Islamic Studies Teachers Research Articles

Usability of ICT for Teaching Islamic Studies Concepts in Senior Secondary Schools

Proper usability of information and communication tools in teaching Islamic studies concept enhances students’ performance in the subject. However, there has been no research that discusses the level of use of ICT tools among high school Islamic studies teachers. This study aims at working on the level of usability of ICT tools among high school Islamic studies teachers based on availability and accessibility. Descriptive survey research design was used in the study. Two research questions were used for the study. The research instrument used was an adapted questionnaire titled Usability of ICT in Teaching Islamic Studies Concept (UICTTISC). A purposive sampling technique was used to select fifteen Islamic studies teachers as a sample for the study. The data collected from the study were analyzed through descriptive statistics, focusing on frequency counts and basic percentages. The findings of the study revealed that Islamic studies teachers’ accessibility level of ICT tools to teach Islamic Studies was high. The latest information in this research has implications for developing educational policies to maximize ICT empowerment and in the future can improve the quality of learning. As an improvement effort, government should train and re-train teachers on the proper usability of ICT in teaching Islamic studies in Senior Secondary Schools.

واقع إلمام معلمات الدراسات الإسلامية بأساليب مكافحة الأفكار الهدامة بالمرحلة الثانوية بالعاصمة المقدسة

The study aims to evaluate the level of female Islamic Studies teachers familiarity with methods of combating destructive ideas in high school education in the Holy Capital of Makkah. To achieve this, the study used the descriptive analytical survey method, the study sample included (86) female Islamic Studies teachers, and used a questionnaire consisting of 12 items. The study had come to several conclusions, most importantly being: That female Islamic Studies teachers are highly familiar with destructive ideas combating methods, the study scored an arithmetic mean of (3.59), a standard deviation of (.86), and a high level of familiarity. In light of these results, the study made several recommendations.

Teachers’ Variables as Predictors of Junior Secondary School Students’ Academic Performance in Osun West, Nigeria

This study examined the teachers’ variables as predictors of junior secondary school students’ academic performance in Osun West Senatorial District, Nigeria. The target population comprised Islamic Studies teachers and students in junior secondary schools across the ten (10) local government areas in Osun West Senatorial District. Purposive sampling was adopted in selecting 125 Islamic Studies teachers in all the 132 public junior schools in the district and a simple random sampling technique was adopted in selecting 20 Islamic Studies students from each of the 10 Local Government Areas, therefore, 325 respondents were engaged in the study. The questionnaire was employed to collect relevant information from the respondents. Data were analyzed using Percentage, Mean Range, Standard Deviation, and Regression analysis. The study found that factors like teacher confidence, interest in the subject, qualifications, and experience all significantly predicted student performance. It was concluded from the findings of the study that teachers’ variables positively improved students’ understanding of Islamic Studies and predicted their performance. In line with the findings of the study, it was recommended that teachers should be supported through incentives and professional development. The teachers should have a change of attitude towards the teaching of Islamic Studies so that the achievement of universal basic education will not be hindered, those without required teaching qualifications or non-professionals among the Islamic Studies teachers should strive to pursue professional qualifications. Teachers of the subject should improve their pedagogical skills through seminars, Post Graduate Diploma Courses in Education, and workshops.

PERAN GURU PAI MENJADIKAN MASJID SEBAGAI PUSAT DAKWAH DAN EDUKASI ISLAM DI ERA KOTEMPORER (STUDI KASUS DI PONDOK PESANTREN AR-ROSYID TULUNGAGUNG)

The research is motivated by the lack of Islamic preaching in the contemporary era, both in non-Islamic environments and in Islamic boarding school (pesantren) and other dormitory-based Islamic schools, especially within the structures of mosque in these Islamic institutions. From this issue, educators, particularly Islamic Studies teachers (PAI), pla a crucial role in making the mosque a center for Islamic preaching and education in the contemporary era. The research problem formulation is as follows: (1) What is the role of PAI teachers in making mosque a center for Islamic preaching and education in the contemporary era (2) What challenges must a PAI teacher face in fullfilling the role of making the mosque a center for Islamic preaching and education in the contemporary era? (3) What are the factors hindering the success of PAI teachers in making mosque a center for Islamic preaching and education in the contemporary era? (4) What are the solutions to overcome the obstacles to the success of PAI teachers in making mosque a center for Islamic preaching and education in the contemporary era?

ISLAMIC STUDIES TEACHERS’ ACCEPTANCE OF MOBILE LEARNING IN ILORIN SOUTH LOCAL GOVERNMENT AREA OF KWARA STATE, NIGERIA

The increased accessibility to mobile networks coupled with a decrease in the cost of mobile devices has significant implications for transforming the educational instructional environment, particularly in the area of m-learning. Against this background, the study examined Islamic Studies teachers’ acceptance of mobile learning in Ilorin South Local Government Area of Kwara State, Nigeria. Descriptive research method was adopted for this study. The population for this study was all Islamic studies teachers in Ilorin South Local Government Area of Kwara State Nigeria. One hundred and twenty teachers of Islamic Studies were selected as respondents for this study using purposive sampling technique. A researcher- designed questionnaire was used. Research questions were answered using mean and percentage at an alpha level of 0.05. Finding of this study revealed that the level of acceptance of mobile phones in teaching of Islamic studies in Ilorin South Local Government Area of Kwara State, Nigeria was high 115 (95.8%). Teachers of Islamic studies used mostly Internet, Video Camera, Taking Note and others respectively. Teachers of Islamic studies also used of mobile phones application very frequently, frequently, sometimes, and not at all teaching and learning of Islamic studies. Based on these findings, the study concluded that the level of acceptance of mobile phones in teaching of Islamic studies in Ilorin South Local Government Area of Kwara State, Nigeria was high. The study recommended based on the findings that government at all levels should assist in the provision of more modern mobile phones in secondary schools for teaching of Islamic Studies.

Arabic and Islamic Studies Teachers and Career Problems in Nigeria

Arabic language its teachers and intellectuals have been facing difficulties and obstacles for a long time in Nigeria, and these difficulties are often related to their profession, Unfortunately, this language has encountered obstacles that impede its tremendous growth and development, Professional problems are among the most challenges facing many teachers of Arabic and Islamic studies in the country. These challenges started from the Nigerian educational policy, where the Arabic language was placed in third place among the foreign languages used in the country, despite the large number of Muslims and those interested in the Arabic language, This is due to the lackadasical attitude of government towards Arabic and Islamic studies teachers, and for this reason it is difficult for them to compete side by side with their counterparts from other fields in terms of professional development. On that basis, this paper aims to discuss the professional problems and obstacles bedeviling Arabic and Islamic studies teachers in Nigeria, and also intends to bring forward some solutions and way forward to that obstacles.

Application of Bloom’s Taxonomy in the Instruction of Islamic Education

Islamic education has over the years been taught using traditional methods. One of the modern approaches used in preparation of the lesson is the Bloom’s taxonomy. It has been used for setting objectives and learning outcomes as well as determining the content of the lesson and evaluation. In this paper, the position is that Islamic studies teachers should be equipped with contemporary pedagogical skills, techniques, approaches, strategies and theories such as Bloom’s taxonomy. This will not only enable the instructors of Islam to teach more effectively and efficiently but also it will enable them to have a long-term positive impact on the learners in terms of behaviour and character.

Overview of the conceptual framework for assessing the quality of curriculum in teaching Islamic studies in Nigeria secondary schools

The paper is on the conceptual framework for judging quality curriculum in teaching Islamic studies in Nigeria Secondary School system. It defines curriculum, quality curriculum, objectives of Islamic studies curriculum, and the teaching process in Islamic studies which include traditionalism, progressivism, Western philosophy, and an eclectic approach that takes both traditional and progressivist perspectives on education into account. The paper also discusses quality curriculum in Islamic studies, criteria for judging curriculum quality in Islamic studies, and characteristics of a quality curriculum. The paper recommends that Islamic studies teachers should endeavor to effectively utilize the criteria for judging curriculum quality to ensure that standards are met and that multiple processes or approaches of teaching Islamic studies should be employed by the teachers in the classroom, Learning experiences that would promote the moral upbringing of learners should form the bedrock of Islamic curriculum in the school system, Islamic studies teachers should be conversant with the Islamic studies curriculum for effective assessment, quality teaching and easy assimilation by learners.

IMPACT OF JALABI ON THE TEACHING OF ISLAMIC STUDIES IN SENIOR SECONDARY SCHOOLS IN ILORIN METROPOLIS

AbstractThe issue of Jalabi among teachers of Islamic studies in Ilorin metropolis is a socio-religious practice that needs to be properly scrutinized and checked due to the technicalities involved in the teaching-learning process, cultivation of good morals, discipline and character building which are the ultimate aims of the Islamic studies as enshrined in the National Policy on Education. The study examines the impact of Jalabi on the teaching of Islamic studies in senior secondary schools in Ilorin metropolis. A simple random sampling technique was used to sample 30 senior secondary schools across the three senatorial districts of the state and 260 teachers of Islamic studies as sampled in Kwara state. The researcher-designed questionnaire tagged “Impact of Jalabi on Teaching Islamic Studies Questionnaire (IJTISQ)” was used as an instrument for the study Descriptive statistics in the form of tables and percentages were used to describe the demographic data of the respondents and analyze the results obtained from the questionnaire administered. The results showed that a majority of respondents agreed that teachers who engage in Jalabi neglect regular teaching and that it hinders teachers' effectiveness. Additionally, most respondents disagreed that Jalabi practices lead to impressive teaching of Islamic studies. The survey also found that Jalabi practices prevent Islamic studies teachers from marking students' assignments, tests, and other tasks. However, only a small percentage of respondents agreed that teachers who practice Jalabi fail students arbitrarily. This implies that the practice of jalabi among senior secondary school teachers negatively affects the teaching of Islamic studies in Ilorin. It was concluded that the commercialization of Jalabi practices among senior secondary school teachers of Islamic studies hinders effective and efficient teaching of the subject in Ilorin metropolis, Kwara state, Nigeria. Keywords: Jalabi Doctrine, Islamic Studies Teachers, Islamic Cultural Identity

ANALYSING THE EFFECT OF TEACHING ISLAMIC STUDIES IN PUBLIC PRIMARY SCHOOLS IN ADAMAWA STATE

Islamic studies is one of the subject taught in Nigerian primary schools. It has been observed that there are many problems associated with the teaching of the subject in public primary schools. This research intends to explore the problems and suggest some possible solutions. The focus is mainly on some selected primary schools in Adamawa State. Structional Questionnaire and interviews were used to collect data for the study. Data was analysed by using simple percentages. The study revealed that there are various factors that affect the effective teaching of Islamic studies in public primary schools. These include among others inadequacy of qualified and trained teachers, absence of refresher course, lack of adequate teaching aids and textbooks. The study suggest that teachers of Islamic studies to be involved in the planning and review of the curriculum and government should be organizing refresher courses and workshops for Islamic studies teachers.

Transformation to competency-based curriculum: readiness and self-efficacy among Islamic studies teachers in Kuwait

This study is aimed at exploring Islamic studies teachers’ perceptions about transitioning from objective-based curriculums to competence-based ones, focusing on planning, classroom implementation, and assessment. Also, it aimed to ascertain teachers’ self-efficacy and satisfaction toward the implementation of a competence-based curriculum (CBC). The study utilized a quantitative approach. During the 2018–2019 school year, 180 female middle-school Islamic studies teachers completed a questionnaire that aimed to identify their perspectives regarding various dimensions of transition (planning, classroom implementation, and assessment) created by a CBC implementation. A Kruskal–Wallis’ test was implemented to examine potential differences in self-efficacy among participant responses to the planning, classroom implementation, and assessment dimensions related to age and experience variables. Results showed that participants had higher levels of competence in planning and classroom implementation than assessment when implementing the CBC. The novelty of the CBC and inadequate training were the main impediments regarding its implementation. Participants showed no difference in average scores by either age or experience regarding their sense of self-efficacy in implementing the CBC. The study concluded that teachers are the main cause of failure or success when applying innovative curriculum practices. Islamic studies teachers showed flexibility in embracing the new curriculum and indicated that the application of the CBC was considered a new transition within their educational practices. At the same time, experienced teachers were skeptical of the transition because of their familiarity with the objective curriculum, which they implemented for years, and the insufficient preparations and training before and during the CBC application.

The Male Islamic Studies Teachers' Perceptions of the Extent of Including National Values in High School Courses

The current research paper aims at exploring the male Islamic studies teacher's perceptions of the extent of including national values in high school courses. The researchers used the non-experimental research method to collect the study data. The results are based on a questionnaire conducted with 192 male Islamic studies teachers working in Saudi high schools. The study came out with important results among them are: there are valuable national values were included in Saudi high school courses and textbooks. The results also indicated that some of these national values were repeated in the content of these courses several times. In the light of those findings, the researchers recommend attention should be paid to adding more national values to the content reaping great benefits from the national values included and suggested in this study, and carrying out further research papers on the topic for other stages of courses at elementary schools, colleges and the like.

CRITICAL REASONING ISLAMIC RELIGIOUS EDUCATION AND THE CHALLENGES OF NATIONAL DEMOCRACY IN PLURALIST COUNTRIES

This article analyzes how Islamic education and the challenges of national democracy in the midst of a pluralist state in the United States. A country that is very complex in various needs of human life, including in the field of religious privacy. More specifically about Islamic education, its implications and implementation. Application of Islamic education curriculum and practice of religious education in schools. It is even more challenging when it is collided with the conditions of a democratic, multicultural and multi-religious country. So the concept of national democracy needs to have a place in the discussion. Because it will definitely involve a conflict between progressive liberal Islam and conservative salafi Islam. The purpose of this paper is oriented towards efforts to appreciate and contextualize the claims of the Islamic religion in accordance with the ideals of reflective education, rational thinking, mutual respect, and equality in citizenship. The method used in this research is qualitative with library research. Applying a liberal and progressive Islamic perspective in education encourages Muslim students to develop the capacity for critical thinking, moral reasoning, and democratic deliberation. They learn to recognize the politics of religious interpretation, to contextualize and historicalize Islamic knowledge, and how it might be influenced by social, historical, and political forces. One more limitation in implementing Islamic education in the United States relates to the quality of teachers. Half of Islamic studies teachers are not certified or licensed required for education. Liberal and advanced Islamic education encourages Muslim students to build a critical spirit and a confident attitude about Islamic teachings so that they communicate their religion in a convincing and deliberative way.

Assessment of ICT Skills Among Upper Basic Islamic Studies Teachers in Kwara State

The role of Information and Communication Technology (ICT) in education cannot be underestimated. In fact, the integration of ICT simplifies the teaching and learning process and enhances easy access to the contents of Islamic studies. Thus, it is incumbent on teachers of Islamic Studies to have necessary skills, knowledge and training on the usage of ICT tools in school. Hence, this study investigated assessment of ICT skills among upper basic Islamic studies teachers in Kwara State, Nigeria. The study adopted the descriptive research design. Krejcie and Morgan sampling table and purposive sampling technique was employed to sample 358 Islamic studies teachers in upper basic schools within Ilorin metropolis of Kwara State. Data collected were analysed using percentage and means and standard deviation to answer two research questions. The results of the findings showed that use of internet, information search strategy, use of library software and online book selection and acquisition are the Islamic studies teachers' perceived level of ICT skills in basic secondary schools in Kwara State. Based on these findings, it was recommended among others that government and school authority should reward any teacher who tries his/her hands on innovation ideas using ICT tools to teach. Teachers should also be resourceful as that could motivate students to learn and perform better in their study.

Enhancement of Preservice Islamic Studies Teachers’ Autonomous Learning Skills: Designing a Reverse Learning Project

Enhancement of Preservice Islamic Studies Teachers’ Autonomous Learning Skills: Designing a Reverse Learning Project

IMPLEMENTATION AND IMPLICATIONS OF WORSHIP HABITATION IN BASIC EDUCATIONAL SETTING (a Case Study of Worship Habituation Effort at SDN 2 Yogyakarta Gading Rejo Pringsewu)

Habituation in education is very important especially in personal and moral formation as it instill positive elements in students' growth. The more religious experience a student gets through habituation, the more religious values are in his personality and the easier it is for him to understand religious teachings. This study focuses on the Implementation and Implications of Worship Habituation in the Educational Context, which is at SD Negeri 2 Yogyakarta, Gading Rejo Pringsewu. This research used descriptive qualitative method. The primary data sources are the principal, Islamic studies teachers , and fifth grade students. Data analysis for this research uses three steps, namely data reduction, data display and conclusion drawing/verification . The result shows that the effort in increasing the intensity and quality of worship activities through habituation at SD Negeri 2 Yogyakarta is quite effective, especially in increasing awareness in carrying out worship. The majority of students have shown an increase in their self - awareness on worship practices that are consistently being implemented not only at school, but also outside of school. The habituation program implemented in schools will become a consistent habit and an inseparable part in the activities and the learning system and also become the identity of this institution.

Discourse on Methods of Teaching Islamic Studies in Nigerian Senior Secondary Schools


 
 
 In a teaching process, method of teaching is of great importance as it may be difficult for students to have a comprehensive understanding of topics under discussion in the absence of appropriate methods. To this end, this paper is a qualitative research or a position paper. It adopted theoretical approach to make an introspection of methods of teaching considered suitable to teach Islamic Studies in Nigerian senior secondary schools. The fact is that effective teaching of the subject requires various methods with suitable instructional resources as the case may be to accomplish the set objectives. The study revealed that method to adopt for a particular lesson depends largely on the topic, objectives and characteristics of the learners. More so, skills required of an Islamic Studies teachers are discussed. Similarly, some of the facts analysed in the study include curriculum and plan for teaching the Qur'anic, Hadith, Tadhib (Moral Education based on the Qur'an and Sunnah), Tawheed (Theology), 'Ibadah (Worship of Allah), the Mu'amalah (Human Relation), and the Tarikh (Historical Development of Islam) aspects of Islamic Studies are analysed in this study. Based on the reviewed theories, it was recommended that Islamic Studies teachers should be professionally trained and provided with opportunity to update their professional capability in line with modern teaching methodology.
 
 

MEDIUM KOMUNIKASI GURU PENDIDIKAN ISLAM DALAM PENGAJARAN DAN PEMUDAHCARAAN TILAWAH AL-QURAN PROGRAM PENDIDIKAN KHAS INTEGRASI (KETIDAKUPAYAAN PENDENGARAN)

The purpose of this study is to identify effective communication medium for Islamic Studies teachers in teaching and simplifying the Quranic recitation field to Primary Integrated Special Education School students (hearing problems). There are two teachers teaching Islamic Studies subject from two different primary schools who conducted the Integrated Special Education program (hearing problems), has been chosen as participants in this study. In order to collect data, researchers use qualitative research, specifically by using three different methods: interviews, observation, and document analysis. Due to the inability of the students to speak, participants of this research use different styles of communication via various mediums of communication when conducting Quranic recitation lessons (PdPc). Some of them are BMKT, sign language, spoken language, fingerspelling, body movements, and writing on the board. Overall, teachers show deep passion and integrity in educating the students who have hearing problems in Quranic recitation lessons. It is hoped that this research will help Islamic Studies teachers especially, facilitating them in communicating with the students who have a hearing disability in the Quranic recitation field. In addition, researchers also anticipate that this research will become a guide to any party who is directly involved in teaching Quranic studies to the hearing disabled group, whether the students are children, teenagers, or adults, so that the teaching will be more systematic and effective.

The Role of Islamic Studies Teachers in Building Students' Moral Values in Umar Suleiman College of Education, Gashua, Yobe State, Nigeria

The Nigerian system of education focused on upliftment of corporeal, emotional, spiritual and intellectual levels of citizens. Islamic education has always focused on moral building or moral development. The aim of this paper is to analyse the role of Islamic Studies teachers in building moral values in Umar Suleiman College of Education, Gashua. Questionnaire and interview is research instrument used. Questionnaire is the main research instrument used for the study to gather necessary data from the sample respondents. The study shows that there is a significant role of the Islamic teachers in building good moral values among Muslim Youths.

Causes of Secondary School Students' Poor Performance in Arabic Aspect of Islamic Studies in Kwara South

Students and teachers of Islamic Studies that are deficient in Arabic language but depend solely on their competence in English language to study and teach Islamic Studies may find it difficult. In view of this problem, there is the need to look into how students and teachers of Islamic Studies cope with this situation. This study examined causes of students' poor performance in Arabic aspects of Islamic Studies in senior secondary schools in Kwara South Senatorial District, Nigeria by correlating the level of relationship among competence level of Islamic studies teachers in Arabic language, Islamic studies students background knowledge of Arabic language, availability of relevant Islamic Studies textbook, and academic performance of Islamic Studies students. Thirty (30) school administrators, forty (40) Islamic Studies teachers and one hundred and fifty (150) Islamic Studies students were randomly selected from the senior secondary schools from each of the four sampled local Government Areas, which gave a total number of eight hundred and eighty respondents. Meanwhile, the simple random sampling technique was used because it allowed the researcher to give every local government area equal opportunity of being selected after knowing the exact size of their numbers; the required sample size was then selected using the table of random number. A researcher-designed questionnaire was used to collect relevant information from the respondents. Three research hypotheses were formulated for the study and data collected were tested using Pearson Product Moment Correlation Statistical Techniques at 0.05 level of significance. The findings revealed that there was a significant relationship between competence level of Islamic Studies teachers in Arabic language and academic performance of Islamic Studies students. Based on the findings of the study, it was recommended among others that teachers of Islamic Studies that are deficient in Arabic language should endeavour to undergo in-service training in Arabic language so that the objectives of teaching and learning of Islamic Studies could be achieved.