Arab Schools Research Articles

Perceptions of Children's Literature in the Writings of Sheikh Abi Al-Hassan Ali Al-Nadwi

India is one of the most famous non-Arab countries in the world where the Arabic language and Arabic literature has grown, developed and flourished on a large scale. During the period of Arab rule in the Indian lands, Arabic was an official language of government and a means of learning about Arab-Islamic heritage and literary achievement. Moreover, many Arab schools and cultural institutions of higher education were established that produced a large number of poets, writers, Islamic thinkers, and interpreters of the Qur’an and Hadees scholars. Among those great writers was Allama Abul-Hassan Ali Al-Hasani Al-Nadawi, who was an outstanding imam whom the twentieth century saw and one of the great personalities of India, served Islam and Muslims. This study concerns the problem of Arabic teachers in Sri Lanka and India, who do not follow an appropriate methodology for teaching Arabic children and tries to make sure that children’s literature writers take into account the psychology of children in their compositions. To achieve these goals, the researcher has followed the descriptive and analytical approach to complete this study and reach the required results. This study concluded that Allama Abul-Hasan Ali al-Hasani al-Nadawi, may God have mercy on him, had a huge role in contemporary Arabic literature. Especially in children's literature, where he showed his value theory while following wonderful methods in his literacy works, concerning the psychology of children and their childhood, which helps students to read and understand through a very easy way.

Internal Colonialism and the Discipline of Comparative Literature in Iran

Abstract This essay studies the history, current, and future status of the discipline of comparative literature in Iran. It compares the theoretical norms of contemporary comparative literature to the Pre-modern Perso-Islamic notion of “comparison,” which has been theorized in Iran and the Arab World as the Arabic, Islamic, and Iranian schools of comparative literature. The article highlights profound institutional and canonical Perso-Shi’a centrism in Iranian academia, and shows how the discipline of comparative literature has been used as a vehicle for transnationalism of this Perso-Shi’a centrism that has manifested in “Persianate World” in the context of European and North American academia. Marshall Hodgson’s 1960s neologism “Persianate World” has been placed with the paradigm shifts ushered in by the linguistic and cultural turns of the 1970s, the postcolonial scholarship that grew from Edward Said’s Orientalism in the late 1990s, and Sheldon Pollock’s formulation of a ‘Sanskrit cosmopolis’ in the 21st century. The article explains how the Persianate comparatists, under the banner of postcolonial studies, not only erased the experience of the subaltern and internally colonialized non-Persians of Iran in favor of the Middle Eastern states in a binary matrix (Western Imperialism versus a “colonialized” Islamic world), but also represents an unrealistic and exaggerated picture of the discipline to Western readers. The article further maps the conversations within the postcolonial Middle East about “internal colonialism,” as an analytic tool for thinking about operations and interlocking systems of power in the Middle East and abroad, here applied to the discipline of comparative literature for the first time.

Historical Dynamics and Intellectual Networks of Pesantrens in Bangka Belitung Island Province in The Year 1930-2020

The focus of this article is to find out the historical dynamics and intellectual network of pesantren in Bangka. The research method is the historical method of Kuntowijoyo's theory. The result of the research is that the dynamics of the history of Islamic boarding schools in the province of the Bangka Belitung archipelago began with traditional Islamic educational institutions, namely reciting the Koran, then Arabic schools and then developing into Islamic boarding schools. The historical range of the growth of the Islamic boarding school is in accordance with the path of Islamization and the traditional characteristics of Bangka Islam. Meanwhile, the intellectual network of the pesantren of the Bangka community started from the Mecca and Middle East networks around the 1910s. Then the network shifted to its own country, which spread to parts of Sumatra, East Java, West Java and Kalimantan as well as the island of Bangka itself in the decade of the New Order era until post-reformation around the 1970s until now.

ASSESSMENT OF THE TEACHERS’ SELF-EFFICACY LEVEL IN ARAB SECONDARY SCHOOLS IN MALAYSIA USING TWO DIMENTIONAL SCALE OF SELF-EFFICACY

Purpose: The purpose of this study was to investigate the level of self-efficacy among teachers in Arab Secondary Schools in Malaysia and to validate the two-dimensional scale of self-efficacy including academic and social self-efficacy. Methods: A quantitative research methodology was adopted in this study. Data was collected using random sampling from 101 teachers working in Arab schools in Malaysia. The collected data were statistically analysed using the SPSS. Findings: The findings show a low level of academic self-efficacy and a high level of social self-efficacy among the teachers. Further, this study also validated the two-dimensional scale of teachers’ self-efficacy with social and academic self-efficacy. Originality: To the best of the current study author's knowledge, this study is one of its own kind and no such study has been conducted before.

An insight of employing of new technologies in conducting online assessment among arabic school teachers in northern Malaysia

This study is conducted to investigate the level of technological pedagogical content knowledge (TPACK) skill among Arabic school teachers in preparing online assessment for remote teaching and assessment prior to a training workshop organized by the Malaysian branch of Islamic World Educational, Scientific and Cultural Organization, ICESCO-KUIS and Islamic Education Unit, Ministry of Education, Malaysia. This research team has been conducting the TPACK training module among 75Arabic school teachers in Northern Malaysia on 28-29March, 2021 from the states of Kedah, Penang and Perlis in a hybrid mode of training, while only 69 of them responded to the survey after the workshop via Google Form. In addition, all participants were also responding to the open-ended survey during the workshop via Mentimeter.com. This research instruments were investigating the teachers’ knowledge about three essential components of TPACK, which include technology, content, and pedagogy as well their suggestions and feedbacks towards employing online assessment and effectiveness of conducted workshop. The findings are expected in contributing towards the understanding of the teacher’s level of knowledge in technology, pedagogy, and content among Arabic school teachers in Malaysia especially for preparing and conducting effective online teaching and assessment activities especially during the COVID-19 pandemic, The study may also beneficial to other similar settings where the technology has not been effectively utilized by teachers in schools and home-based learning environment.

The Employee’s Perception towards Work Performance in Arab Schools, Kuala Lumpur, Malaysia

The Employee’s Perception towards Work Performance in Arab Schools, Kuala Lumpur, Malaysia

Assessing socio-cultural factors affecting integration of Almajiris into formal education system in Katsina state, Nigeria

This study investigated the socio-cultural factors affecting integration into the formal education system in Katsina State, Nigeria. Descriptive survey design was adopted for this study. There were 653 Almajiris purposively selected from twelve Almajiris schools in Katsina State. A researcher-designed questionnaire titled: ‘‘Almajiris socio-cultural factors questionnaire’’ (ASCFQ) with test-retest reliability coefficient of 0.88 was used to collect data for the study. Analysis of data was carried out using frequencies and percentages. Findings revealed that most parents abandon their children in these informal Arabic schools. Most Almajiris (603, that is 92.3%) responded that their Mallams (Teachers) do not feed them. Therefore, the only means of survival is through begging and doing menial jobs. Based on these findings, it is recommended that all the identified socio-economic factors affecting the integration of Almajiris into the formal education system should be addressed by the government. This can be done through public enlightenment campaigns and provision of incentives.

KohaILS:AnEfficientOpenSourceApplicationof Integrated Library System

Most public and private libraries are inclined to adopt using Koha ILS around the globe. However, several Arab schools could not implement the Koha ILS application to automate their school libraries for ease of use. Deploying technology in managing libraries can solve several identified issues in public and private schools. This provides efficiency, ease and improves the performance of library services. Therefore, this paper is based on qualitative research that implements an efficient open-source application known as Koha ILS in two Arab schools, namely Baseerah International School (BIS) and International Modern Arab School (IMAS), Kuala Lumpur, Malaysia. In our analysis, we consider analyzing the proposed Koha ILS by providing backend accessibility so as library consumers can make a further enhancement to upgrade the application. The proposed Koha presents several positive impacts such as an efficient cataloging system, remote management of library consumer records such as books or room reservations and customizable searching interface for efficient usage. The application also presents multiple operating system support for a user’s flexibility. In our results, an analysis was made by comparing the two schools based on gender, position/ranks available in the school library, and IT gadgets. Toward this end, some limitations were noted and recommended as a future research direction.

Employing Technological Pedagogical Content Knowledge (TPACK) Skill Among Teachers in Preparing Online School Assessment for Home-Based Learning

The Technological Pedagogical Content Knowledge (TPACK) framework is crucial for every educators and teachers when dealing with teaching and learning by using technology. There are three essential components of TPACK which have to be fully mastered in order to conduct any teaching and learning session via whatever technological means and platforms, especially in the current situation of COVID-19 pandemic which requires the teacher to adapt with suitable teaching and learning remote strategies including online assessment. This study is conducted to investigate the level of technological pedagogical content knowledge (TPACK) skill among Arabic school teachers in preparing online assessment for remote teaching and learning prior to a training workshop organized by the Malaysian branch of Islamic World Educational, Scientific and Cultural Organization, ICESCO-KUIS and Islamic Education Unit, Ministry of Education, Malaysia. The main author has been conducting the TPACK training module among 56 Arabic school teachers in Johor, Malaysia on 5-6 October, 2020 from selected all districts, while only 40 of them responded to the survey after the workshop via Google Form. Moreover, all participants were responding concurrently to the open-ended survey during the workshop via Mentimeter.com. This research instruments were investigating the teachers’ knowledge about three essential components of TPACK, which include technology, content, and pedagogy as well their suggestions and feedbacks towards employing online assessment and effectiveness of conducted workshop. The findings are expected in contributing towards the understanding of the teacher’s level of knowledge in technology, pedagogy, and content among Arabic school teachers in Malaysia especially for online teaching and assessment. The study may also beneficial to other similar settings where the technology has not been effectively utilized by teachers in schools.

Internal/external frame of reference model and dimensional comparison theory: a novel exploration of their applicability among Arab high school students

This study aims at testing the generalisability of Marsh’s Internal/External (I/E) frame of reference model as well as its Dimensional Comparison Theory (DCT) extension in a sample of United Arab Emirates (UAE) high school students. Relationship between self-concept and achievement in Arabic, English and mathematics were explored. A sample of 990 students (532 girls; age 13–20) participated in this research. Arabic, English and maths self-concepts from the Self-Description Questionnaire were used. Results revealed positive paths between the same domains for achievement and self-concept and negative paths cross-domains. Significant negative paths were also found between English and Arabic, suggesting that languages sharing the same alphabet/characters could belong to the same ‘family’ and be considered as a near path, while languages from different families could be a far path. Differences in achievement were in favour of girls, although boys presented higher maths self-concept.

Improvements in Cognition and Educational Attainment as a Result of Integrating Music into Science Teaching in Elementary School

BACKGROUND AND OBJECTIVE: This study examines the effect on third-grade students’ academic achievement and their pleasure and interest in lessons as a result of the incorporation of music into science classes. MATERIAL AND METHODS: Sixty third grade Arab school children were studied before and after listing a Mozart Concerto. Their pleasure and interest in the lesson was evaluated using the 20-statement Barak questionnaire. Comparison was made between an initial 6 lessons without music and subsequent 6 lessons with music. In another study at the Institute of Neurology and Neurosurgery in Havana, Cuba, continuous electroencephalographic monitoring (CEEG) was performed in 15 third-grade school children during 10 minutes at basal condition and for 10 minutes while listening to the same piece of music. RESULTS: Assessment scores in the science examination were significantly higher overall after listening to music. A clear increment of alpha and gamma absolute powers was found when listening to music, although for the alpha band this augmentation was significantly greater. An increment of the alpha band power was related to significantly better performance of spatial–temporal tasks when listening to music. Changes in the gamma frequency band represent cognitive processes. Hence, CEEG analysis adds to evidence that listening to music can increase enjoyment and improve academic achievement among elementary school students. CONCLUSION: We propose that music stimulates the formation of neural networks that prime the brain for learning. We recommend that teachers of core subjects, especially mathematics, science and languages, begin their lessons with 5 minutes of calm music.

Evaluating the Level of Electronic Supervision Practices in Arab Schools in Israel from the Point of View of School Principals and Teachers

This study aimed at evaluating the level of electronic supervision practices, in Arab schools in Israel, from the point of view of school principals and teachers. To achieve the study objective; the researcher used a questionnaire divided into two dimensions. It applied to a random sample consisted of (114) principals and teachers, during the first academic semester 2020/2021. The study findings showed that the degree of the requirements for applying electronic supervision in Arab schools in Israel, from the viewpoint of school principals and teachers, came in a medium degree. Moreover, the level of electronic supervisory practices, in Arab schools in Israel, from the viewpoint of school principals and teachers, came in a medium degree. Key words: electronic supervision practices, Arab schools, Israel, school principals, teachers. DOI: 10.7176/JEP/12-9-04 Publication date: March 31 st 2021

Obstacles to achieve competitive advantage in Arab schools in Israel in light of contemporary attitudes and methods to achieve it from the viewpoint of their teachers

This study aimed at evaluating obstacles to achieve competitive advantage in Arab schools in Israel in light of contemporary attitudes and methods to achieve it from the viewpoint of their teachers. To achieve the study objective; the researcher used the qualitative method and an interview. The study population consisted of all school teachers who work in Arab area in Israel, and a sample consisted of (31) teachers were chosen in arbitrary method, during the first academic semester 2020/2021. The study findings showed the existence of obstacles that prevent the achievement of a competitive advantage for Arab schools in Israel, the most important were: the failure to provide an integrated database for all members of the school community, and the scarcity of teacher training programs developed according to modern technical developments. In addition, the most important methods to achieve a competitive advantage for Arab schools in Israel were: communicating with educational experts, Providing everyone with the opportunity of training, and Linking career development to improving performance Key words: Obstacles, competitive advantage, contemporary attitudes. DOI: 10.7176/EJBM/13-6-22 Publication date: March 31st 2021

Songs of subordinate integration: music education and the Palestinian Arab citizens of Israel during the Mapai era

ABSTRACT This article traces the role of music in Arab public schools during Israel’s early decades, as a unique window into the dynamics of inclusion and exclusion that underline the encounter between the state and its Palestinian citizens. We interpret the case of music education in Arab schools through the lenses of a larger historical process of the “subordinate integration” of Palestinians into the Israeli polity. In addition to reviewing the emergence of formal music education for the separate Arab school system, we analyze state-sponsored songbooks produced in the 1960s, discussing editorial motivation and the musical practices reflected and inscribed therein. We then focus on the role of a well-known Independence Day song, exploring both its emergence and early reception, and its persistent function as a lieu de mémoire, representing the larger trauma of forced spectacle of loyalty for an entire generation of Palestinian citizens of Israel schooled during those years.

The Impact of Using the Mathematical Modeling in Communication and Mathematical Achievement in Preparatory School Students

The research aims to know the impact of using Mathematical Modeling in achievement and developing mathematical communication skills. The research sample consists of 42 prep school students in Arab schools in Israel in the academic year 2019-2020. The researcher follows the experimental curriculum. The students were divided into two experimental and control groups; the two groups were equalized in the pre-mathematical achievement. The research concludes that there is efficiency for mathematical modelling in mathematical communication and achievement favoring the experimental group. The researcher introduces recommendations and suggestions that contribute to achieving mathematical communication and developing its mathematical ability.

Parental Involvement in the Arab and Jewish Educational Systems

To date, no comparison has been made between the Arab and Jewish educational systems regarding parental involvement. This preliminary study examines the perceptions about parental involvement as described by the pedagogic staff and compares the two sectors (Jewish vs. Arab as two ethno-religious groups). Staff members from four elementary schools (two Jewish schools and two Arab schools) were interviewed. The findings indicate that parental involvement in the Arab sector is lower than in the Jewish sector. The Arab parents have more respect and trust towards the school, the principal, and the teachers compared to the Jewish parents. This is reflected by lower involvement of the Arab parents in comparison to the Jewish parents. While Jewish parents who volunteer for parents’ associations use their status to promote their personal interest (their child’s benefit) and less desire to contribute to the school, Arab parents volunteer more to help the principals and teachers to get resources from the Mayor/ Head of the municipal council and less for their own child’s benefit. The depth and the type of parental involvement in the Jewish and the Arab educational systems can be explained by cultural differences, namely an individualistic Jewish society vs. a collectivistic Arab society.

تضمين مناهج التربية الاسلامية لمفهوم السِّلْم من وجهة نظر المعلمين: المدارس العربية بكوالا لمبور نموذجا INCLUSION THE CONCEPT OF PEACE IN ISLAMIC EDUCATION CURRICULUM FROM TEACHERS’ PERSPECTIVE: ARAB SCHOOLS IN KUALA LUMPUR AS A MODEL

The view of the Islamic education curriculum on the function of peace and its roles does not change with the change of the requirements of modern life. It is the basis of all civilization and progress. Islamic education begins with an attempt to implement peace first in the conscience of the human individual so that his heart is reassured. Then in the family environment because it is an essential cell in building a safe society. Then in the midst of the society to which that human individual belongs. It is surrounded by nations and peoples for acquaintance, diversity and solidarity in the spirit of human tolerance. This study aims to collect the purposes of peace from the Noble Qur’an and the Sunnah, And then to identify the level of inclusion of these meanings in the curricula of Islamic education in Arab schools in Kuala Lumpur. The meanings of peace have been divided into three axes; peace of the individual; peace in the family; The third axis includes peace in society. Whereas, a questionnaire designed to measure this was distributed to (119) teachers of the Islamic education curriculum in Arab schools in Kuala Lumpur. The results showed the low level of inclusion in Islamic education curricula of the foundations of peace, and that it does not amount to achieving the five religious necessities. and the most important purposes of Islamic law for students.

The Reality of Using E-Learning in Arab Schools in Israel from the Parents' Point of View

This study aimed at identifying the reality of using e-learning in Arab schools in Israel from the parents' point of view. A total of eighty eight (88) questionnaires were distributed through e- mail and Whats App application, and one eighty two (82) were completed and returned . The questionnaire consisted of (44) items divided into two fields (the reality of using of electronic curricula, and the reality of electronic technical facilities), and questionnaire applied to a random sample consisted of (82) parents, during the first academic semester 2020/2021. The study findings showed that the reality of using electronic curricula in Arab schools in Israel from the parents' point of view came in medium degree. Also the findings showed that the reality of the electronic technical facilities used in Arab schools in Israel from the parents' point of view came in medium degree. Keywords: E-Learning, Arab Schools, Israel, Parents. DOI: 10.7176/IKM/11-1-04 Publication date: January 31 st 2021

South Yemeni Historian Ahmad Fadl al-‘Abdali (1881–1943) on His Native Land (Based on the Historical Work Hadiyyat al-Zaman fi Akhbar muluk Lahdj wa ‘Adan)

Ahmad Fadl al-‘Abdali (1881–1943) is a remarkable cultural figure of Southern Yemen. A close relative of the sovereigns of Sultanate of Lahdj, he displayed himself as a poet, a musician, a horticulturist, a general, a politician and, finally, a historian. While describing his native Lahdj and Aden, ruled by the British, in the historical work of Hadiyyat al-Zaman fi Akhbar muluk Lahdj wa ‘Adan al-‘Abdali revealed himself as a genuine adherent of the traditional Arabic school of history-writing, who nevertheless acquired some “alien” lessons and innovations. While telling the story of Ahmad Fadl al-‘Ablali and his work on history, the Author of the article puts his study into a broad historical framework, besides sharing with the reader his own impressions on the visit to Southern Yemen undertaken in 1982.

THE ROLE OF SOCIAL MEDIA IN IMPROVING THE ACADEMIC ENGLISH WRITING SKILLS OF ARAB STUDENTS

A striking feature of the 21st century is the technological innovations that interfere in linguistic study and in social practices based on contemporaneity, especially, writing and reading. These social practices are the target of major revolutions from technology and electronic supports, which provided the creation of a range of communicative networks in the virtual world, establishing an infinite communicative link between different cultures and generations. The use of such platforms and the way reading is used might be an improvement tool for teaching English in Arab schools, associating its use in social networks and methodologies to guide the appropriate use for this new knowledge, for example, the use of media texts, since there is a change in society‟s behaviour with technological developments in seeking texts that can be read quickly and that bring complete information. Thinking about the interactive patterns emerging in cyber-culture sends our attention to social networks on the internet, which attract an increasing number of users and that is undeniably reflected in the offline reality. This research encourages deepening the studies about the students‟ experience with learning academic English writing skills through social media. To achieve the aim of this study, an exploratory descriptive study was developed, with a qualitative approach. The secondary data was used in the formation of this research. The online databases were the first priority of the researcher for data extraction as due to COVID-19, going to libraries was not possible. This research opens the door for new questions, bringing a priori the perspective for new field of research. The results from the research show that with critical theoretical material from several writers and extensive observation in favour of the use of social media in improving writing skills, it was noticed that there is a change in the way English is being perceived among Arab students, especially in the use of hypertext, the uses of social networks become a differentiating element in improving written English academic skills, if well applied in the didactic actions of writing.