For a long time, there has been an element of dualism in the education system, and research has shown that there has been a great concern among many Muslim countries that university graduates live a life not in line with the Islamic values advocated in the Quran and the Sunnah. This stems from the value crises that lie within the values transpired to the students, whereby there are gaps between the worldly knowledge (Aqli) and the Islamic knowledge (Naqli) which results in imbalanced graduates—secularised minds versus the conservative ones. Both groups are incapable in performing the ‘right’ role of a khalifah for the betterment of the ummah, as one is more equipped with the worldly knowledge, and viceversa. This study looks at the curriculum of English for Academic Purposes (EAP) course conducted at USIM—whether or not the elements of Naqli and Aqli are being integrated in the curriculum. Findings reveal that the integration of Naqli and Aqli elements in the EAP course is still at the initial stage as could be seen through the related documents of the course, and also based on the instructors’ views. The elements are superficially and loosely integrated, merely through the mention of the phrase ‘Naqli and Aqli’ but without clear guidelines of how it could be more systematically implemented, especially for language courses. The study is hoped to fill the gap, and contribute in the development of integrating Naqli and Aqli elements for a language course in general, and for EAP specifically.

Pengenalan- Sejarah perkembangan pendidikan negara menunjukkan pendidikan Islam tidak formal merupakan kaedah penyampaian ilmu yang paling berkesan khususnya dalam kalangan masyarakat Melayu. Guru agama sangat berpengaruh terutamanya dalam aspek pengukuhan identiti Melayu Islam dan bimbingan kerohanian. Sistem pendidikan negara yang bertunjangkan Falsafah Pendidikan Kebangsaan (FPK) menjadi teras kepada pembangunan Falsafah Pendidikan Islam (FPI) ke arah pemantapan sikap, kemahiran, keperibadian dan pandangan hidup seorang individu berteraskan al-Quran dan al-Sunnah. Namun begitu, pelbagai kepincangan dalam masyarakat turut dikaitkan dengan penglibatan GPI dalam aktiviti kemasyarakatan yang masih rendah. Justeru, isu ini perlu diberikan perhatian. Objektif – Kertas ini bertujuan menilai tahap prestasi peranan guru pendidikan Islam (GPI) sebagai pemangkin perubahan ke arah pembentukan masyarakat yang bertamadun terutamanya dalam era pasca moden. Metodologi – Peranan GPI sebagai pemangkin perubahan dinilai menggunakan soal selidik yang terdiri daripada 8 item yang dibina berdasarkan teori peranan dan ciri ejen berkesan dalam model Perubahan Terancang. Nilai kebolehpercayaan instrumen ialah .923. Kajian melibatkan 320 orang GPI sekolah agama swasta di Selangor yang dipilih menggunakan kaedah persampelan rawak berstrata. Data dianalisis menggunakan perisian SPSS 23.0. Dapatan – Keputusan kajian menunjukkan tahap peranan GPI sebagai pemangkin perubahan adalah sederhana. Ini membuktikan persepsi dan jangkaan orang lain terhadap tanggung jawab yang harus dijalankan oleh GPI terhadap ahli masyarakat dapat mempengaruhi tingkah laku GPI. Kepentingan – Kajian merupakan satu konteks baru iaitu mengukur penglibatan dan peranan GPI dalam pendidikan tidak formal. Peranan pemangkin perubahan yang dikaji adalah mengikut jangkaan dan persepsi masyarakat menurut Teori Peranan serta keperluan standard profesionalisme guru di Malaysia. Dapatan kajian boleh digunakan sebagai kayu ukur oleh KPM dalam menilai tahap pengamalan nilai profesionalisme guru berdasarkan Model Standard Guru Malaysia.

Sistem pendidikan pondok merupakan sebuah institusi pendidikan agama Islam yang wujud serta diiktiraf oleh masyarakat. Ia berperanan untuk menyebarluas ilmu agama serta membentuk keperibadian Muslim yang sempurna. Pendidikan Islam yang diterapkan dalam pengajian tersebut adalah salah satu saluran terpenting untuk membentuk perwatakan dan pemikiran selari dengan nilai-nilai Islam. Kurangnya pemahaman kepada didikan Islam akan mendorong seseorang kepada kelakuan yang bertentangan daripada agama Islam. Maka, tujuan kajian ini adalah untuk mengenal pasti cabaran yang dihadapi oleh institusi pendidikan pondok selain mengkaji impak pelajar yang mengikuti sistem pendidikan pondok terhadap diri, rakan sebaya dan masyarakat. Kajian ini menggunakan kaedah kualitatif dan kuantitatif iaitu melalui analisis dokumen serta temu bual menerusi perbincangan meja bulat yang telah diadakan bersama pihak berkepentingan dan edaran borang soal selidik. Seramai 233 responden yang terlibat telah dipilih di beberapa buah Pondok di Semenanjung Malaysia. Dapatan menunjukkan terdapat tiga faktor utama yang menjadi cabaran kepada perkembangan pondok masa kini iaitu kurikulum, pengurusan dan pengiktirafan pengajian pondok. Hasil kajian turut mendapati, pelajar mengakui bahawa sistem pendidikan ini memberi impak positif kepada diri mereka (min 4.59). Mereka turut mengakui sistem pendidikan ini memberi manfaat kepada keluarga dan persekitaran mereka. Kesimpulannya, sistem pendidikan pondok berupaya untuk membentuk sahsiah pelajar kearah yang lebih baik dan menghasilkan pelajar yang berkualiti.

Memelihara generasi mulia dan masyarakat yang berpengetahuan melalui integrasi pengetahuan Naqli (Quran dan Sunnah) dan Aqli (pengetahuan duniawi) adalah falsafah Universiti Sains Islam Malaysia (USIM). Kertas kerja ini menerangkan sebahagian daripada penemuan kajian yang lebih besar yang meneroka pengintegrasian unsur-unsur Naqli dan Aqli dalam kursus Bahasa Inggeris untuk Keperluan Akademik (EAP). Melalui pendekatan kualitatif, para penyelidik melakukan temu bual secara bersemuka dan separa berstruktur dengan pelajar tahun pertama yang telah menjalani kursus EAP. Seperti yang dijelaskan dalam hasil temu bual, para pelajar didapati mempunyai kesedaran dan pemahaman yang minima mengenai konsep Naqli dan Aqli, Para pengajar EAP juga tidak menyentuh konsep Naqli dan Aqli secara mendalam. Walau bagaimanapun, para pelajar masih bersifat optimistik dan percaya bahawa integrasi tersebut berpotensi menjadi lebih berjaya dan holistik untuk memenuhi misi dan visi Universiti dalam menghasilkan umat Islam yang dihormati.

Although Tahfiz students’ Islamic knowledge is generally accorded privilege, Tahfiz students’ English language proficiency is considered weak and insubstantial. The advent of technology and the 21st century reveal the centrality of English proficiency as it is still the most spoken language in the world. As such, to become global Da’ie, Tahfiz students might better possess English language proficiency commensurate with the global demands. Based on Dornyei’s (2005) L2MSS, a new L2 motivational model for Tahfiz students has been proposed. In this paper, the authors describe one specific factor in the new model, namely the Islamic Drive which contains five items extracted via the Exploratory Factor Analysis. The element of Islamic Drive used singly is useful because it substantiates a unique aspect of motivation for Tahfiz students. In essence, the Islamic Drive suggests that Tahfiz students’ motivation is closely associated with their spiritual vision; to use English mainly as a means of da’wah is to communicate with other global Muslims.

Pondok Institution is one of the earliest institutions concentrating in Islamic education established especially in Malay Peninsula. The growth of schools and madrasah administered by the government as well as private has reduced the development of the pondok in the early 90s. However, at present, pondok studies are burgeoning due to the high demand from the community. Although the pondok institution can be regarded as pioneers in instituting Islamic education, survey that has been conducted finds that there is no clear, transparent coordination in the curriculum or studies provided. This paper discusses some aspects of education in pondok institutions, particularly on the challenges and impediments faced by the pondok administrators from the point of view of officials in the Islamic Religious Department and the State Islamic Religious Council, who are invited during a roundtable discussion. Group interviews were conducted. The interview data were recorded, transcribed and analyzed thematically using ATLAS ti software. The study reveals that studies concerning pondok instutions are increasingly gaining acceptance from local communities. In addition, there are three main factors that support the development of the present pondok education which are the curriculum, finance and management of the pondok study itself. By focusing on issues and challenges surrounding pondok education, this study is a start to a beginning of a worthwhile and meaningful discussion of what it means to develop pondok institution and teach Islamic education within Malaysian context.

Introduction- Teaching practicum is an essential part of teacher-training that provides real classroom engagement for a beginner teacher. It is considered as one of the most critical components of teacher preparation with greatest impact on teacher quality (Mtika, 2011; Zeichner, 2010; Graham, 2006; Tang, 2003) and is significant for the development of their pedagogical skills (Kauffman, 1992). The sudden upsurge of the Covid -19 infections around the world in the first quarter of 2020, witnessed massive closure of schools worldwide in order to contain the spread of the pandemic. This unexpected turn of events had flipped the more traditional face-to-face method of teaching and learning into distance learning that requires 21st. Century technology and skills. Purpose – This paper explores the experience of a group of trainee teachers from an institute of higher learning in Malaysia, at managing this unprecedented challenge in delivering education remotely via technology. Methodology – Data were collected from interview and supplemental written records in the form of lesson plans, teaching evidence and online tools employed for the teaching and learning. Findings – The findings show that the trainee teachers undergo varied and often challenging experiences in ensuring the continuity of curriculum-based education and the students’ progress in learning. Significance – Their successes in delivering the lessons amidst the novel encounters are the epitome of resilient and flexible teachers in the making.

Pembangunan sesebuah negara bergantung kepada banyak faktor, di antaranya adalah pembangunan manusia, industri, dan ekonomi secara lestari. Pembangunan lestari yang dimaksudkan adalah memberi perhatian kepada pemuliharaan dan pemeliharaan kesejahteraan manusia dan ekosistem ekonomi secara seiring dan seimbang. Manakala kelestarian ilmu adalah menjadi teraju utama dalam pembangunan diri manusia. Penyediaan ilmu yang berterusan kepada generasi muda hari ini adalah sangat penting dalam mendidik dan membentuk keperibadian serta keseimbangan generasi muda hari ini. Artikel ini adalah bertujuan untuk membincangkan secara konseptual tentang bagaimana kelestarian ilmu itu berfokus kepada PISH dalam membentuk keseimbangan pada generasi akan datang. Keseimbangan diri manusia adalah keseimbangan hasil jalinan ilmu duniawi dan ukhrawi yang menyumbang kepada pembinaan generasi yang mampan dari segi intelektual, perlakuan, pemikiran, yang mempunyai matlamat yang jelas dalam membangunkan negara. Kajian literatur dijalankan dari data sekunder yang diperolehi dari sumber perpustakaan dan juga laman web berkenaan dengan pembangunan lestari dan hubungkaitnya dengan PISH. Analisis kualitatif adalah berdasarkan dari analisis kandungan literatur berkenaan dengan PISH dan juga kelestarian dalam pembangunan insan dan negara. Penemuan kertas kerja ini diharapkan dapat membawa kepada satu pemahaman bahawa PISH sebenarnya adalah menjadi faktor utama yang membawa nilai keseimbangan dalam diri individu terutamanya dalam mendidik masyarakat secara berterusan dalam gagasan membangunkan negara secara lestari dan mempunyai ekonomi yang berdaya saing di peringkat global.

The role of Islamic education teacher (IET) as society change agent (SCA) requires a strong internal motivation factor. It begins with confidence in self-ability i.e. self-efficacy (SE) in implementing the trust given to them. This study aims to assess the relationship between SE ITE in Malaysia with the role of SCA in society. This quantitative study has involved 1382 IETs in Malaysia. The sampling technique used was cluster sampling and based on random sample selection. The findings show that the SE level of ITE is at high level. But the role of IET as SCA is at less satisfactory level. Furthermore, SE has been identified to have a significant relationship with IET's role as SCA but was at weak level. The implication is, the study finds that the focus should be on restoring ITE's mindset about the community's work and developing the ummah, as well as the 21st century teaching and learning (T&L) skills. In fact, IET needs to be given practical exposure to engage in society through NGOs, surau, mosques, da'wah organization and government agencies.

This study explores the motivation of learning English among students in selected Tahfiz government and state schools in Malaysia. Questionnaires adapted from Dornyei (2004), with an additional construct, were administered to 1,017 students aged 13 to 17. Exploratory Factor Analyses (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modelling (SEM) with Robust Maximum Likelihood estimation technique (MLR) were used. From the SEM analysis, a new model of motivation in learning English among Tahfiz students is proposed. The study discovered that attitudes towards community, promotion, prevention, parental encouragement, interest, Islamic values, ideal L2 self, ought-to L2 self, and attitudes towards learning English all play central roles in the proposed model. A comparison motivation model between the Tahfiz government and state schools was also provided. The results suggest that Tahfiz English language teachers and other relevant parties should be aware of their students’ motivation in learning English, and try to create a more conducive learning environment in the classroom. This can equip the students with sufficient language skills to be well-rounded Islamic preachers.

This study explores the notion of leadership identity construction as portrayed by women principals in exercising school leadership. The study examines how the leadership of women principals impacted the construction of leaders’ identity among teachers whilst they, at the same time, strive to achieve the twofold excellence at schools in terms of academic and non-academic matters. The study draws on data from a qualitative method that examines key priorities that determine the leadership of women principals. It further examines the values that the women principals uphold in constructing leadership identity among teachers at four selected secondary schools in Malaysia. The analysis suggests that the construction of leaders’ identity in teachers by the four women principals shared some similarities and differences through the three themes emerged which are excellence, togetherness and spirituality. The study concludes that in order to perform the roles of constructing leaders’ identity in teachers, the women principals’ leadership is driven by their spiritual nature and culture that involve values of caring and sharing to lead in ways that are collective, reciprocal and inclusive. This study contributes towards the discovery of leadership identity construction among teachers in secondary school in Malaysia particularly but may also be applicable to other similar contexts worldwide. The study also suggests some implications for future research