Browsing by Author "Ibrahim, Ahmad Abdullahi"

This study aims to develop and evaluate an instructional video for teaching Islamic ethics in a selected secondary school in Kano state of Nigeria. This is in response to the necessity to revise instructional strategies for teaching Islamic studies by incorporating technology in the classroom. A video drama on Islamic ethics was designed, developed, implemented and evaluated based on the needs analysis which has been carried out as the preliminary analysis. The needs analysis involved focus group interview with three subject matter experts; and classroom observations. The video production was carried out meticulously based on the framework of (i) modified ADDIE (Analyze, design, develop, implement and evaluate) model by Gustafson and Branch (ii) Mayers’ and Merone’s ways of reducing cognitive overload of multimedia learning, and (iii) Malone’s theory of intrinsic motivation. Five aspects of Islamic ethics were covered in the instructional video; two of them were commandments which were goodness to parents and family, the other three aspects were prohibitions of committing unethical acts such as extravagance, adultery/fornication, and killings, as explained in the Qur’an chapter 17 verses 29 to 39. The video was formatively evaluated by three Subject Matter Experts and three Technical Matter Experts to ensure the validity of the content, presentation style and usability of the video. In the summative evaluation phase, the researcher adopted a survey to 60 students through randomized post-test control group experimental design. The students were randomly assigned into experimental (with video treatment) and control group (without video). The students were assessed in order to measure the influence of the video on students’ willingness toward the observance of Islamic ethics, cognitive overload and intrinsic motivation. To triangulate summative evaluation data, three students were purposely selected and interviewed. The results show strong corroboration between the two data sets (survey and interview). It was revealed that students from the experimental group have a higher agreement toward the observance of Islamic ethics, and a higher intrinsic motivation compared to those in the control group. Similarly, students from the experimental group are experience higher germen load than those in the control group. Conversely, students from the experimental group experience less intrinsic load compared to those in the control group. With regards to extraneous load, both groups experience less extraneous load. Finally, this research will offer salient contributions in reforming the method of teaching Islamic education by making it innovative, dynamic and flexible in such a way that collaborates with the needs of 21st century students.

This study has been carried out to discover the impact of Bagdadi method in helping and enabling tahfiz students to read Qur’an in an easier way. It is also aimed to reveal an insight on teaching strategies carried out by tahfiz teachers in their teaching by Bagdadi as well as discovering tahfiz students’ motivations in their learning by Bagdadi. Therefore, this qualitative study seeks to answer five main questions, namely: (1) how does learning with Bagdadi intrinsically motivate tahfiz students to read Qur’an? (2) For how long do tahfiz students use Bagdadi to enable them to read Qur’an? (3) What are the perceptions of tahfiz teachers and students regarding the use of Bagdadi in teaching students? (4) What are the teaching strategies do tahfiz teachers follow in using Bagdadi? Finally, (5) what are the challenges and problems in using Bagdadi?, and how to overcome the problems? Data were gathered through non participant observation and an in depth semi structured interview with two tahfiz teachers and five tahfiz students of Dar al-Muhibbeen School, Kuala Lumpur. The findings reveal that Using Bagdadi in teaching tahfiz students to read Qur’an intrinsically motivates them to learn reading Qur’an. Another thing is Bagdadi enables tahfiz students to read Qur’an within one month, especially for students who have good motor skills. With respect to tahfiz teachers’ and students’ perceptions on Bagdadi, the study discovered that both of them have positive perception on Bagdadi. Tahfiz students perceive that learning by Bagdadi is easy and funny, and it gives them happiness and enjoyment in the classroom, with the exceptions of few students who perceive Bagdadi as difficult to them while coordinating the use of stick and pronouncing words at the same time. However, Tahfiz teachers’ perception on Bagdadi is that: Bagdadi is an interesting and easier way of enabling students to read Qur’an. They also perceived that Bagdadi helps them to gain students’ attention and to achieve their teaching objectives attractively. Finally, the study reveals that tahfiz teachers adopt most of the Gagne’s nine events of instruction in teaching their students reading. Generally speaking, this study provides useful insight that can be benefited by those who involved in teaching tahfiz students.