) during their training in higher education are basic educational goals of the educational process.The analysis of basic models of future social workers training in HEIs in Ukraine and abroad suggests different approaches to the construction of the training system. So, the system of professional training of future social workers in Ukraine is built on the so-called cascade methodology. Applying this principle makes changes in the classroom impossible. Foreign future social workers training systems are more inherent in the so-called agile methodology – that is the methodology of flexibility. Thanks to the agile methodology in the educational process the implementation of various innovative approaches to training of future social workers in universities is possible.In the context of the research study it is analyzed the problems the peculiarities of using of inquiry-based, problem-based and self-regulated learning approaches to the educational process of the students of specialty "Social work" in universities abroad and highlighted the possibility of their using in the educational institutions of Ukraine. Inquiry-based learning approach is understood as a process of searching for the truth, information or knowledge, their understanding or awareness and possibility of their using in future careers.The problem-based learning approach is a form of educational process that is oriented on the creation and deciding by students real problematic situations in the learning process. Self-regulated learning approach is an innovative approach that involves students in learning of new strategies, knowledge and motivation.

Penerapan integrasi ilmu naqli dan aqli (INAQ) dalam setiap subjek yang ditawarkan di Kolej GENIUS Insan (KGI) adalah satu kemestian dan subjek Hifz Al-Quran (hafazan Al-Quran) yang merupakan subjek wajib turut tidak terkecuali. Namun modul pendidikan Al-Quran yang digunakan di KGI tidak menggariskan panduan secara spesifik dalam pengintegrasian ayat hafazan dengan ilmu aqli. Kajian ini bertujuan untuk mereka bentuk model pengintegrasian ayat hafazan dengan ilmu aqli bagi kegunaan guru Al-Quran dan pelajar Kolej GENIUS Insan. Kajian ini menggunakan pendekatan kajian perpustakaan dan Perbincangan Kumpulan Fokus (FGD) melibatkan sekumpulan pakar. Hasil kajian ini ialah sebuah Model Pengintegrasian Ayat Hafazan dengan Ilmu Aqli yang mempunyai lima komponen, lima fasa, lapan sub-fasa yang mengandungi aktiviti dan elemen. Model ini dapat memberikan garis panduan kepada guru-guru Al-Quran dan pelajar Kolej GENIUS Insan dalam pengintegrasian ayat hafazan dengan ilmu aqli. Abstract The application of integrated naqli and aqli (INAQ) knowledge in each subject offered at Kolej PERMATA Insan (KPI) is a requirement, and this includes the mandatory subject, i.e. Hifz Al-Quran (memorizing the Quran). However, the Al-Quran education module used in KPI does not outline specific guidelines for integrating memorised Quranic verses with aqli knowledge. This study aims to design a model of integrating memorised Quranic verses with aqli knowledge for the use of Quranic teachers and students of Kolej PERMATA Insan. This study used the approach of library studies and Focus Group Discussion (FGD) involving a team of experts. The result of this study is a designed Model of Integrating Memorised Quranic Verses with Aqli Knowledge which comprises five components, five phases, and eight sub-phases containing activities and elements. This model can provide guidelines to the Quranic teachers and students of Kolej PERMATA Insan in integrating the memorised verses with the aqli knowledge.

Teachers are considered to be the most influential individuals in the formation of educational policy since they directly impact the learning process and are accountable for students' well-being. Teachers should play an active and effective role in encouraging the acceptance of special-needs students into the Inclusive Education Program (IEP) and ensuring the wellbeing of all students in this regard. Diversity of teaching methods is one of the methods for meeting the demands of students in better comprehending the subject's syllabus and even increasing their motivation and interest in the subject. Cooperative Learning is a student-centred 21st-century learning model that emphasizes creative and critical thinking skills. It enhances all students' learning and emerged as one of the most basic teaching strategies for promoting inclusive education. The objective of this paper is to use a cooperative learning model to construct a learning model for secondary school visual art education students. This study applies a Design and Develop Research approach, in the needs analysis phase, interview techniques and document analysis are used. In the design and development phase, the researcher will adopt the Fuzzy Delphi Method (FDM) and Interpretive Structural Modelling (ISM). Finally, during the usability evaluation phase, the interview method will be used. The importance of the Visual Art Education subject in assisting special-needs students should be stressed and given more serious attention because it will assist these students in pursuing it as a career path and as a catapult to a career as an 'artist.'

Integrating naqli and aqli knowledge is an approach used in the Kolej GENIUS Insan curriculum. However, no specific model for integrating memorised Quranic verses with aqli knowledge has been highlighted for the subject of Hifz al-Quran. This study aims to outline the methodology of integrating memorised Quranic verses with aqli knowledge based on the discipline of Quranic exegesis. The Fuzzy Delphi method was used, involving twelve experts in Quranic exegesis. The findings showed that the consensus of the experts in the methodology of integrating memorised Quranic verses is the interpretation of the Quran based on the Quran, followed by the interpretation based on the opinion (al-raʾy), the hadith, the opinion of the companions, the opinion of the followers, the language, and the opinion of the previously recognised exegetes. For Quranic exegesis based on opinion (al-raʾy), there are eleven methods, ranked in order of priority.

Introduction: Integrated approach of naqli and aqli knowledge is applied in most educational activities conducted in Faculty of Dentistry, Universiti Sains Islam Malaysia (USIM). Naqli is knowledge from al-Quran and as-Sunnah while aqli is rational knowledge or knowledge based on scientific evidence. Currently the integration of naqli and aqli knowledge in periodontology subject is at the initial stage of implementation. Motivational session for periodontitis patients is identified to be one of the educational activities that integrates the naqli and aqli knowledge. Therefore, this study is aimed to identify elements of naqli knowledge that can be included during motivational session in periodontal clinic. Materials and Methods: All consented Year Four Students in Faculty of Dentistry, USIM were subjected to an open ended interview. A qualitative method used was grounded theory which focused on the elements of naqli knowledge that may be incorporated in motivational session. The recorded interview was transcribed and analysed with constant comparison.Results: From the interview, it was found that hadith on importance and practice of siwak should be included as it may boost patients motivation towards periodontal care. The importance on taking care of the teeth as an amanah is another element identified that may change the patients attitude towards oral care. The frequency of brushing related with wudhuk and it sunnah was also recognized to assist patients in their daily oral care. Conclusion(s): For conclusion, the integration of naqli and aqli knowledge during motivational session is possible and it may upsurge patients motivation.

This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences.

ABSTRACTThe time we live in is characterised by social and cultural changes, but teaching in physical education (PE) does not necessary match these changes. Consequently, the present project explored how second-order reflection (SoR) as a tradition-challenging and developing form of reflection can be stimulated by an inquiry-based learning (IBL) approach in physical education teacher education to transform current pedagogy to align with social and cultural changes. SoR fosters development and learning by inter-professional collaboration and inter-professional dialogue and is an extended form of higher-order thinking (HoT) including critical thinking and problem-solving. The project explored how an IBL approach stimulated a group of pre-service teachers (n = 32) developing their professional practice by using SoR. Data were generated through video observations and audio recordings of the pre-service teachers’ discussions, reflections and actions during the IBL unit. Furthermore, written reflections regarding the challenges were collected. All data were inductively analysed in order to identify and extract common themes and patterns in relation to SoR. The analyses of the data revealed that during the IBL approach the pre-service teachers used both reflection at first and second-order level. Reflections in the form of technical and practical considerations were common, while examples of SoR were seen especially in the phases of IBL where the pre-service teachers used new theoretical knowledge and experiences from other contexts than PE. Consequently, the findings supported that IBL enhanced the second-order reflective skills of some of the pre-service teachers. However, with further use of guiding and facilitation of the IBL process or keeping the pre-service teachers to their challenges, hypotheses and plans, the methodology has even more potential to enhance the second-order critical reflection of the participants; thereby developing their coming practice to be more reflective, engaging and probably motivational.

Inquiry-based learning is an approach that allows students to draw connections between academic content and their own lives, which can be particularly important for culturally and linguistically diverse learners. The participants of this study were the 48 grade 9 students of Manticao National High School, Pagawan, Manticao, Misamis Oriental. The study sought to find out the effectiveness of Inquiry-based learning approach on the students’ performance in Physics. It aimed to find out the significant difference between the pretest and posttest scores of the students when exposed using Inquiry-based learning approach and Lecture method. The study used the true experimental research design, the randomized pretest-posttest control group design. This study utilized the percentage, independent t-test and paired t-test to analyze the results. Paired t-test revealed a significant difference between the pretest and posttest scores of the students when exposed using Inquiry-based learning approach than of the Lecture method as shown in the mean difference of -3.63 with t-value of -6.70 and p-valueof 0.0000003904 is less than the p-value of 0.05 level of significance and that leads to the rejection of the null hypothesis. This study concluded that an Inquiry-based learning approach can improve the students’ performance in Physics.

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within STEM programs. This chapter provides a synthesis and analysis of the chapters in the volume, which present a range of case studies and empirical research on how IBL is being used across a range of courses across a range of institutions within STEM programs. Based on these findings, this chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where students learn “how-to-learn” – where increasingly higher levels of self-directed learning is fostered – and where students grow in the three key areas of learning: affectively, behaviorally, and cognitively. To that end, this chapter argues that IBL, if designed and implemented properly, can be an important approach to enhancing and transforming teaching and learning in higher education.

An inquiry-based learning (IBL) approach was used as the model of instruction in one of three sections offered annually to large introductory occupational therapy classes in a Canadian university during 1994/5, 1995/6, 1996/7. Students' final grades in this pre-entry course form part of the grade point average on which admission to the BSc OT programme is based. The IBL model was employed to (1) increase the amount of student-directed learning, (2) increase the amount of independent problem-solving, (3) increase student-instructor interaction within the learning situation, and (4) reduce the number of in-class hours for students. This study is an evaluation of whether students from the IBL sections would subsequently do as well as those from other sections in selected junior professional courses. Students from the three IBL sections (n=47) were peer matched to students who had completed other sections of the introductory course, but were part of the same admission cohort (n=68). Their grades in three junior professional courses were compared at the end of their first year in the BSc OT programme. Results indicated that students from the IBL sections did at least as well as those from other sections where a different instructional approach was used, and those from the IBL sections in 1994/5 and 1996/7 each did significantly better on two of the junior professional courses used as the outcome measure: therapeutic occupation and assessment and evaluation techniques. Students reported that the IBL experience stimulated them to learn more about the field, helped them develop problem-solving skills in relation to occupational therapy, and enabled them to learn more about career opportunities in occupational therapy. Mature students were more positive about the IBL approach than students in their first year of university.

Design and Development Research (DDR) is a systematic study of design, development, and assessment process for production of instructional and non-instructional tools. The purpose of this study is to discuss the Modified DDR approach to develop the Creativity Clay Module to teach Special Educational Needs (SEN) students with learning disabilities in primary schools. Studies indicate that SEN students with learning disabilities are weak when presenting creative skills in the classroom. Students are not sufficiently taught creativity skills in schools as teachers' creativity is low, and they possess suboptimal skills in adopting teaching strategies of a creative in nature. Therefore, there is a need to develop a specific teaching module to foster creativity skills among students. This study employs the Modified DDR approach. There are three phases in DDR namely; phase one: needs analysis; phase two: design and development; and phase three: evaluation. During phase one, a survey method will utilize using purposive sampling by adopting questionnaire instruments for 110 teachers to ascertain the necessity of module development. Subsequently, the Fuzzy Delphi Method (FDM) utilized to obtain 15 experts’ consensus to design and develop the module prototype. In phase three, the usability of module measured by conducting a survey study using a questionnaire instrument with 120 samples of special education teachers. Then, organize the findings systematically under the DDR phases and analyze the data using descriptive analysis in phases one and three. In what follows, the researcher derives the threshold, d value, and experts’ consensus value in designing, developing, and evaluating constructs and items of the phase two module. The conclusion of this article presents a conceptual framework for this research. Hence, the findings provide potential information and guidance to design and develop the Creativity Clay Module to teach SEN students with learning disabilities.