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This study aims to identify the readiness of teachers to use mobile phones for the purpose of teaching preparation. The study also reviewed the level of teachers' satisfaction when using the mobile technology applications developed for the purpose of teaching and learning in the classroom. This study used the mix method to collect data. A total of 31 teachers were involved in answering the questionnaire and seven teachers were interviewed to obtain supportive data. The findings show that the use of applications on mobile phones can help teachers smoothen the lesson preparation. In addition, the use of mobile technology also gives satisfaction to the teachers in enhancing their knowledge in the field of teaching. However, the technical aspects are still a priority and influence the usability aspects of an educational application. The study also revealed that the end users' age factor is important because it affects the frequency and usage of mobile technology in developing their skills. In conclusion, the use of mobile technology among teachers is appropriate and facilitates the teaching activities.

Purpose: The purpose of this study was to examine the process of embedding values implemented by excellent teachers in teaching Islamic education in the multi-cultural society. Design/methodology/approach: This study was a qualitative study, which used a combination of in-depth interviews, observation and document analysis for data collection. Using a purposive sampling technique, seven excellent Islamic education teachers were selected. The data were analysed using Atlas.ti 7.1.7. Findings: The findings of the study show the process of embedding values among excellent teachers include the following aspects: teachers take into consideration the various differences among individuals in their classes, especially of learners' names and family backgrounds, humour elements, praising of students, lectures, repetition practical areas, problem-solving and question and answer sessions. A variety of methods are used in the process of embedding values including two-way interactions between teachers and students. Teaching happens in stages that link to the cognitive level of the students and these learning environments allow the values to be exposed, taught and personally experienced by the students. Practical implications: This study shows that teachers should use various types of teaching methods, i.e. light-hearted element, praising students, lectures, repetition, practical areas, problem-solving and question and answer sessions, to embed values during the lessons of Islamic education. Interaction between students and teachers takes place and creates a transformative process of knowledge and allowing the positive values to be taught effectively. They start to learn and appreciate the values of others and also be able to practice them in their daily lives. The students were exposed to the diversity of culture and various types of background of their friends. The awareness of the teachers in creating a learning environment that is sensitive to all students is very important. Thus, these methods should be taken into consideration by teachers to teach values and should be exposed during teacher training so they are able to implement them in the classroom. Originality/value: This paper explores and describes methods of embedding of values used by excellent Islamic education teachers in the lessons of Islamic education. There are very few studies conducted in this area and this qualitative study is focussed on how values are thought in the lessons of Islamic education. These findings can be used by educators to improve the quality of the lessons based on most effective teaching methods used by the teachers in the lessons of Islamic education.

This study embarks from the great and huge responsibility of teachers nowadays especially the IRT (Islamic religious teachers). As the role model of students, they play an important task especially in producing the good Muslim character. Therefore, their job not only focuses on the content of subject but becomes wider in scope, more than other teachers in molding a human. For this, the mind faculty plays an important role. Many studies have proved that people's belief and how they perceive themselves can influence their personality and make them be a center of attention. The past research findings have shown that teachers need to have the PSC (positive self-concept) to help them become a successful role model and produce the great Muslim character in the future. Thus, this study seeks to look at the need of PSC in IRT as a role model. This study is a conceptual paper which is based on the analysis of document method. The paper will discuss the role of IRT, the PSC and the needs for teachers, and the influence of teachers' PSC on students' behaviour. Due to current scenario of social ills, the IRT responsibility of educating and molding the good character of Muslim students becomes much more challenging. Therefore, in order to make sure the vision is accomplished, IRT must build the PSC in themselves first. (Contains 1 figure.)

The teaching of "akhlaq" (moral values) in Islamic Education lessons is one of the important aspects in the Integrated Curriculum for Secondary Schools in Malaysia. Its purpose is to develop the potential of the individual in a holistic, balanced and integrated manner, encompassing the intellectual, spiritual, emotional and physical aspects in order to create a balanced and harmonious human being with high moral standards. The aim of this article is to examine teachers' perceptions of the teaching of "akhlaq" at secondary school level. Data were collected from 22 respondents about the process of teaching and learning "akhlaq," the school environment and the internal and external factors that might influence the students' "akhlaq." The study found that most of the Islamic Education teachers interviewed were satisfied with the process of teaching and learning "akhlaq" in their schools. Despite a few weaknesses in terms of implementation, they believed that school activities, religious activities and school regulations at their schools gave positive and significant contributions to the development of students' "akhlaq." It was also found that peers, negative attitudes among some teachers, parents and local communities, the mass media, entertainment centres and the demands of jobs had negative influences on the students' "akhlaq."

Generally, there is significant change in the Brunei education assessment system as the School Based Assessment for Learning (SBAfL) is introduced including for the subject of Islamic Education. This study is to exlpore whether the SBAfL has influenced the teaching styles among Islamic education teachers. This phenomenology study used qualitative approach which involved seven participants which was selected based purposive sampling method. The data were collected through i) deep interviews ii) direct non-participant observation in class rooms, and iii) documents-based evidence. The element of validity and reliability was carried out using triangulation process, continuous observation, participants’ agreement, peer group analysis, researcher position, expert validation, and expert validations to measure inter-rater reliability using Cohen Kappa analysis. In generating theme and sub-theme, data were analysed using Atlas. ti 7.5.9 softwear. Generally, the implementation of SBAfL not only influenced the Islamic education teachers’ pedagogy aspect, but also influenced the teachers’ attitude and their acceptance towards changes and improvement of assessment practices in classroom. Thus, Islamic education teachers in this study accepted and were able to implement the changes of SBAfL in the Islamic education subject. [ABSTRACT FROM AUTHOR]

Lesson planning means the teacher's understanding of what will be delivered and how teaching process implementation should be implemented are based on the suitability of students and the content needs of the field. This study explores the implementation aspects of planning and preparation of Islamic education teachers (GPI) to integrate science and Al Quran in teaching. A total of four GPIs who teach at maahad tahfiz sains who use the tahfiz sains stream integration curriculum have been found. The respondents of the study were selected using the purposive sampling technique. This study used Atlas t.i 7.5.7 program software to analyze each data obtained. There are three main themes found based on the perspectives of the four study participants. The first is lesson planning and the sub-theme of the Daily Teaching Plan and the Annual Teaching Plan; the second is the theme of preparation of teaching aids and the sub -theme is ICT materials; the third is the discussion theme and the sub-theme is friends. Therefore, teachers need to plan and implement lessons that can increase the awareness, understanding and confidence of students that Allah s.w.t is the only God who must be worshiped. Tahfiz teaching planning should be arranged more systematically, especially in terms of planning lesson activities, lesson materials and discussions with peers in order to provide maximum impact on students' acquisition of knowledge. [ABSTRACT FROM AUTHOR]

There should be a great deal of concern over the extensive and still expanding application of artificial intelligence (AI) technology in Muslim life today. From the use of smartphones, drones, robots, autonomous vehicles and weapons technologies, the transformation caused by AI is significantly positive but much is still up for debate and contemplation. In fact, some Muslims may merely consider this rapid growth of AI as part of science fiction which is being popularised in movies. This incognizant view is dangerous because Muslims may not be alert to unforeseen AI impact especially when it crosses over Islamic ethical or legal limits. These interpretations should provide an appropriate context for Muslim experts today to rethink their views with regards to the transformative impact of AI on Muslim society. This preliminary study therefore, is conducted to gather Muslim experts’ professional views on AI related issues. Using a quantitative methodology approach with a cross-sectional study design, 37 experts responded to the personal, online questionnaire emailed to them. The findings generally indicate the respondents’ insensitivity towards the greater extent of AI impact on Muslim consumers at large. However, most of the respondents were agreeable on the urgent need for regulations so that AI is geared and harvested for its benefits in enhancing Muslim life. This signifies the importance of thorough and strict regulations for AI research and technology to adhere to Islamic principles. A specific framework development underpinned by Maqasid al-Shari’ah is recommended to address the various contemporary issues of AI impact. [ABSTRACT FROM AUTHOR]

This article discusses two integration curriculum models applied in the the curriculum of Islamic Education. One of the models is the interdisciplinary Robin Forgarty's Integrated Curriculum Model which explains the concept of integrated curricula. Another model used in this paper is the Selangor State Integrative and Holistic Education Model. The integration concept and its relation to other knowledge discipline introduced by Forgarty is carried out by matching a subject with another subject based on their similarities in the concepts, skills, values, themes and topics. In this research, we used content analysis to gather detailed information on the topic at hand. The main finding illustrated that the meaningful teaching and learning practice among teachers and students is the major focus of the model. The students' cognitive, affective and psychomotor skills must (should?) be emphasized by teachers. At the same time, important skills such as metacognitive, study skills and problem solving skills should be reinforced given the diversity in knowledge discipline. The paradigm of these models reflects that the teacher's synergy is needed to develop cooperation in assimilating one's discipline in the process of curriculum integration at school. [ABSTRACT FROM AUTHOR]

This research aims to obtain validity and reliability of several research items in the teachers' training evaluation intstrument for teachers in Sekolah Rendah Agama (SRA) JAIS, trained under the Intergrated Holistic Education System program (IHES).This instrument had been tested for validity and reliability using the Content Validity Index (I-CVI) and Exploratory Factor Analysis (EFA). A total of 122 JAIS Islamic Education teachers from Hulu Langat and Sepang district were selected as respondents in the pilot study.The face validity and content instrument were evaluated by ten field experts and I-CVI was used to determine the reliability score. The result of the value of item Content Validity Index (S-CVI) showed a high score for both constructs with 0.99 and 0.98 value. Four factors for teachers'attitude construct and three factors for teachers' performance construct were developed through the use of EFA. Meanwhile an anti image showed the value of coefficient correlation exceeded 0.5 value ,which was between 0.77 to 0.92. Furthermore, the Eigen value was bigger than 1. While the item correlation value of the overall score (item-to-total correlation) exceeded 0.30 in between 0.38 to 0.77. Both constructs showed internal consistency values (Cronbach's Alpha) of 0.90 and 0.94 , which values fell under acceptable range. All items showed load factor values exceeding 0.5.The overall items for this research consisted of 38 items for two research constructs. The conclusion from the EFA result showed that the teachers' training evaluation instrument for JAIS Islamic Education teachers on the aspects of attitude and teachers' performance has fulfilled the validity and reliability criteria. [ABSTRACT FROM AUTHOR]

Tahfiz al-Quran is a subject of tradition that is the pride of Muslims throughout the ages. The advantages of studying this field have been mentioned in most of the kitab muktabar. In Malaysia it is a core subject and must be followed by all students in all Tahfiz al-Quran including Diploma Tahfiz al-Quran wa al-Qiraat under the Department of Islamic Development Malaysia. Essential pillars in teaching this field are lecturers or instructors who carry out teaching. This article is the result of an analysis of the findings related to the practice of talaqqi and mushÉfahah in the teaching of the QuranTahfiz in Malaysia. This qualitative study was conducted to examine the implementation of talaqqi and mushÉfahah practices performed during the teaching and learning of The Tahfiz al-Quran. A total of six lecturers were selected from four Maahad Tahfiz under the Department of Islamic Development Malaysia selected as participants in this study. The data were collected data through interviews, teaching observations and document analysis. The findings show that all participants of the study state that they practice the talaqqÊ and mushÉfahah methods. However, based on observation, the method was not fully applied because they preferred tasmi' method. Overall, the findings of this study can be used as a guide to improve the quality of teaching and learning of tahfiz al-Quran through talaqqÊ and mushÉfahah methods as this method has been spearheaded since the first revelation of al-Quran from the Jibril AS on the Great Prophet Muhammad SAW. [ABSTRACT FROM AUTHOR]