The teaching and learning approaches of Prophet Muhammad (peace be upon him)

Globalization has brought about many drastic changes in our life including in education. The explosion of information and communication technologies, advancement in educational researches and practices have compelled teacher to be more sensitive to change. They need to consistently improve their teaching quality. The traditional lecture method of ‘talk and chalk’ and the ‘trial and error’ method are in adequate to produce excellent students today. Although many teachers have been exposed to different theories and methods of teaching and learning, the outcomes have not been promising. This paper discusses the approaches, strategies and methods such as halaqah, lecture, demonstration and story telling, that have been used by the Prophet Muhammad (pbuh) to obtain on how to obtain a generation of unique, God-conscious individuals and some proposition on how to obtain optimum results in learning

Educating for authentic self

Authenticities of the “self” had been studied from several perspectives. In this paper, the “authentic self” was examined from transcendental perspective. The concept of authentic self is a focal point and a buzz word in recent studies. With the swing on moral and ethical dilemma within the society, it has reached a height that the phrase “authentic self, society, leaders, schools, community” is now been studied. The contemporary global trend of the dichotomy between the authenticity of the private and public of a “self” was reviewed. This paper will consider the Islamic purview of the “self.” The union of the private and the public dimensions of the self were evaluated using the indicators such as the “self” in relation to God; relationship with the Scriptures; principles of social justice and understanding of the world. The role of education as a vibrant catalyst in making an “authentic self” was finally correlated to expose its effect as a tool for societal change

The Muslim World and the West: the potential of educational institutions in building bridges in the context of Malaysia

The Muslim World and the West share the same global village but each has a different civilizations and worldview. Education is seen as a major vehicle in transmitting ideas, attitudes and beliefs. This paper begins with a brief history of the educational links between the West and the Muslim World and later discusses the role of educational institutions in creating barriers or building bridges between The Muslim World and the West, with special reference to Malaysia. It then discusses the fact that despite its independence from Britain in 1957, Malaysian educational institutions and systems are still influenced by the colonial educational system. In lieu of the above situation, pertinent questions have been raised, such as our consistencies in creating barriers and building bridges with the West. Finally this paper puts forward some suggestions in terms of the remedial measures to minimize the barriers and bridge the gap between West and the Muslim World

Stress management from Islamic and Western perspectives: a psycho-analytical approach

Occupational stress is a pervasive phenomenon in the workplace. Its likely occurrence can be attributed to the discrepancies between occupational demands/responsibilities on the one hand, and worker's capabilities, needs or resources on the other. This book examines the sources of occupational stress among Muslim school administrators and senior teachers in a secondary school in Malaysia. It also investigates the Islamic techniques or methods they used in managing stress in their workplace

Authentic leadership among academics and administrative staff in IIUM

Leadership is critical to the success of all organization, higher institutions are no exception. Contemporary leadership theories and practices describe authentic leadership (AL) in relation to self-awareness, relational transparency, internalized moral perspective, and balance processing of information. The study examines the convergent and discriminant validity of the four dimensions of authentic leadership in the academic administration. A total of 438 academic and administrative staff at the International Islamic University Malaysia were asked to rate their authentic leadership behaviours. Findings from principal component analysis (PCA) revealed three dimensions (internalized moral perspective, self-awareness, and relational transparency) of authentic leadership instead of four dimensions proposed by Walumba, et al. (2008). The result also provides evidence that supports discriminant validity and none on convergent validity. Additionally, confirmatory factor analysis (CFA) was employed to test the dimensions. The result from the confirmatory analysis support the dimensions obtained from PCA. Consequently there are no differences in the rating of both the academic and administrative staff, despite the gap in the contextual variables (e.g. gender, academic qualification, number of years employed and age)

Kepelbagaian pendekatan pengajaran dan pembelajaran rasulullah (s.a.w) demi menjana pendidikan yang berkesan

Globalization has brought about many drastic changes in our life including in education. The explosion of infromation and communication technologies, advancement in educational reseraches and practices have compelled teachers to be more sensitive to change. They need to consistenly improve their teaching quality. The traditional lecture method of 'talk and chalk' and the 'trial and error' method are inadequate to produce excellent students today. Although many teachers have been exposed to different theories and methods of teaching and learning, the outcomes have not been promising. This paper discusses the approaches, strategies and methods such as halaqah, lecture, demonstration and story telling, that have been used by the Prophet Muhammad (pbuh) to obtain a generation of unique, God-conscious individuals and some proposition on how to obtain optimum results in learning

Ideal vs. reality: evidences from senior teachers’ experiences on the Malaysian School-based Assessment system (SBA)

School-based Assessment (SBA) system or better known by its Malay acronym as PBS (Pentaksiran Berasaskan Sekolah), being part of the Malaysia educational reform, was officially introduced by the Ministry of Education in 2011 with the aim to improve the effectiveness of the system in evaluating students’ academic progress and personal development. Under the system, students’ learning outcomes will be evaluated based on their competencies and readiness and teachers are encouraged to use various evaluation methods such as question and answer sessions, quizzes, presentation, short writing, dramas, and role-playing (Dietel, Herman & Knuth, 1991; Davison, 2007). However, the system received many negative feedbacks and claimed to pose great pressures on the part of the teachers, students and their parents as well. This study aspires to investigate the issue of SBA based on evidences revealed by senior teachers from five secondary schools who were involved in the implementation of the system. The qualitative case study aimed at identifying some perceptions, expectations, challenges and suggestions to improve the implementation of the SBA. Respondents perceived that teachers had been imposed with additional workloads in terms of paper work on top of their teaching responsibilities. Furthermore, large class size and lack of supporting resources (e.g. internet facilities) had further aggravated their negative perceptions on the SBA system. Overall they strongly admitted that both students and teachers did not receive much benefit from the system. The findings indicate that to ensure the effectiveness of the system’s implementation, teachers must be equipped with sufficient and detailed information on the evaluation process for a specified students’ competency meant to be evaluated. In doing so, fears and negative attitudes among teachers on the SBA shall be allied. Besides that, a more effective mechanism needs to be developed to reduce the burden of teachers in preparing and completing documentation as required by the SBA, while issues such as heavy teaching hours and large class size be promptly addressed