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This study was conducted with the aim to explore the teaching and learning practice among preschool Islamic Education teachers. Eight participants from four public and four private preschools participated along the research process including interview, observation and document analysis throughout a number of teaching and learning sessions. This qualitative research had been done in the area of Johor Baharu district. Data were analysed using NVivo software version 12. The validity of the data was obtained through triangulation of different sources of data, long duration of data collection which was six months and validated by the participants of the research. Meanwhile, the reliability of the data was obtained through trail audit and experts validation based on Cohen Kappa correlation validation. From the finding, eight elements of teachers’ preparation before the teaching and learning sessions were found, and they are; preparing the Annual Lesson Plan, timetable, Daily Lesson Plan, referring to module, teacher and students’ classroom preparation, preparing activity, teaching aids and teachers’ personality. It is a hope that this Teaching and Learning Preparation Model will be a guide for teachers and lecturers in Malaysia.

This article discusses the importance of vision and mission of the Islamic Education Lecturers (IELs) in teaching and learning (TnL). This study was fully conducted through qualitative method via case study. Six IELs were selected as participants and willing to be interviewed, and the data from the interview were supported by three Heads of Islamic Education Unit, 12 lecturers and 12 students. The data were triangulated with the data obtained through observation and document analysis. The data were analysed through N’Vivo software to generate a pattern of themes and characteristics of the vision and mission in TnL. The result found that there were six elements of vision and mission emphasized by the IELs in TnL. Five of them had formed a pattern. That five elements were; students receiving and appreciating, TnL objective achieved, spreading da’wah, moulding students attidtude and thinking, and achieving success in the world and the hereafter. Therefore, a model which is named as Model of the Vision and Mission Practice for the Excellent Islamic Education Lecturers was deloped. From the overall view, the emphasis on achieving mission and vision helps the IELs to successfully conduct TnL inside and outside classroom.

A variety of teaching and learning of Islamic Education is one of the elements that is been practiced by the Islamic Education teachers (GPI) in Johor. Therefore, this research is mainly focused on the venue for implementation the teaching and learning process of the subject, in order to create an effective and innovative learning session. Hence, in this study, the main data are supported by analysis documents and observation which collected from formal interviews of seven participants which are been considered as the main respondent. Other than that forty-two informants were identified in order to obtain more information as the supported to the main respondent. The transcript of the interviews data are analysed via N' Vivo 7.0 software to create a theme, sub-themes and sub-themes. The outcome of this study showed that there are five main areas that make up the pattern and most frequent areas of teaching and learning process are prayer room, library, classrooms, school region and audio visual room. This case study creates an outcome for Teaching and Learning Points of Islamic Education Model

This article aims to evaluate the source of 17 dhikr in Ratib al-Άttas based on Quran, Hadith and scholar views on the meaning and purpose of dhikr. Applications Ratib al-Attas ceremony was conducted over 90 years ago in the state of Johor. In addition, the application Ratib al-Άttas assessment and justification is given from the perspective of Islamic practices. The method used is by clarifying the position of remembrance 17 Ratib al-Άttas more reliable by practitioners; avoid confusion and misunderstanding of the doctrine of Ratib al-Attas. The results showed that all 17 dhikr Ratib al-Άttas and the practice carried out are consistent with the arguments of al-Quran and Hadith. Based on this finding several suggestions is made to encourage the expend development of dhikr al-Άttas Ratib practice among the Muslim community in Malaysia.

This aim of the research to explore the knowledge of Islamic education preschool teacher’s about the development of preschool children and to determine the implementation of that knowledge in teaching and learning. This study is a qualitative case study approach with the main instrument is observation methods. These observation data triangulate with interviews and document analysis data. Selection of study participants using purposeful sampling aimed those who experienced the pre-school teaching for more than three years, have participated in courses and training of the Ministry of Education (MOE) and volunteered to participate in the study. The results found that teachers who participated in the study had a source of knowledge about the development of preschool children through courses, training and experience. Study participants have been practicing existing knowledge in the implementation of teaching and learning in the classroom. Teachers can also perform knowledge coincide with the objectives of preschool education. Insights data generating Preschool Teacher’s Knowledge Model proposed to the District Education Office (PPD), the State Education Department (JPN), Ministry of Education (MOE), the private sector, teachers, and parents in order to attempt the education of children in preschool.

This article discussed the Personality Traits of Islamic Education teacher (GPI) towards fellow colleagues and school top management. This study involved several secondary schools in the State of Johor. Interviews, observations, and analysis of documents were used as a data collector instruments. All data were then arranged by using N'Vivo software version 7.0 in order to produce themes, sub-themes and schedule matrix associated with the GPI personality traits towards fellow colleagues and top management. Results of the study indicated twenty one (21) traits that can be established as a pattern and they are committed; compliance; positive thinking; well mannered; respectful; easy going; concerned; have elements of humor; responsible; a role model; sensitive; understanding; tolerance; friendly; diligent; cooperative; approachable; as a point of reference; and unprejudiced. While the other nine (9) traits cannot be established a pattern. Therefore, this study has produced a commendable Personality Traits of Islamic Education teacher (GPI) with Fellow Colleagues and School Top Management Model.Keywords: Personality Traits, Islamic Education teacher, Model of Islamic Education Teacher personality against fellow colleagues and top management.

Salah satu ciri pengajaran berkesan ialah kepelbagaian dalam kaedah pengajaran dan pembelajaran di dalam kelas. Kepelbagaian dalam kaedah pengajaran bertujuan untuk memberi pengalaman pengajaran dan pembelajaran yang bermakna kepada para pelajar malah meningkatkan motivasi mereka untuk belajar. Melihat kepada kepentingan penggunaan pengkaedahan ini, maka pengkaji terdorong untuk mengkaji bentuk kaedah pengajaran dan pembelajaran yang diamalkan oleh lapan orang Guru Cemerlang Pendidikan Islam (GCPI) yang mengajar di pelbagai jenis sekolah menengah di luar bandar dan bandar sebagai satu kajian perbandingan. Hasil dapatan data soal selidik menunjukkan bahawa terdapat kecenderungan yang serupa dalam penggunaan kaedah pengajaran dan pembelajaran GCPI di sekolah menengah luar bandar dan bandar. Pada bahagian akhir kertas kerja ini, beberapa cadangan juga dikemukakan bagi meningkatkan penggunaan kaedah pengajaran dan pembelajaran yang lebih pelbagai di sekolah luar bandar dan bandar. Kata kunci: Kaedah pengajaran dan pembelajaran; motivasi; GCPI One of the characteristics of effective teaching is the base of various methods in teaching and learning in the classroom. Diversity in teaching tries to bring teaching and learning experience meaningful lastly to increase student’s motivation. Seeing the importance of using this methodology, the researchers try to compelled the nature of teaching and learning methods adopted by the eight Excellent Teachers of Islamic Education (ETIE) who taught in various rural and urban types schools comparative study. The findings shows that there were a similar methods of teaching and learning used ETIE in both rural and urban school to improve student academic performance. Suggestions also forwarded to improve teaching and learning methods use rural and urban schools. Key words: Methods of teaching and learning; motivation; GCPI

Artikel ini cuba mengupas sifat dan peranan keperibadian Guru Cemerlang Pendidikan Islam (GCPI) terhadap pelajar dalam meningkatkan keberkesanan pengajaran dan pembelajaran di sekolah menengah dalam subjek Pendidikan Islam. Kupasan sifat dan peranan ini berdasarkan kajian yang dilaksanakan di beberapa buah sekolah menengah di Malaysia dalam bentuk soal selidik pelajar. Dalam kajian ini, beberapa kumpulan pelajar berlainan sekolah diminta menilai ciri keperibadian GCPI terhadap pelajar mereka masing-masing dalam pengajaran dan pembelajaran di dalam kelas. Instrumen soal selidik pelajar digunakan bagi mendapatkan data kajian. Data ini kemudiannya dianalisis dengan menggunakan SPSS version 16.0. Hasil dapatan kajian menunjukkan min keseluruhan persepsi pelajar terhadap keperibadian GCPI dan motivasi mereka berada pada paras yang tinggi. Min keperibadian GCPI kepada penampilan adalah 4.50, keperibadian kepada pelajar (min = 4.00), dan motivasi pelajar (min = 4.30). Begitu juga sifat keperibadian ini mempunyai hubungan yang signifikan tinggi dan sederhana dengan motivasi pelajar dalam pengajaran dan pembelajaran mereka di dalam bilik darjah. Kata kunci: Keperibadian; penampilan; motivasi pelajar This paper investigates the role of attitude and attributes of excellent Islamic Education teacher’s in enhancing the effectiveness of the teaching and learning process of the subject in secondary schools. The investigation was carried out in eight secondary schools throughout Malaysia. A set of questionnaires was distributed among secondary schoool students to evaluate the attitude of the excellent Islamic Education teachers in the classroom. Data was then analysed using SPSS version 16.0. It was found that the total mean of students’ perception on the attitude of the teachers and their motivation was at high level: i.e the mean attitude of teachers personality (mean = 4.50), attitude toward students (mean = 4.00), and student’s motivation (mean = 4.30). In addition, teachers’ attitude has an apparent relationship with student’s motivation during their teaching and learning process in the classroom. Key words: Attitude; personality; student’s motivation