Miftachul Huda

Smartphones usage in the classrooms: Learning aid or interference?

Many educational institutions, especially higher education institutions, are considering to embrace smartphones as part of learning aids in classes as most students (in many cases all students) not only own them but also are also attached to them. The main question is whether embracing smartphones in classroom teaching enhances the learning or perhaps an interference. This paper presents the finding of our study on embracing smartphone in classroom teaching. The study was carried out through a survey and interview/discussion with a focus group of students. We found that they use their smartphones to access teaching materials or supporting information, which are normally accessible through the Internet. Students use smartphones as learning aids due many reasons such as they provide convenience, portability, comprehensive learning experiences, multi sources and multitasks, and environmentally friendly. They also use smartphones to interact with teachers outside classes and using smartphones to manage their group assignments. However, integrating smartphones in a classroom-teaching environment is a challenging task. Lecturers may need to incorporate smartphones in teaching and learning to create attractive teaching and optimum interaction with students in classes while mitigating or at least minimising distractions that can be created. Some of the challenges are distraction, dependency, lacking hands on skills, and the reduce quality of face-to-face interaction. To avoid any disturbances in using smartphones within a classroom environment, proper rules of using smartphones in class should be established before teaching, and students need to abide to these rules.

Traditional Wisdom on Sustainable Learning: An Insightful View From Al-Zarnuji’s Ta‘lim al-Muta‘allim

Providing guidelines to the students is central for them to optimize their learning, so as to enhance the effectiveness of their learning. However, one of the contemporary issues debated within the dynamics of learning indicates the decline of instructional strategies, one of which occurs due to the ruling out of ethical consideration in learning. Traditional wisdom plays a role in strengthening ethical considerations needed in the learning process. This article aims to shed light on strategies utilized in dynamics of learning through addressing moral ethics. A critical review of peer-reviewed journals, articles, and books was conducted with special reference to al-Zarnūjī’s concept in Ta‘lim al-Muta‘allim. This concept contains several significant guidelines for teaching and learning instructions. The findings revealed that the dynamics of learning requires mechanical aids and rules with ethical consideration on the moral purpose to promote sustainable learning. Learning with holistic approach comprises rightful intention and comprehensive perseverance, which plays a significant role to strengthen ethical engagement in sustainable learning among the students. Finally, this study is expected to contribute to the conceptual framework on the Islamic literature, specifically in relation to sustainable learning by strengthening traditional wisdom.

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.

Transmitting leadership based civic responsibility: insights from service learning

Purpose As a fundamental notion of transmitting civic responsibility with leadership, preparing service learning into the transformative experiential education aims to link classroom and community as an initiative in transforming civic responsibility among students. This paper aims to examine the insights of service learning to transmit the civic responsibility-based leadership. Design/methodology/approach This paper builds on recent reviews on ethical engagement for service learning to underlie in performing civic responsibility. This literature review stage critically investigates service learning for contributing leadership-based civic responsibility. In-depth analysis from referred books, journals and conferences using keywords such as service learning and leadership-based civic responsibility was conducted. Meta-synthesis was conducted from findings by searching for information organized using substantive keywords. Findings There are three core stages to understand and provide insight into the importance of civic responsibility-based leadership: strengthening commitment to work with a strategic plan in community engagement, nurturing creative thinking and professional skills with experiential leadership and enhancing leadership awareness with rational problem-solving. This study is supposed to contribute to the theoretical construction of civic responsibility with insights from service learning. Originality/value Civic responsibility-based leadership is mainly seen as a comprehensive method of putting individual and societal basis in experiential learning. It aims to give insights to enhance the personal and social awareness to get involved in the community engagement by which to be the citizen with responsible essences.

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.

Empowering application strategy in the technology adoption: Insights from professional and ethical engagement

Purpose Because information technology (IT) can change the way we look at the world, some benefits for human communities, such as trust, care, friendship and commitment can be clearly noticed as contributors to society. Providing an innovative way to help human society, enabling the achievement of good lives by evaluating information related to the concept of wisdom, this paper aims to propose technical guidelines as a reference model, specifically for empowering both professional and ethical bases associated with the instructional application strategy for adopting technology. Design/methodology/approach This study attempts to investigate the professional and ethical engagements that can underlie technology adoption. To achieve this, a literature review of peer-reviewed journals, conferences and books was conducted to propose the framework model for strengthening moral engagement in the digital era. By using keywords derived from the professional and ethical skills involved with technology adoption, multiple research findings can be achieved using meta-synthesis alongside an integrating, evaluating and interpreting process. As a result, phenomenological and grounded theories and ideas, extracted to identify their common features, elements and functionalities, can be integrated and used to propose a theoretical guideline. Findings The findings reveal that to engage the professional and ethical bases associated with the instructional strategy and application in technology adoption demonstrates how humans, with all their potency, can contribute significantly to society at large by enhancing their abilities and improving their capacities for the wise and appropriate utilization of technological tools. Practical implications With regard to experiences in the digital era, across differing cultures and age groups, based on emerging technology, it is necessary to use technological tools properly and wisely. An effort to foster positive outcomes as a result of increased digital media use, and address potential issues raised by empowering applications and strategies associated with professionalism and ethics, plays a significant role in contouring the main foundations for how to use technological tools in all the comprehensive coverage concerning the theory and applications addressed by this work. Social implications What is significant and essential about the technological bases examined is their core element of enabling humans to enhance any benefits garnered for social and personal development. This paper intends to expand upon how professional and ethical aspects of technology adoption should involve a wide exchange of particular elements that underlie the wise and appropriate fostering of technological implementation. Originality/value Emerging technology with its distinct facilities could enhance individual performance by improving abilities and capacities for wise and appropriate operation of technological tools. By critically exploring the professional and ethical balance involved with technology-based tools in society and how they might underpin their users’ social and personal awareness, this paper gives feedback that provides insights about emerging technological trends. This is done with reference to particular guidelines, enabling a clearer understanding of the importance of the impact of technology on the human condition.

Empowering Muslim children’s spirituality in Malay Archipelago: integration between National Philosophical Foundations and Tawakkul (trust in God)

Abstract Multiple studies indicated that children raised to be spiritual were found to be happier, have more resilience and positive outlook towards life events. This paper attempts to explore and integrate the value of spirituality and religious practices. It is approached through the understanding and application of the tawakkul (trust in God) concept, as perceived from an Islamic viewpoint. This aspect is explored through the consolidation of the ‘believing in God’ component, as highlighted in the National Philosophical Foundations in Brunei, Indonesia and Malaysia to tawakkul. It will further seek to find the prospect of empowering Muslim children’s spirituality through such integration. This theoretical paper is based on the Islamic foundations and characteristics; its implementation and implications. The outcome illustrates indication of ‘divine involvement’ as the main essence of tawakkul; resulting sustainable religious, spiritual and moral enhancement. Moreover, an internalised and implicit form of tawakkul should be encouraged to promote self-understanding.