Journal of Islamic Educational Research

Ilorin Emirate Scholars of Nupe Origin’s Role in The Educational Curriculum of The Emirate

2025-05-20T04:41:04+08:00

Education is the basis of uprightness, morality, credible and reliable technology, and security, which are essential for life sustenance. The foundation of standard education lies in a sound curriculum. In the thirteenth and fourteenth centuries, the University of Timbuktu in the defunct Songhai Empire of West Africa competed successfully with European Universities in all spheres of knowledge. However, in the twenty-first century, none of the West African universities possessed the quality attained by their counterparts in the industrialized countries. This indicates that many things went wrong in our universities' evolutionary trends and development. This study examined the historical contributions of Nupe scholars alongside other ethnic groups (Hausa, Yoruba, and Fulani) of Ilorin Emirate origin to the educational development of the geographical entity, to enable the reform of our educational system for positive growth. The paper adopted a historical research method, which involved a case study approach, using archival materials, oral interviews, text content analysis, comparative analysis, and internet materials to assess the causes and courses of the dysfunctional educational system in the Ilorin Emirate. The study concluded that the scholars of Nupe extractions from the Ilorin Emirate contributed immensely to the enrichment of the academic curriculum of the Emirate. Although this was sustained, there was a slow pace in its further development, which adversely impacted the educational development of the Ilorin Emirate.

Syura dan Muhasabah dalam Kepimpinan Distributif oleh Guru Pendidikan Islam: Memperkukuh Komuniti Pembelajaran Profesional

2025-05-30T20:05:17+08:00

Artikel ini membincangkan secara konseptual pengintegrasian nilai-nilai Islam, khususnya syura (musyawarah) dan muhasabah (refleksi kendiri), dalam memperkukuh pelaksanaan Komuniti Pembelajaran Profesional (KPP) melalui pendekatan kepimpinan distributif oleh Guru Pendidikan Islam yang memegang peranan kepimpinan pertengahan. Walaupun KPP diiktiraf sebagai strategi utama pembangunan profesional guru secara kolaboratif, pelaksanaannya di Malaysia masih terhalang oleh budaya hierarki, kekangan masa, dan amalan refleksi yang bersifat mekanikal serta kurang bermakna. Artikel ini berhujah bahawa nilai-nilai Islam yang berteraskan al-Qur’an serta pemikiran sarjana seperti al-Ghazali dan al-Mawardi merupakan asas penting dalam membentuk budaya kerja profesional yang berintegriti, berpaksikan spiritualiti Islam dan lestari. Berteraskan prinsip syura dan muhasabah, satu kerangka konseptual diketengahkan untuk memandu pelaksanaan KPP menerusi pendekatan kepimpinan distributif oleh guru yang berperanan sebagai pemimpin pertengahan termasuk penolong kanan, guru kanan mata pelajaran, ketua panitia, guru cemerlang serta jurulatih atau fasilitator bidang. Model KPP oleh Hord (1997, 2004) dan Teori Kepimpinan Distributif oleh Gronn (2002) disusun semula agar selari dengan nilai-nilai Islam, demi menjamin pembangunan profesional guru yang berpaksikan etika, spiritualiti dan tanggungjawab kolektif. Pendekatan ini diyakini mampu memacu transformasi ekosistem pembelajaran profesional yang lebih reflektif, inklusif dan berpaksikan nilai. Implikasi terhadap pembangunan latihan guru, penambahbaikan dasar pendidikan, serta pembudayaan kolaborasi profesional yang bermaruah turut dihuraikan.

Tajdid dalam Tarekat Sayyid Ahmad bin Idris: Tinjauan Pemikiran Haji Muhammad Fuad bin Kamaludin dan Implikasinya terhadap Pendidikan Islam

2025-05-21T13:33:21+08:00

Penyelewengan dalam pengamalan tarekat telah mengakibatkan salah faham yang mencemarkan imej Islam dan institusinya. Tarekat sebagai jalur pendidikan rohani dalam Islam, memerlukan pendekatan tajdid bagi menjamin ketulenan dan kesesuaiannya dengan tuntutan zaman. Kajian ini meninjau pemikiran tajdid Haji Muhammad Fuad bin Kamaludin dalam Tarekat Sayyid Ahmad bin Idris khususnya dalam konteks pendidikan Islam. Menggunakan pendekatan kualitatif melalui analisis kandungan terhadap karya dan dokumentasi berkaitan, dapatan menunjukkan tiga asas tajdid utama: kepentingan mengenali mursyid tarekat, penekanan terhadap keilmuan berasaskan Al-Qur’an dan Al-Sunnah, dan pemeliharaan ketulenan amalan tarekat. Kajian ini mencadangkan model pembaharuan dalam pendidikan kerohanian Islam yang berteraskan tarekat sahih sebagai wahana pembentukan sahsiah dan transformasi sosial. Implikasinya menunjukkan bahawa pendekatan tarekat yang berpaksikan ilmu dan sanad sahih boleh diinstitusikan dalam sistem pendidikan Islam kontemporari secara bersepadu dan berstruktur.

The Role of Virtual Classrooms on Developing Reflective Thinking in Islamic Education Among Students from Teachers’ Perceptions in UAE

2025-05-20T23:31:17+08:00

The research aimed to identify the role of virtual classrooms on developing reflective thinking in Islamic education among students from teachers’ perceptions in UAE. To achieve that, a quantitative design (descriptive-analytical approach) was used, and a questionnaire consisting of 30 items, distributed equally into two domains: the importance of employing virtual classrooms and the role of virtual classrooms in developing reflective thinking in Islamic education, was applied to a random sample of 467 Islamic education teachers. The results showed that the degree of importance of employing virtual classrooms in teaching Islamic education was (high), and the level of the role of virtual classrooms in developing reflective thinking in Islamic education among students was (high). The results also showed no significant difference in the degree of importance of employing virtual classrooms in teaching Islamic education due to (gender, educational stage, academic qualification, and years of experience) variables. Moreover, the results showed a significant difference in the role of virtual classrooms in developing reflective thinking in Islamic education among students due to the academic qualifications variable in favor of PhD and MSc, and experience variable in favor of less than 10 years’ experience, while no differences appeared due to (gender and educational stage) variables. According to these finding, the researchers recommend the necessity of continuing to employ virtual classrooms in teaching, even in normal circumstances, because of their prominent role in developing reflective thinking.