IIUM Journal of Educational Studies

AbdulHamid AbuSulayman: The Pioneer of Intellectual and Educational Reform of Contemporary Islamic Education

Rosnani Hashim — Sat, 31 Jan 2026 00:00:00 +0800

This article examines the intellectual legacy and educational reform efforts of Dr. AbdulHamid A. AbuSulayman (AHAS), a prominent contemporary Muslim thinker and reformer, with particular attention to his role in advancing the Islamization of Knowledge (IOK) and reforming Muslim education. Situating his work within the broader historical context of educational reform in the Muslim world, the article traces the evolution of reformist thought from pre-independence movements to post-colonial challenges that necessitated a rethinking of educational philosophy, curriculum, and institutional structures. Drawing primarily on qualitative analysis of AHAS’s major writings, complemented by interpretive insights based on the author’s personal observation, interaction, and professional experience, the study explores AHAS’s diagnosis of the crisis of the ummah, his theoretical framework for educational reform, and his emphasis on Islamic aṣālah grounded in the higher objectives of the Sharīʿah. The article further analyses how AHAS translated theory into practice during his tenure as Rector of the International Islamic University Malaysia (IIUM) from 1988 to 1998, highlighting key reforms in curriculum restructuring, integration of Islamic revealed knowledge and human sciences, academic governance, and the establishment of initiatives spanning higher education, teacher education, basic schooling, early childhood education, and even parenting. The findings demonstrate that AHAS’s reform agenda was holistic, praxis-oriented, and rooted in a Qur’anic worldview, aiming to address the intellectual, moral, and civilizational challenges facing the Muslim world. The article concludes that AHAS represents a rare example of an educational reformer who successfully bridged theory and practice, leaving a lasting institutional and intellectual legacy in contemporary Islamic education.

Validating and Profiling Lifelong Learning Attributes among Academic Staff in Malaysian Islamic Tertiary Institutions

Abdulmajid Mohammed Abdulwahab, Mohammad Azannee Saad, Ainol Madziah Zubairi — Sat, 31 Jan 2026 00:00:00 +0800

This study validates and profiles lifelong learning attributes (LLLA) among academic staff in Malaysian Islamic tertiary institutions. To address the absence of context-sensitive measures that integrate Islamic epistemological principles with contemporary lifelong learning theory, a cross-sectional survey was administered to 294 academic staff from two Islamic universities using a five-point Likert-scale instrument. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to examine the psychometric structure of the LLLA construct. The analyses supported a reliable five-factor, 20-item model encompassing goal setting, application of knowledge and skills, self-direction and evaluation, locating information, and adaptable learning strategies. The model demonstrated satisfactory fit indices, strong internal consistency, and clear evidence of convergent and discriminant validity. Descriptive findings indicated generally high levels of LLLA, with the exception of locating information, which showed comparatively lower scores. The study contributes novel insights by developing and validating an Islamically informed measurement model for lifelong learning in higher education, thereby extending Knapper and Cropley’s framework into an Islamic tertiary context. The validated instrument provides a robust tool for assessing LLLA and offers actionable evidence to support academic staff development and institutional planning within Islamic higher education.

The Influence of Parental Educational Expectations on Children's School Readiness

Erni Agustina Setiowati, Lihanna Borhan, Zainurin Abd Rahman — Sat, 31 Jan 2026 00:00:00 +0800

This study examines the relationship between parents’ educational expectations and children’s school readiness, given the crucial role the former plays in the latter. The sample included 482 kindergarteners and 482 parents from Semarang City and Semarang Regency, Indonesia, who were selected using stratified random sampling. Data were collected using the Nijmeegse Schoolbekwaamheids Test (N.S.T.), which demonstrated an internal consistency of .87, and the Parents’ Educational Expectations Scale, which comprises academic, social, athletic, art, and compliance domains, with reliability coefficients of .86, .52, .40, .50, and .77, respectively. The data were analysed using multinomial logistic regression analysis. The results showed that parents’ educational expectations in the academic, athletic, and art domains had significant main effects on children’s school readiness, χ² (2) = 43.099, p < .05; χ² (2) = 8.477, p < .05; and χ² (2) = 51.446, p < .05, respectively. However, expectations in the social and compliance domains did not make a meaningful contribution to children’s school readiness. These findings provide evidence that parents’ expectations in the academic, athletic, and art domains contribute to the development of skills required for school readiness. The study further suggests that parents who hold expectations in these three domains are more likely to encourage relevant activities, thereby enhancing their children’s readiness for school. In contrast, parents’ expectations in the social and compliance domains, which represent more fundamental life skills, do not appear to be directly related to the acquisition of skills necessary for school readiness.

Assessing the Psychometric Properties of an Instrument Measuring Instructional Strategies, Algebraic Thinking and Flexible Mathematical Thinking: A Pilot Study

Syaza Afrina Muhamad Sani, Mohamad Ridhuan Abdullah, Hasniza Ibrahim — Sat, 31 Jan 2026 00:00:00 +0800

This paper reports on the results of a pilot study conducted at the International Islamic University Malaysia (IIUM), Kuantan Campus to examine the clarity, reliability, and internal consistency of a survey instrument measuring instructional strategies, algebraic thinking, and flexible mathematical thinking among undergraduate students. The sample comprised 33 students of Mathematics who responded to a 47-item Likert scale on the three constructs. Data were analyzed using SPSS version 30 and Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS version 4. The reliability analysis revealed strong internal consistency for each construct: instructor-based instruction (5 items, α = 0.78), learner-focused instruction (9 items, α = 0.85), generalized arithmetic (9 items, α = 0.90), functions (9 items, α = 0.93), modelling (5 items, α = 0.90), and flexible mathematical thinking (10 items, α = 0.90). Convergent validity was supported, with most factor loadings above 0.50 and Average Variance Extracted (AVE) values ranging from 0.52 to 0.72, demonstrating that the items adequately captured the intended constructs. Discriminant validity was confirmed through cross-loadings, the Fornell–Larcker criterion, and HTMT ratios below 0.85. Full collinearity VIF values were examined to assess potential common method bias, with all VIFs below the recommended threshold of 3.3 (ranging 1.00–2.47), indicating minimal risk of CMV. Three items were removed due to low loadings, further improving model validity. The results suggest that the instrument can be effectively used to assess instructional strategies, algebraic thinking and mathematical thinking among undergraduates, providing insights for curriculum design and pedagogical practices. Further studies are necessary to examine the predictive validity of this instrument, particularly within mathematics classrooms.

A Factor-Structural Analysis of the A-K 5D Hikmah Model Based on Data from Islamic Private School Teachers in Narathiwat, Thailand

Sat, 31 Jan 2026 00:00:00 +0800

This cross-sectional survey examined the perceptions of Islamic school teachers in Narathiwat, Thailand, regarding the A-K 5D Hikmah Model and explored its underlying factor structure. Data were collected using a self-administered questionnaire from a sample of 350 Islamic private school teachers selected through stratified random sampling to ensure proportional representation of schools across four size categories (small, medium, large, and largest) based on student population. The research instrument consisted of 35 Likert-scale items adapted from Al-Hidabi and Khiati (2021) to measure the dimensions of the A-K 5D Hikmah Model. Data was analyzed using descriptive statistics to assess teachers’ perceptions of the model and exploratory factor analysis (EFA) to extract the model’s underlying structure. The EFA results revealed five underlying factors—Knowledge and Understanding, Action, Reflective Thinking, Empathy, and Ethical Self-Regulation—with 26 items retained from the original scale. In addition, the overall mean scores indicated high levels of agreement among teachers toward the wisdom dimensions of the model. The results suggest that the A-K 5D Hikmah Model is a valid multidimensional framework for understanding wisdom among Islamic private school teachers. Therefore, it is recommended that school administrators and teachers integrate wisdom-based programs into curricula and instructional practices to enhance holistic teacher development and classroom practice.

Monitoring AI Use in Language Classes: A Phenomenological Study of English Teachers' Strategies to Evaluate AI-Assisted Student Submissions

Sat, 31 Jan 2026 00:00:00 +0800

This study explores how English teachers in Myanmar’s community colleges monitor and evaluate AI-assisted student submissions. With the rise of artificial intelligence tools such as Grammarly and GPT-2, educators encounter challenges in ensuring academic integrity and fostering critical thinking. Drawing on interpretative phenomenological analysis, the research investigates the lived experiences of six English teachers with one to six years of teaching experience. The study uses in-depth interviews to examine teachers’ strategies for detecting AI-generated content and ensuring originality in student work. The findings show that, despite recognizing the inevitability of AI’s integration into academia, the teachers emphasized the importance of empowering students and using personal evaluation methods, such as providing constructive feedback and employing rubrics, to maintain academic integrity. While AI tools offer valuable educational support, balancing innovative teaching with ethical considerations is crucial. This research provides insights for educators, administrators, and policymakers to develop strategies and tools that foster academic honesty and support the responsible use of AI in educational contexts.

Personal Interest and Persistence among Female Engineering Doctoral Students at an International Islamic University in Malaysia

Aishah Hanim Abd Karim, Kokab Kangani — Sat, 31 Jan 2026 00:00:00 +0800

Although women’s participation in STEM has expanded, doctoral persistence remains influenced by complex psychological and contextual factors. In Malaysia, existing research largely emphasizes undergraduate retention, with limited qualitative attention to women’s persistence at the PhD level. This study explores the role of personal interest in shaping persistence among female engineering doctoral students at the International Islamic University Malaysia (IIUM). Guided by Social Cognitive Career Theory (SCCT), a qualitative approach was employed using semi-structured interviews with nine female lecturers in multiple engineering disciplines. Data were analyzed through thematic analysis. Findings indicate that personal interest operates as a dynamic and developmental mechanism across four dimensions: early formation through exposure and encouragement; identity-integrated interest shaped by belonging and academic success; value-integrated interest linked to societal contribution; and sustained passion functioning as motivational energy. Interest evolved from early academic socialization into a deeply internalized commitment that reinforced persistence throughout prolonged doctoral challenges. The findings extend SCCT by conceptualizing interest as an evolving psychological process central to doctoral completion in STEM within a Malaysian higher education context.

The Contemporary Relevance of Al-Farabi’s Musical Theory in Interdisciplinary Studies and the Malaysian Educational Context

Muhammad Akmal Azri bin Omar, Arifin Mamat — Sat, 31 Jan 2026 00:00:00 +0800

This paper examines Al-Farabi’s music theory and explores its relevance in interdisciplinary education, particularly within the Malaysian context. The objectives focus on analyzing his philosophical and scientific perspectives on music and proposing ways to incorporate these principles into modern educational practices. This paper adopts a qualitative, literature-analysis research design based on historical and philosophical documents and evidence. It draws on historical texts, scholarly interpretations, and curriculum analyses, emphasizing Al-Farabi’s integration of cosmological, psychological, mathematical and pedagogical dimenisons of music. Findings reveal that his holistic approach positions music as a tool for cognitive development, emotional regulation, ethical refinement, and cultural identity. The paper also demonstrates practical applications, including connecting musical structures to mathematical foundations, supporting emotional well-being through music, and incorporating local musical traditions into the curriculum. The conclusion advocates for integrating Al-Farabi’s theories into the Malaysian curriculum to promote interdisciplinary learning, cultural appreciation, and holistic development, demonstrating the timeless relevance of his ideas in contemporary education.

Evaluating SHIFT: A Game-Based Learning Application for Teaching the Afterlife in Islamic Education

Muhammad Ikram Abu Hassan, Tunku Badariah Tunku Ahmad — Sat, 31 Jan 2026 00:00:00 +0800

This is a pilot study that examines the effect of SHIFT (Stairway to Heaven in Islamic Faith), a game-based learning application, on university students’ conceptual understanding of the afterlife, a core component of Islamic faith taught in Islamic Education (ISED). Belief in the hereafter is a fundamental concept in Islam but it is often conveyed through conventional instructional approaches that provide limited opportunities for active engagement and deep understanding. SHIFT was developed to address this gap by presenting the stages of life after death—from worldly life (dunia) to judgment and the hereafter—through interactive multimedia and formative questions aimed to instill students’ understanding of the afterlife. The study employed a pre-experimental one-group pretest–posttest design involving 25 male undergraduate students from Year 1 to Year 4 at the International Islamic University Malaysia (IIUM). Students’ conceptual understanding of the afterlife was measured using a 10-item self-developed open-ended test, with scoring reliability established through inter-rater correlation. Data were analyzed using a paired-samples t-test. Results revealed a statistically significant improvement in students’ conceptual understanding following the intervention, with a large effect size (Cohen’s d = 0.73). These findings provide preliminary evidence that game-based learning applications such as SHIFT can effectively support the teaching of abstract and profound concepts in Islamic Education at the university level.

Assessing Service Quality in Yemeni Public Schools: A SERVQUAL Analysis of Teacher Perceptions

Suaad Yahya Mohammed Ali, Ismail Hussein Amzat — Sat, 31 Jan 2026 00:00:00 +0800

This study assesses service quality in Yemeni public schools by analyzing teacher perceptions through the SERVQUAL framework. It addresses a significant gap in the literature, as existing research on Yemen’s conflict-affected education system focuses primarily on structural damages and enrolment challenges, neglecting systematic measurement of day-to-day service quality from teachers’ operational perspectives. Employing a quantitative cross-sectional design, data was collected from 559 teachers across three strategically selected governorates of Sana’a, Aden, and Taiz using stratified random sampling. A validated, contextually adapted Arabic SERVQUAL questionnaire measured the five core dimensions: tangibles, reliability, responsiveness, assurance, and empathy. Descriptive statistics and analysis of variance (ANOVA) were employed to analyze the data. Results revealed consistently low to moderate perceptions across all service quality dimensions, with a mean range of 2.39 to 2.61 on a 5-point scale. The dimension of empathy received the most favorable evaluations (M = 2.61), while tangibles were perceived as the most deficient (M = 2.39). ANOVA results demonstrated a statistically significant main effect of school level on service quality perceptions, F(9, 548) = 6.074, p < .001. Post-hoc tests revealed that teachers in Basic Education (Grades 1–9) reported significantly lower perceptions of service quality than those in Secondary Education (Grades 10–12), with a mean difference of -16.88, p = .002. However, the overall model explained a modest portion of the variance (R² = .091). These findings highlight systematic service delivery failures extending beyond resource scarcity to encompass administrative and relational gaps, with notable inequities between educational stages. The study concludes that targeted, multidimensional interventions prioritizing infrastructure rehabilitation alongside administrative process improvements, with a specific focus on basic education, are urgently needed to support sustainable educational recovery in Yemen’s protracted humanitarian crisis.

School as a Crime Scene: Normlessness and Obsolescence in School

Ismail Hussein Amzat — Sat, 31 Jan 2026 00:00:00 +0800