Browsing by Author "Solih, Mohamed"

International Islamic University has been championing the Islamization of Human Knowledge (IOHK) with the goal of contributing to the holistic development of human capital. This strategy will enhance the good impact that students will have on society as their mentality is shaped on Islamic Spiritual Intelligence (ISI) and their emotions are trained within the scope of the Islamic world view. Thus, this study has attempted to evaluate the model of Leadership Competencies of Student Leaders. Specifically, the causal relationships between Emotional Intelligence (EI), Islamic Spiritual Intelligence (ISI), and Leadership Competencies of Student Leaders (LCSL), mediating through IOHK in three campuses of IIUM were tested. The current study employed a quantitative cross-sectional survey with a stratified random sampling technique. The data were collected using a self-administered questionnaire, distributed to 372 student leaders in the year 2018 /2019. There were six research questions and seven research hypotheses formulated. The collected data were analyzed using descriptive statistics for research question one; Confirmatory Factor Analysis (CFA) for research question two and hypothesis one; and, a full-fledged Structural Equation Modeling (SEM) for research questions three to six and hypotheses two to seven. The results from the descriptive analysis revealed that student leaders’ practice and perception of IOHK (78%), EI (78%), ISI (91%), and LCSL (79%) exceeded 50%. Additionally, the CFA results indicated that the instrument used in the study was psychometrically sound in terms of convergent, discriminant, and composite validity. The full-fledged SEM showed that the hypothesized model exhibited relationships between observed variables and IOHK, ISI, EI, and LCSL. It also highlighted that EI, ISI exerted significant positive influence on Leadership Competencies of Student Leaders both directly and indirectly. However, IOHK mediated partially between EI and LCSL and mediated fully between ISI and LCSL. This study contributes to the models and frameworks of Jumahata’s (2016) Islamic Spiritual Intelligence, Goleman’s (1999) Emotional Intelligence, Hassan’s (2010) "Man of Sound Reasoning” of Islamization of Human Knowledge, and the frameworks of Seemiller’s (2013) Student Leadership Competencies together and Park, Jeong, Jang, Yoon, and Lim’s (2018) Integrative global leadership to develop young leaders respectively. This study further contributes to the methodologies to evaluate the competence of these leaders. Furthermore, it draws more guidelines to parents and stakeholders to nurture the youth by inculcating the values and resilience needed to survive as a good leader in the 21st century.

The pervasive use of Facebook had become a popular social network as a means of communication among young people and adults. Researchers had shown interest in investigating the benefits of Facebook to be used in learning, particularly in distance learning. The main objective of this study was to investigate the influence of communicative behavior on affective learning. The second objective was to find the extent to which International Islamic University Malaysia (IIUM) Program Pensiswazahan Guru (PPG) students used Facebook for interactions in their learning. The third objective was to explore IIUM PPG students’ self-disclosure with regard to their gender. A purposive sampling survey was carried out among the PPG students of IIUM. There were 450 students, out of which 425 students participated in the research. Three types of analyses were applied to the three research questions in order to find the answers from the empirical data. For the first question, “What is the intensity of Facebook usage for interactions among distance learners of IIUM?” a descriptive analysis was performed. For the second question (Does communication behavior namely self-disclosure, the consequences of self-disclosure and interactive interaction, via Facebook, have influence on IIUM Distance learners’ affective learning?) A multiple regression was employed. The third question “Is there any difference of students’ self-disclosure on Facebook with regard to their gender?” was dealt with by an independent t-test. The findings reveal that, communication behaviors such as self-disclosure, consequences of self-disclosure and interactions influence affective learning. In addition many types of interactions take place in Facebook regarding learning. However interactions between students and instructor seem to be very low. Moreover, the study has concluded that there are no significant differences of gender with regard to IIUM PPG students.