Pengajaran Tarannum Dalam Kalangan Guru Pendidikan Islam Di Sekolah Rendah

The purposes of this research were: 1) to study current situation of collaboration between administrators and special education teachers in primary schools. 2) to study the characteristics of collaboration between administrators and special education teachers in primary schools. The participants were administrators in six schools in Bangkok under three different authorities: Office of the Basic Education Commission, Office of the Bangkok Education Administration, and Office of the Private Education Commission. The school administrators were selected to participate in focus group by purposive sampling. The data were collected through documents, and focus group discussion. The content analysis is employed to analyzed the data. The results of the research revealed that 1) the current situation of collaboration between administrators and teachers in primary schools was (1) Some administrators seem to be aware of children with special needs education and working with special education teachers and teachers in their schools (2) administrators provided inclusive classroom in school (3) they have problems in deliver active learning activities for children with special needs, (4) school environment do not meet the need of students with special needs (5) parents highly expect administrators, teachers and special education teachers to help and teach their children with special needs (6) School lack of support from a multidisciplinary team. 2) The characteristics of collaboration between administrators and special education teachers in primary schools consisted of five areas which were Leadership, Ethic, Participation, Attitude, and Instruction or LEPAI model.

Purpose. Curriculum preferences of physical education (PE) teachers in primary schools differ, depending on educational policy, local guidelines, and particular needs of students (pupils); therefore, the survey objective was aimed at determining the curriculum preferences of PE teachers in primary schools in terms of differences in length of pedagogical practice. Material and methods. Curriculum preferences of PE teachers in primary schools (survey instrument) was conducted 6 months (January – June, 2022), through the purposive sampling of size (survey group) of 1 300 (100%) PE teachers in primary schools: (i) Pedagogical practice ≥10 years (n = 518, 39.84%); (ii) Pedagogical practice ˂10 years (n = 782, 60.16%). Descriptive (e.g., percentage frequency, arithmetic mean), inferential (e.g., Pearson's r, chi-square test) statistics were used to evaluate (e.g., analyze, compare) the data. Results. Significant differences (0.01, 0.05) between the pedagogical practice ≥10 years (n = 518, 39.84%) and ˂10 years (n = 782, 60.16%) of PE teachers (n = 1 300, 100%) were as follows: (i) Curriculum preferences of PE teachers (χ2(3) = 77.75, p = 9.35E-17); (ii) Demanding teaching activity in PE teachers (χ2(4) = 29.34; p = 6.65E-06); (iii) Undemanding teaching activity in PE teachers (χ2(4) = 30.10, p = 4.68E-06). No differences (p˃0.05), between the pedagogical practice ≥10 years (n = 518, 39.84%) and ˂10 years (n = 782, 60.16%) of PE teachers (n = 1 300, 100%), were as follows: (i) Popular teaching activity in PE teachers (χ2(4) = 6.82, p = 0.15); (ii) Unpopular teaching activity in PE teachers (χ2(4) = 8.78, p = 0.06). Conclusions. Curricular reform in Slovak primary schools allows PE teachers autonomy (partial) in selecting the educational content (course) in terms of meeting the specific needs of students and learning environment, in consultation with board of education (school board) in terms of meeting the particular needs of students and learning environment, recognizing the importance of PE teachers' autonomy and value of tailoring education.

The purpose of this study was to identify the challenges faced by primary education integration schools leaders' in organizational culture and recognize the mechanisms of improving organizational culture for these leaders. The research study used the descriptive analytical approach, and the research population consisted of special education teachers in primary schools of integration in Riyadh. The participants comprised a total of 100 randomly selected special education teachers in the integration primary schools in Riyadh. To achieve the goals of the study, the questionnaire was used to collect information. The results showed that the level of leaders’ use of organizational culture was high (56%), which requires more efforts to continue this high level of organizational culture and even try to increase it. Also, all the challenges mentioned in the questionnaire were agreed upon by the parameters as challenges that hinder the activation of organizational culture with high rates between (somewhat agree and agree to some extent) where the corresponding proportions ranged between 85% to 98%, which requires taking these challenges seriously and trying to find a solution to activate the organizational culture. The study recommended empowering the leader of the integration school to manage integration programs efficiently and nominating leaders of integration schools for training programs specialized in activating organizational culture. Keywords: integration schools, organizational culture

This study aims to find out the knowledge of physical education teachers in primary schools regarding implementing the Merdeka curriculum in the Baturraden district. This research used a survey method with data collection technique using a questionnaire provided directly. The subjects in this study were all physical education teachers in primary schools in Baturraden district, amounting to 20 teachers from 26 schools. The data analysis technique used descriptive quantitative analysis, presented as percentages. The results of this study showed that the knowledge of physical education teachers in primary schools about implementing the Merdeka curriculum in the Baturraden district had an average score of 31.5 in the 24.5 X 31.5 interval or is in a good category. In detail, it can be shown that 30% or 6 teachers have excellent knowledge, 65% or 13 teachers have good knowledge, 5% or one teacher have relatively good knowledge, 0% have less good knowledge, and 0% have poor knowledge. Several obstacles encountered by physical education teachers include not fully understanding the guidebook in the Merdeka curriculum and self-adjustment to the Merdeka curriculum. This study is expected to reflect that physical education teachers improve their knowledge of implementing the Merdeka curriculum.

COVID-19 pandemic has changed the world significantly in various sectors and industries, including the educational sector. For example, traditional classroom learning, which is more teacher-centred, is being replaced by e-learning, which takes a student-centred approach. However, this approach is considered distinct from the teaching and learning practice of Islamic Education taught in the classroom before the pandemic. This sudden shift presents a significant challenge to Islamic Education teachers to apply more student-centred e-learning. According to the literature review, several issues arose when Islamic Education e-learning was implemented, such as low student engagement, few active students, little student feedback, and high student dropout rates. Thus, this preliminary study examined the challenges of implementing the student-centred approach to e-learning for Islamic Education in primary schools. This study adopted a qualitative design with an in-depth interview involving Islamic Education teachers in primary schools. The study’s findings revealed that the research informants continuously implemented the student-centred approach even when the country was struck by the COVID-19 pandemic, despite facing challenges, especially in student personality development. Moreover, the findings suggest that teachers must better comprehend and implement a more creative student-centred approach in e-learning to align with 21st-century education and fulfil their responsibility for students’ future personality development.

The problem of the research was how to use Audio Visual for teaching style of physical education teacher in primary school. The aim of this research was to make physical education teachers understand teaching style which was socialized through learning media of visual audio. The research method used to reveal how the process of selecting the teaching style of the primary school education teacher was quantitative method by using survey approach obtained through questionnaire instrument and observation Participants in this study were primary school physical education teachers which were amounted to 31 people with age range 35-50 years. The results obtained from this study of the 11 teaching styles of teachers, there were 6 teaching styles used by physical education teachers in primary schools. There were command style, the practice style, and reciprocal style, the convergent discovery style, and the learner initiated style. Collection of teaching style was very essential to be conducted by primary school physical education teacher.

This study examines the methods implemented by Islamic Education Teachers (IET) in Kinta Perak's Northern District of Malaysia on teaching Ibadah (worship). This study also looks for differences in Ibadah teaching approaches based on gender and teaching experience. This study employs a survey method along with a quantitative approach. This study used a questionnaire to determine the ibadah teaching methodology. For this study, 100 sample IETs were chosen as the respondents. The data were analysed using descriptive statistics, independent samples t-tests, and one-way ANOVA. The study provides a mean score of 4.70 and a standard deviation of 0.34 for the whole data about the teachers' method of teaching ibadah, and the interpretation is high. The highest item in this construct item is “Reprimand pupils for their inaccurate prayer behavior,” with a mean of 4.86 (S.D. = 0.37). The independent sample t-test shows no significant differences in teachers’ methods in teaching ibadah based on gender. One-way ANOVA test shows no significant difference in teachers' methods in teaching Ibadah based on teaching experiences. As a result, ongoing efforts must be made to enhance teachers' abilities and student Ibadah practice. This study significantly strengthens the ibadah-related teaching strategies used by teachers.

This study examines the literature review related to the practice of implementing the 40 Hadith among Islamic Education teachers in primary schools. Imam al-Nawawi’s 40 Hadith is regarded as a collection that encompasses core Islamic values, including faith (ʿaqidah), worship (ʿibadah), ethics (akhlaq), and social dealings (muʿamalat). This review emphasizes the significance of teachers as role models (qudwah ḥasanah) in educating students, not only cognitively but also in terms of character and spiritual development. Various pedagogical approaches have been identified, including storytelling, simulations, values-based activities, and the use of experiential teaching aids. Previous studies also discuss the supporting and challenging factors affecting the effectiveness of hadith implementation in the classroom, emphasizing the role of professional training and a conducive school environment. Gaps in the research remain in terms of teachers’ understanding of the essence of the 40 Hadith, consistency in practice, and the effectiveness of implementation strategies in the primary school context. Therefore, this review provides a strong justification for further research to strengthen values-based Islamic education at the foundational level.

Active learning through student-centered activity has a significant impact on learning as well as the mastery of the students. The implementation of student-centered activity blended with elements of active learning is among the foundation that forms the 21st century education. However, its implementation is often underestimated due to constraints faced by teachers. This article discusses the elements of active learning within student-centered activity implemented by Islamic Education teachers in primary schools applying the concept of 21st century learning in the process of teaching and learning. This study adopted the qualitative method conducted on seven teachers of Islamic Education primary school in the state of Melaka. In-depth interviews, observations and document analysis were performed for this study and the data were analyzed using NVivo 12.0. The finding indicated that there are six elements of active learning in the activities of student-centered learning that was implemented by the Islamic Education primary school teachers in the state of Melaka. All of the elements involved had demonstrated a pattern, in which all students are involved in the activities, all students perform their own activities, students learn from the activities, varied activities according to the level of students, several sets of activities in a single teaching session and edutainment activities. This study generally suggests a method that could serve as a guideline for teachers to carry out active learning through the student-centered activity in order to realize the concept of 21st century learning in the teaching and learning process.

This study aims to determine the level of effectiveness of the reflective model in improving the quality of learning during the COVID-19 pandemic. The results of this study provide a technical picture of policy making in education units as well as actions that need to be taken to improve the quality of Islamic Religious Education teachers in primary schools. This research shows that Islamic Religious Education teachers in schools have different views and learning styles in responding to the COVID-19 pandemic. As much as 87% of teachers agree with the Learning From Home (LFH) policy, but the rest think that learning will not be of good quality if it is done online. The interesting thing that was revealed in this study was that the teachers of Islamic Religious Education had optimism and enthusiasm to improve the quality of learning through various learning innovations in the midst of a pandemic. Revlective Model emphasizes learning that involves reflective thinking activities in the process. This study used an action research method involving 32 Islamic Religious Education teachers from 30 elementary schools in Mojokerto district. The process of planning, implementing, observing and evaluating is carried out with 2 models, namely synchronous and asynchronous.

This study aims to determine the level of effectiveness of the reflective model in improving the quality of learning during the COVID-19 pandemic. The results of this study provide a technical picture of policy making in education units as well as actions that need to be taken to improve the quality of Islamic Religious Education teachers in primary schools. This research shows that Islamic Religious Education teachers in schools have different views and learning styles in responding to the COVID-19 pandemic. As much as 87% of teachers agree with the Learning From Home (LFH) policy, but the rest think that learning will not be of good quality if it is done online. The interesting thing that was revealed in this study was that the teachers of Islamic Religious Education had optimism and enthusiasm to improve the quality of learning through various learning innovations in the midst of a pandemic. Revlective Model emphasizes learning that involves reflective thinking activities in the process. This study used an action research method involving 32 Islamic Religious Education teachers from 30 elementary schools in Mojokerto district. The process of planning, implementing, observing and evaluating is carried out with 2 models, namely synchronous and asynchronous.

This study aims to identify the practices of using teaching aids (BBM) among Islamic Education teachers in the teaching and learning process (PdP) based on Higher Order Thinking Skills (KBAT). This study was conducted in eight primary schools in Perak involving interviews with teachers of Islamic Education (GPI), headmasters, assistant headmasters and students. Components of teaching aids (BBM) are viewed through three main components which are Pattern Routine, Pattern Ancillary and Non-Pattern through the integration of teaching and learning which involves KBAT based on the elements of application, analysis, evaluation and invention. The results of the interview are governed by N'vivo Version 7 software to produce a matrix table theme and related practices of BBM among GPI of primary schools in Perak based on KBAT. The results show that there are 12 types of BBM used in the GPI's PdP with different pattern used. Much emphasis is given to the Pattern Routine while Pattern Ancillary and Non-Pattern just become the support material in the KBAT-based of PdP. The Pattern Routine consists of textbook, LCD computer, whiteboard and A4 paper while the Ancillary consists of handout (manila cards), mahjong paper, reference books and scan card. The Non-Pattern consists of newspapers, charts, films and radio cassette.

CPD programme provides teachers' training to in-service teachers according to their needs and requirements for the enhancement of quality education. The current study aimed to find out the effect of CPD on quality education of Primary School Teachers' training programmes. The main purpose of the CPD program was to polish the pedagogical skills, content knowledge, and competencies of the respondents. The current study was quantitative and descriptive. All the Primary school teachers working at the primary level from the Lahore district were selected as population. The sample of the study was30male primary school teachers. The data were collected through a five-point Likert scale. Data were analyzed through SPSS 21 through frequency distribution. The findings revealed that all male teachers of the public school strongly agreed that through Continuous Professional Development (CPD) program, the pedagogical skills, content knowledge, and competencies were increased of in-service teachers. It is suggested that primary school teachers should be provided CPD training for their professional development, pedagogical skills, and competency.

Purpose - This article discusses how Islamic religious education teachers in primary schools in Indonesia and Malaysia have understood and disseminated the concept of religious moderation to students in the classroom. Design/methods/approach – This research uses field research, which uses a descriptive qualitative approach. The research data was obtained qualitatively from in-depth interviews and observations. Findings – The findings show that most of the teachers who took part in this study have a good knowledge of religious moderation. They also show that the teachers internalized religious moderation for students in different ways according to the conditions of their respective schools. The findings also show that the teachers find shortcomings in delivering moderation messages to students. The significance of this study lies in its theoretical contribution, which confirms that schools are open places for the development of any ideology, including radicalism. Research implications/limitations – This study recommends that the state prevent radicalism by mainstreaming the ideology of moderation, including training to improve teachers' knowledge of religious moderation and effective ways to instil religious moderation in students. Originality/value – This research contributes to our understanding of the need for teachers to introduce religious moderation in basic education. Moderate behaviour in religion needs to be instilled in students from an early age to prevent them from being exposed to radicalism that has begun to penetrate the realm of education.

This study seeks to develop an effective clinical supervision model to enhance the performance of Islamic Religious Education (PAI) teachers in primary schools within Agam District, addressing challenges in classroom practices and improving learning quality. Using a qualitative approach with a development research design, the study began with a comprehensive needs analysis. Data were collected through interviews, observations, and document analyses involving Islamic Education teachers in Agam District. Identified needs guided the formulation of objectives for the clinical supervision model. The developed clinical supervision model is grounded in moral and ethical principles, including fairness and equality, as foundational to the supervision process. Key components of the model include supervision methods, evaluation tools, training strategies, and communication mechanisms tailored to address teachers’ challenges. By focusing on tailored supervision strategies, the model emphasizes practical support for teachers, fostering professional growth and ethical conduct. It highlights the importance of structured and supportive oversight in achieving higher teaching standards and improved classroom outcomes. The study provides an effective clinical supervision model designed to support the performance of Islamic Education teachers in Indonesia, particularly in the Agam District. The model holds the potential to significantly enhance the quality of Islamic Education by addressing practical challenges faced by teachers, ensuring better educational outcomes for primary school students.