Gamal Abdul Nasir Zakaria

Understanding Comprehensive Learning Requirements in the Light of al-Zarnūjī’s Ta‘līm al-Muta‘allim

This article examines the requirements for quality learning in Islam from the perspective of al-Zarnūjī and according to his book, Ta‘līm al-Muta‘allim. This book has been a source of reference for both students and teachers in many educational institutions in Muslim countries, particularly, the Islamic boarding schools in Indonesia. The article attempts to understand the students’ learning requirements proposed by al-Zarnūjī in the above treatise. It is, therefore, a library-based research. The research tackles many issues. It addresses the need for a broad-based learning process and analyzes the requirements in the light of the modern day learning circumstances. It was found that al-Zarnūjī’s theory of quality learning is conditional on six main principles which are, indeed, determinants of quality student outcomes. These are intelligence or high learning ability; high motivation for learning; patience, emotional stability, and commitment to the learning process; availability of financial support; inspiration of the teachers; and disposition to time management in the learning process. The notion of quality education is fundamental to the classical perspective of learning in Islam.

Al-Zarnūjī’s Concept of Knowledge (‘Ilm)

Education is important for every Muslim society as the Prophet made it incumbent on all Muslims. However, the issue of what category of knowledge is permitted for Muslims, the method for imparting this knowledge, and what to impart (content) are arguably the main challenges in Islamic education. Many Muslim scholars have looked at the concept of knowledge from various perspectives. In his monumental work, Ta‘līm Al-Muta‘allim, the classical Muslim scholar, Al-Zarnūjī, expounds the basic principles of education in Islam, which, indeed, have been used as the teaching methodology by many scholars throughout the Muslim world. Using content analysis, this article evaluates the concept of knowledge and its imperatives in Islam from the perspective of Al-Zarnūjī. It was found that Al-Zarnūjī classified knowledge into two main categories. One is perceived as the core of society’s survival and is thus seen as binding on the entire society. This is known as farḍu kifāyah. The other is individually required and is called farḍu ‘ayn. He argues that both should be guided by the Islamic religious values. Therefore, Al-Zarnūjī considers knowledge as a means for advancement and the perfection of the individual and the society both in this world and the hereafter. This makes his concept of knowledge inseparable from the Islamic ethical values. Al-Zarnuji’s contribution to knowledge lies in the packaging and dissemination of the Islamic academic heritage, particularly, the methodology for teaching and learning which is relevant to all the levels of the education ladder.

Prediction of employer–employee relationships from sociodemographic variables and social values in Brunei public and private sector workers

The purpose of the study was to identify the sociodemographic variables and social value correlates and predictors of employer–employee relationship problems in a random sample of 860 Brunei public and private sector workers of both genders. A quantitative field survey design was used and data were analyzed by correlation and logistic regression. The rationale and justification for using this approach is explained. The main sociodemographic correlates and predictors of employer–employee relationship problems in this study were educational level and the district in which the employee resided and worked. Other correlates, but not necessarily predictors, of employer–employee relationship problems were seeking help from the Bomo (traditional healer); obtaining help from online social networking; and workers with children in the family. The two best and most significant social value correlates and predictors of employer–employee relationship problems included interpersonal communications; and self-regulation and self-direction. Low scorers on the following variables were also associated with high likelihood for possessing employer–employee relationship problems: satisfaction with work achievements; and peace and security, while low scorers on work stress had lower odds of having employer–employee relationship problems. Other significant social value correlates, but not predictors of employer–employee relationship problems were self-presentation; interpersonal trust; peace and security; and general anxiety. Consistent with findings of relevant previous studies conducted elsewhere, there were the variables that correlated with and predicted employer–employee relationship problems in Brunei public and private sector workers. Having identified these, the next step, efforts and priority should be directed at addressing the presenting issues via counseling and psychotherapy with affected employees. Further research is recommended to understand better the problem and its possible solutions.

Sociodemographic variables and social values: relationship with work-attendance problems in Brunei public- and private-sector employees

Objective The study investigated the degree to which selected sociodemographic variables and social values were related to work-attendance problems in a random sample of 860 Brunei public- and private-sector employees and the nature of this relationship. Materials and methods This quantitative study used the field-survey approach to administer research instruments directly to participants. This enabled the researchers to help participants who needed assistance in completing the measures properly, so as to increase the number of usable returns. Results Two sociodemographic variables (seeking help from a counselor/psychologist and marital status) correlated significantly with work attendance. Private-sector employees were more likely to have work-attendance problems than government workers. Both single and married employees and the chief wage earner in the household were more likely to have work-attendance issues to deal with compared to their counterparts. However, employees who sought help from a counselor/psychologist were far less likely to have work-attendance problems compared to those who did not get such help. The most significant social-value correlates with work-attendance problems were interpersonal communication, employer–employee relationship, work-stress problems, self-presentation, self-regulation, self-direction, and interpersonal trust. Self-regulation, self-direction, and satisfaction with work-related achievements significantly predicted work-attendance problems positively, while interpersonal communication problems and work-stress problems predicted work-attendance problems negatively. Low scorers on self-regulation and self-direction, as well as on satisfaction with work-related achievements, were more likely to have work-attendance problems compared to high scorers. However, low scorers on interpersonal communication and work-stress problems were less likely to have work-attendance problems compared to high-scoring peers. Conclusion Ample evidence from this study showed that sociodemographic variables and social values contribute to work-attendance problems in various ways, and need to be incorporated in counseling interventions for affected employees.