IIUM Journal of Educational Studies https://journals.iium.edu.my/ijes/index.php/iejs <p>IIUM Journal of Educational Studies is a peer-reviewed scholarly journal concerned with interdisciplinary and multidisciplinary educational issues, published twice a year by the Kulliyyah of Education, International Islamic University Malaysia. The Journal publishes:</p> <ul> <li class="show">High-quality empirical, theoretical and review articles</li> <li class="show">Articles that connect the knowledge of research to real social practices</li> <li class="show">Articles that represent the interests and concerns of a range of stakeholders, such as interest groups, civil society, non-governmental organizations and policy-makers</li> <li class="show">Reviews, interviews and special features on topical issues in Islamic Education</li> <li class="show">Debates (academic, professional and societal) on topical educational issues</li> <li class="show">Special issues on contemporary themes in Educational Theory and Practice.</li> </ul> <p>All articles in IJES are indexed in Google Scholar and it is on its way to be indexed in Mycite and Directory of Open Access Journals (DOAJ) in the near future. Insha'allah.</p> International Islamic University Malaysia en-US IIUM Journal of Educational Studies 1675-8692 <p>The Journal will own copyright to all published works and have the right of first publication, both in print and online, unless other arrangements are made with the Editors in advance. It is the author`s responsibility to ensure that where copyright materials are included within an article the permission of the copyright holder has been obtained beforehand.</p> Preparing for and Reimagining Education of the Future: Towards a New Norm of Learning in the Post Pandemic Stage https://journals.iium.edu.my/ijes/index.php/iejs/article/view/438 Adham Hamawiya Suhailah Hussien Copyright (c) 2022 IIUM Press, International Islamic University Malaysia http://creativecommons.org/licenses/by/4.0/ 2022-06-13 2022-06-13 10 1 1 2 10.31436/ijes.v10i1.438 Educational Strategic Leadership Practices among Leaders of Selected Malaysian Risky Schools https://journals.iium.edu.my/ijes/index.php/iejs/article/view/366 <p>This paper explored the practice of educational strategic leadership (ESLP) among selected leaders of Malaysian risky schools, with the aim of developing, validating, and confirming a hypothesised structural model for leaders’ ESLP. Data were collected from 472 school leaders of 141 risky secondary schools across Malaysia using a set of five-point rating scales as the research instrument. For data analysis, the study used descriptive statistics, confirmatory factor analysis, and full-fledged SEM. The findings revealed that Malaysian risky schools’ leaders had a high proclivity and inclination to practice educational strategic leadership (ESLP) at work and reported high levels of ESLP. Strategic orientation, strategic translation, strategic intervention, strategic alignment, strategic competencies, restlessness, absorptive capacity, adaptive capacity, and wisdom were among the nine practices of educational strategic leadership identified in the survey responses. SEM procedures were used to confirm that the hypothesised model of ESLP for Malaysian risky schools’ leaders was empirically valid and reliable. The findings emphasised the importance of planning and developing a specific-context training program in strategic educational leadership for Malaysian risky schools’ leaders. The training was deemed essential in the pursuit of effective leadership and positive school outcomes in Malaysian schools. The study was able to develop, test, and validate an ESLP model for the strategic management of risky schools and it is regarded as one of the few studies on the factors influencing risky schools in Malaysia.</p> Hemathy Kunalan Hairuddin Mohd Ali Mohd Burhan Ibrahim Suzana Suhailawaty Md. Sidek Copyright (c) 2022 IIUM Press, International Islamic University Malaysia http://creativecommons.org/licenses/by/4.0/ 2022-06-14 2022-06-14 10 1 3 21 10.31436/ijes.v10i1.366 Why Go to University? Exploring the Purpose of Attaining Higher Education among First-Born Students from B40 and M40 Malay Families https://journals.iium.edu.my/ijes/index.php/iejs/article/view/420 <p>In recent years, conversations surrounding the purposes of higher education have been influenced by national policy discourse that is framed in relation to economic contexts. The preoccupation with labour market interests and employability issues continue to dominate the discussion on the purpose of higher education. This presents specific discursive constructions of what it means to attain higher education qualifications, and more broadly, in orienting the provision of higher education itself. While such views generate mixed response among different institutional stakeholders, the perspectives of young people who wish to pursue a university education are rarely considered in the discourse. This article aims to highlight the reasons behind young people’s aspirations to further their studies at the university level. Data were drawn from a series of semi-structured interviews with a purposive sample of fourteen first-born matriculation and foundation students from B40 and M40 Malay families. The findings demonstrate that intrinsic reasons were expressed alongside extrinsic, economic rationales as the students explained their motives to pursue higher education. While differences in the articulation of these reasons may not be sharply evident when comparison of socio-economic and generational status of the students is made, the notion of social mobility is relatively absent in the students’ accounts. Altogether, these findings illuminate the multiple views on the personal motives of attaining higher education, both corresponding to and in contrast with the instrumentalist view of higher education replete in contemporary state-projected discourse.</p> Saidatul Madiha Abd Rahim Suhailah Hussien Copyright (c) 2022 IIUM Press, International Islamic University Malaysia http://creativecommons.org/licenses/by/4.0/ 2022-06-14 2022-06-14 10 1 22 39 10.31436/ijes.v10i1.420 Challenges Facing Somali Islamic Education Teachers in Implementing 21st Century Teaching Approaches https://journals.iium.edu.my/ijes/index.php/iejs/article/view/429 <p>This article reports on the results of a census survey that explored what Somali secondary school teachers perceived to be the challenges hampering their use of 21st-century teaching approaches in the Islamic Education subject. The survey also examined if the perceived challenges differed significantly by school type (i.e., public versus private) and teaching experience (i.e., extensive, moderate, and minimal). The implementation challenges were categorized into five types: school-related, teacher-related, student-related, subject-related, and approach-related. 200 Islamic Education teachers employed at 53 secondary schools in Hargeisa, the capital city of Somaliland, responded to a 35-item questionnaire adapted from Aldossari (2018). The data were analyzed using descriptive statistics, independent samples t-tests, and one-way ANOVAs. The results indicated that the most prevalent challenges were school-related obstacles (e.g., unsuitable classrooms and the lack of educational equipment), with the highest mean rating (M = 3.70). At the same time, teachers’ lack of experience and knowledge of 21st-century instructional approaches were the two most widely reported teacher-related obstacles. Private- and public-school teachers differed significantly in their perceptions of teacher-related, subject-related, and approach-related challenges. The ANOVA results suggested that teachers with the greatest amount of teaching experience (i.e., 11 years or more) tend to perceive significantly greater challenges in utilizing 21st-century instructional approaches in the classroom than did their less experienced colleagues. The findings of this study contribute to a clearer understanding of the magnitude of the challenges confronting Islamic Education teachers in Somali secondary schools. It is hoped that the findings can be used to raise the awareness of school leaders and stakeholders in Somaliland and beyond about the challenges facing Islamic Education.</p> Amiin Jirde Abdul Gafur Arifin Copyright (c) 2022 IIUM Press, International Islamic University Malaysia http://creativecommons.org/licenses/by/4.0/ 2022-06-13 2022-06-13 10 1 40 65 10.31436/ijes.v10i1.429 Effects of Explicit Connected Speech Instruction on Libyan EFL Learners’ Perceptions of Listening Comprehension Problems in Speech Recognition, Parsing and Utilisation https://journals.iium.edu.my/ijes/index.php/iejs/article/view/425 <p>This quasi-experimental study examined the effects of explicit connected speech instruction in reducing EFL learners’ listening comprehension problems associated with speech recognition, parsing and utilization. Sixty-two (N = 62) Libyan intermediate-level EFL learners, aged 19 to 21, served as the subjects. They were randomly assigned to either the treatment (n = 32) or control group (n = 30). The treatment subjects were exposed to explicit instruction on the features of connected speech for one term (i.e., 12 weeks). An adapted Listening Comprehension Processing Problems questionnaire was administered to both groups before and after the treatment in order to investigate the problems they encountered in comprehending connected speech. The questionnaire contained items measuring language comprehension difficulties in three categories, i.e., speech recognition, parsing, and utilisation. Following the 12-week intervention, the treatment group showed a significant improvement in their report of comprehension problems, while the control group remained constant or unchanged in their perception of the problems. The effect sizes of the differences between the treatment and control group were large, ranging between <em>d</em> = 1.14 (parsing) and <em>d </em>=1.19 (recognition). The findings highlight the necessity to teach connected speech recognition in the EFL curriculum to improve learners’ listening comprehension ability.</p> Najma Momen Omar Zahariah Pilus Copyright (c) 2022 IIUM Press, International Islamic University Malaysia http://creativecommons.org/licenses/by/4.0/ 2022-06-13 2022-06-13 10 1 66 89 10.31436/ijes.v10i1.425 The Effect of Reciprocal Teaching on Third Year Nigerian ESL Students’ Mastery of William Faulkner’s “A Rose for Emily” https://journals.iium.edu.my/ijes/index.php/iejs/article/view/433 <p>This true experimental study examined the effects of reciprocal teaching on 3<sup>rd</sup> year Nigerian university students’ mastery of <em>“A Rose for Emily,”</em> an English short story famously known for its intriguing plot but difficult narrative style. The subjects were a class of 60 students who were randomly assigned to either the treatment (n = 30) or control group (n = 30) based on the matching of their pretest scores. The experiment was conducted over 12 weeks where the treatment group studied the short story using reciprocal teaching that comprised the activities of summarizing, questioning, clarifying and predicting, while the control group was taught the same story using direct instruction. The subjects' mastery of the literary text was measured in terms of vocabulary, comprehension and recall using a self-developed test. The reliability of the measures ranged from α = 0.60 to α = 0.80. Descriptive statistics and independent samples <em>t-</em>tests were used to analyse the data. The results indicated that RT was very effective in enhancing the subjects’ recall and comprehension of the story and their acquisition of new vocabulary. The treatment group exhibited a significant increase of 67.6 points in their mastery of the short story compared to a significantly lower gain of 44.9 points by the control group. The effect size of the treatment was very large at Cohen’s <em>d</em> = 4.76. The results supported the use of active text processing strategies and social group interaction in facilitating students’ learning of literature as purported by Vygotsky’s social constructivist theory.</p> Tunku Badariah Tunku Ahmad Ahmad Adebisi Kamaldeen Kamal J I Badrasawi Copyright (c) 2022 IIUM Press, International Islamic University Malaysia http://creativecommons.org/licenses/by/4.0/ 2022-06-13 2022-06-13 10 1 90 113 10.31436/ijes.v10i1.433 Level One English Language Teachers’ Evaluation of the Quality and Suitability of the Super Minds CEFR Textbook for Local Use by Malaysian Pupils https://journals.iium.edu.my/ijes/index.php/iejs/article/view/435 <p>In 2017, the Ministry of Education decided to use Super Minds (Student’s Book 1), an imported textbook published by Cambridge English in the UK, as the English Language textbook for Year 1 and Year 2 pupils in all public schools in Malaysia. The adoption of the book garnered much attention and debate as Malaysians presented opposing views regarding the necessity and usefulness of using an imported textbook rather than a local one. The ongoing debate prompted the researcher to conduct the present study a year after the book came into use, with the aim of evaluating the content, physical and overall quality of the Super Minds textbook. The respondents were 180 Level One primary school teachers who had been actively using the textbook in their English classes for at least a year prior to the study. The instrument was a self-developed rating scale with 25 items measuring the three quality constructs. It was converted into a Google Form and administered as an online survey via several social media platforms. The data were analyzed using exploratory factor analysis (EFA) and descriptive statistics. The EFA results supported the existence of content, physical and overall quality as three mutually exclusive constructs. Overall, the Level One English teachers rated the content quality and physical quality of Super Minds as average and good, while endorsing its overall quality to be moderate. A major contribution of the study is the production of a rating scale with relevant language learning criteria—such as practice activities, content relevance to the target audience, graphics, use of vocabulary and cultural appropriateness—for evaluating the quality of English language textbooks. For future research, the study recommends that Super Minds be assessed for usefulness and relevance to rural students and students from various ethnic groups.</p> Muhammad Ariff Aripin Abdul Khalid Yusoff Copyright (c) 2022 IIUM Press, International Islamic University Malaysia http://creativecommons.org/licenses/by/4.0/ 2022-06-13 2022-06-13 10 1 114 140 10.31436/ijes.v10i1.435 Muslim Society’s Perceptions on the Needs of Android Application for Learning the Meaning of Words in Surah Al-Fatihah https://journals.iium.edu.my/ijes/index.php/iejs/article/view/394 <p>The rapid development in technology has brought conventional learning styles to a whole new level of e-Learning, in which learning is not necessarily carried out in the classroom, but through mobile learning or m-learning that transcends the boundaries of time and place. <em>Al-Quran</em> learning is not excluded from this fast-paced evolution that has observed the emergence of various <em>Quran</em>-related mobile learning applications today. In view of this emerging trend, this study identified Muslim society's perception on the need for an educational android application for learning the meaning of words in <em>Surah Al-Fatihah</em>. The descriptive method was adopted where a questionnaire was distributed through the social media platform, namely -WhatsApp. 233 responses were recorded from Muslims of various backgrounds and- 11 different nationalities. The results showed that the Muslim respondents have a high level of acceptance for the development of an android application for learning the meaning of words in <em>Surah Al-Fatihah</em>. They also preferred varied functions and a helpful presentation method in the application, and informative learning content that is suited to various levels of the learner. The results of this study can be further used as a base for designing an android application for learning the meaning of words in <em>Surah Al-Fatihah</em>.</p> Abdulrahman Alosman Zawawi Bin Ismail Copyright (c) 2022 IIUM Press, International Islamic University Malaysia http://creativecommons.org/licenses/by/4.0/ 2022-06-14 2022-06-14 10 1 141 160 10.31436/ijes.v10i1.394 The New IFTaR Method of Basic Qur'an Reading for Beginners in Malaysia: A Case Study among Muslim Converts https://journals.iium.edu.my/ijes/index.php/iejs/article/view/422 <p>The skill of reading the Qur'an and its understanding is obligatory and basic for every Muslim including Muslim converts. Three prevalent methods are used in teaching to read the Qur'an in Malaysia, namely, the <em>Muqaddam</em>, the <em>Qiraati</em>, and the <em>Iqra</em>'. The researchers analyzed the three methods in the literature and presented their pedagogical weaknesses. This study examined the Iqra’ Fast Track Rosnani (IFTaR) method of Qur’an reading for beginners by first explaining its theoretical and pedagogical framework and then explores its application among nine Muslim converts for a period of about two months. The study employed the qualitative research method using online in-depth semi-structured interviews via Google Meet and online open-ended written questionnaires via Google Form. The main research question was how do Muslim converts view IFTaR as a method to learn to read the Qur’an? The results of the study showed that the subjects favoured and viewed the IFTaR method positively, since it helped the Muslim converts to recognize <em>hijaiyah</em> letters easily. It was a better and faster method in learning to read Qur’an compared to the other methods which they used previously. They also recommended its use among new converts.</p> Aishah Hanim Abd Karim Rosnani Hashim Hilmiah Hassan Copyright (c) 2022 IIUM Press, International Islamic University Malaysia http://creativecommons.org/licenses/by/4.0/ 2022-06-13 2022-06-13 10 1 161 178 10.31436/ijes.v10i1.422 Issues in Education for Syrian Elementary Refugee Learners in Turkey: A Systematic Review https://journals.iium.edu.my/ijes/index.php/iejs/article/view/370 <p>The provision of education for Syrian refugees is a major issue of concern for both the Turkish government and the population due to the immense number of refugees, the availability of resources and the complexity of the former’s educational needs. This review aims to synthesize the empirical quantitative and qualitative research, reports and literature related to the appropriateness of current educational practices catering for the educational needs of Syrian refugee children in Turkey, as well as the challenges facing these efforts. Related literature, previous studies and reports were systematically reviewed based on which a reflective analytical account of the actual educational practices and challenges were presented. Pertinent political, social &amp; cultural aspects were further highlighted. By doing so, the researchers aim to determine which of the challenges are hindering the provision of education for refugee children based on the findings of related research. The results of the review indicated that most of the conducted research and reports have concluded that most of the educational practices dedicated to Syrian refugee children were far from being well constructed. The education provided was found to be remedial, spontaneous, reactional and of a tinkering nature. Therefore, a research gap was identified. It consists of the need to investigate other educational remedies to assist in tackling these challenges and to provide a more reliable and comprehensive education for emergencies to aid refugees in fighting back all forms of abuse and exploitation, as well as to facilitate the process of integration in host communities or repatriation to their motherland.</p> Merah Souad Ramdane Tahraoui Ghada Tahraoui Copyright (c) 2022 IIUM Press, International Islamic University Malaysia http://creativecommons.org/licenses/by/4.0/ 2022-06-14 2022-06-14 10 1 179 203 10.31436/ijes.v10i1.370 تقييم أنموذج التخطيط الإستراتيجي معيارًا لإدارة الجودة الشاملة في مؤسسة ثقافية تعليمية عُمانية مختارة https://journals.iium.edu.my/ijes/index.php/iejs/article/view/416 <p>This research aims to evaluate the strategic planning standard in the Omani Ministry of Culture, Sports, and Youth. There is an urgent need to develop administrative methods that deal with cultural affairs in the Sultanate of Oman. This is because the existing plans do not keep pace with the results achieved. Therefore, it is necessary to apply the standards of total quality management, especially strategic planning. The research chose a descriptive survey method and followed a quantitative approach to collect data; in which, a questionnaire was distributed to a simple random sample after testing its validity and reliability. The research conducted descriptive analyzes using the Statistical Package for Social Sciences (SPSS), and the confirmatory factor analysis (CFA) in the AMOS program to ensure the validity and reliability of the strategic planning standards. The results showed that the strategic planning criterion is characterized by high validity and reliability. Then, the research presented several recommendations to officials, academics, and cultural and academic institutions.</p> Khamis Al-Shamakhi Hairuddin Mohd Ali Ismaiel Hassanein Abdulmajid Aldaba Copyright (c) 2022 IIUM Press, International Islamic University Malaysia http://creativecommons.org/licenses/by/4.0/ 2022-06-14 2022-06-14 10 1 204 227 10.31436/ijes.v10i1.416