Although Huffaz (those who memorize the entire Qur’an) in Indonesia are certified to have memorized the whole Quran upon graduation, the majority are not able to fully interpret (Tafsir) its meaning. This could be related to the methods applied in memorizing. This study aimed to identify the most common method used by respondents in  memorizing the Qur’an, to analyze the differences in the examination scores for Qur’an memorization based on gender, to examine the relationships between respondents’ score for Tafsir and Qur’an memorization. Respondents were students at Ma’had Tahfiz Al-Qur’an at Prenduan Indonesia. A questionnaire survey was employed for data collection. Besides that, the examination scores for Qur’an memorization (Tahfiz) and for Tafsir were also collected and analyzed to address the second and third research questions. Descriptive analyses, independent sample t-test and Pearson correlation were conducted to support evidences. Findings showed that four memorization techniques: Wahdah, Kitabah, Sima’i, and Jama’ were applied by respondents, the most common method being the Wahdah method. The study found a significant difference in the examination scores for Qur’an memorization between male and female respondents. It also found that the relationship between respondents’ scores for Tafsir and scores for Qur’an memorization is statistically significant. The study concludes that by studying Tafsir, Huffaz could improve the understanding of the Qur’an which should be the ultimate aim in memorizing the text. Huffaz should not only expect to gain rewards while reciting the Qur’an but to be able to apply the teachings from the revelation in daily life.   Abstrak:     Walaupun huffaz (mereka yang menghafal seluruh Al-Quran) di Indonesia disahkan telah menghafal seluruh Al-Quran selepas tamat pengajian, namun majoriti masih tidak mampu mentafsir maksudnya dengan sepenuhnya. Ini mungkin ada kaitan dengan kaedah-kaedah yang digunakan untuk hafazan teks. Kajian ini bertujuan untuk mengenal pasti kaedah yang paling biasa digunakan oleh responden hafazan Al-Quran, untuk menganalisis perbezaan dalam markah peperiksaan untuk menghafal Al-Quran berdasarkan jantina, untuk mengkaji hubungan antara skor responden Tafsir dan Menghafal Al-Quran. Responden kajian adalah pelajar di Ma'had Tahfiz Al-Qur'an di Prenduan Indonesia. Soal selidik telah digunakan untuk pengumpulan data. Selain daripada itu, markah peperiksaan untuk menghafal Al-Quran (Tahfiz) dan Tafsir juga dikumpul dan dianalisis untuk menangani soalan-soalan penyelidikan yang kedua dan ketiga. Analisis deskriptif, ujian-t sampel bebas dan korelasi Pearson telah dijalankan untuk menyokong bukti-bukti. Hasil kajian menunjukkan bahawa empat teknik menghafal: Wahdah, Kitabah, Sima'i dan Jama' telah digunakan oleh responden, dan kaedah yang paling umum adalah kaedah Wahdah. Kajian mendapati terdapat perbezaan yang signifikan dalam skor peperiksaan untuk menghafal Al-Quran antara responden lelaki dan perempuan. Ia juga mendapati bahawa hubungan antara skor responden bagi Tafsir dan menghafal Al-Quran adalah signifikan secara statistik. Kajian ini menyimpulkan bahawa dengan mempelajari Tafsir, para huffaz dapat meningkatkan lagi pemahaman tentang Al-Quran yang harus menjadi matlamat utama dalam hafazan teks. Para huffaz seharusnya tidak hanya mengharapkan untuk mendapat ganjaran ketika membaca Al-Quran tetapi mampu mengaplikasikan ajaran dari wahyu dalam kehidupan seharian.

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Abstract-This study examined the role of administrators in facilitating instructors and students of distance education programme (DEP) to the use of effective communication tools of the present digitized environment. Administrators/coordinators of DEP were purposively selected from three different universities in Malaysia. Their responses from interviews had been transcribed and coded. Students' feedback and monitoring activities on Learning Management System (LMS) were also collected and analyzed. Findings suggest that administrators did not consider certificate or experience in distance learning while recruiting instructors to teach in DEP. Instead, they perceived that university lecturers from the conventional programme should be able to fulfil course learning outcomes designed for the DEP. Evidence had shown that administrators bureaucratic decision in mandating LMS with grade attached, seemed to deter lecturers from using effective communication tools such as emails and facebook. When asked on plans to improve the administration of DEP, the administrators mentioned that training has really helped lecturers to improve their content delivery skills. It is concluded that the circumstantial or semester training through LMS which involved training among lecturers who are new in the e-learning environment is inadequate. The monitoring of DEP through the LMS is recommended to be focused on upgrading communication practices as well as attitudes among lecturers for effective online instructions which are critical to the eventual achievement of the DEP learners.

New challenges of academic freedom and educational responsibility in Malaysian higher institutions of learning had been of great concern to all parties alike. However, academic freedom needs to be accompanied by educational responsibility. In Malaysia, serious research regarding academic freedom and academic responsibility, is yet to be undertaken. This paper identifies the relationship between academic freedom and educational responsibility; highlights major challenges faced by academicians in exercising academic freedom, and analyses responses from academicians. In addition, the paper suggests some improvements to the current practices of academic freedom in Malaysian higher institutions of learning. A semi-structured interview schedule was designed to gain insight on academic freedom and educational responsibility from randomly selected senior academicians attached to three Malaysian universities. Findings show that there exists a strong positive relationship between academic freedom and educational responsibility. Respondents also perceived that the regulations and restrictions imposed upon academicians did not act as obstacles to voice opinions, if the regulations and restrictions were taken positively and are used as measures to exercise academic responsibility. Their perceptions suggest that the main challenge faced by academicians comes, perhaps, from their own fears and inhibitions. The prognosis is that academic freedom in Malaysian universities can be realized by students and academicians alike, if they express their views within certain limitations; but the society and the government should be more tolerant and be receptive to constructive criticism.   Abstrak   Cabaran baharu kebebasan akademik dan tanggungjawab pendidikan dalam institusi pengajian tinggi di Malaysia memang diberi perhatian oleh pelbagai golongan.  Bagaimana pun, kebebasan akademik perlulah disertai oleh tanggungjawab pendidikan.  Di Malaysia, kajian yang serius tentang kebebasan akademik dan tanggungjawab pendidikan, masih belum lagi dilaksanakan.  Kertas ini mengenalpasti hubungan antara kebebasan akademik dan tanggungjawab pendidikan; menjelaskan cabaran besar yang dihadapi oleh ahli akademi dalam melaksanakan kebebasan akademik, dan menganalisa respons mereka. Tambahan lagi, kertas ini mencadangkan beberapa penambahbaikan dalam amalan kebebasan akademik semasa di institusi pengajian tinggi di Malaysia.   Satu jadual temubual separa berstruktur telah dibina untuk mendalam pandangan beberapa tenaga akademik senior daripada tiga universiti yang dipilih secara rawak tentang kebebasan akademik dan tanggungjawab pendidikan.  Hasil kajian menunjukkan wujud hubungan positif yang kuat antara kebebasan akademik dan tanggungjawab pendidikan.  Responden juga berpendapat bahawa peraturan dan batasan-batasan yang disyaratkan ke atas ahli akademik tidak menjadi halangan bagi menyuarakan pandangan, jika ia diterima secara positif dan digunakan sebagai langkah-langkah bagi tanggungjawab akademik.  Pada pandangan mereka cabaran paling utama yang dihadapi oleh ahli akademik timbul mungkin, daripada perasaan dan batasan mereka sendiri.   Prognosisnya ialah kebebasan akademik di university di Malaysia boleh direalisasikan oleh kedua-dua mahasiswa dan ahli akademik, jika mereka mengungkapkan pandangan mereka dalam batasaan tertentu;  tetapi masyarakan dan kerajaan wajar bersikap lebih toleran dan menerima kritikan yang membina