Islamic Studies in Australian Islamic schools: educator voice

Abdalla, Mohamad; Chown, Dylan; Memon, Nadeem

doi:10.1007/s40839-022-00164-y

Cited by 4 publications

(3 citation statements)

References 19 publications

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“…The practice of integration in learning materials has been well-mapped according to the essence of the verse and its meaning. Schools can take advantage of the experience of senior religion teachers in assisting science teachers in increasing their understanding of the Islamic worldview and its potential benefits (Abdalla et al, 2022). Indonesian education has prioritised highly developed and responsive pedagogical practices to align science and Islamic values (Chanifah et al, 2021).…”

Section: Studymentioning

confidence: 99%

The practice of science and religion integration: Evidence from an Indonesian Islamic school

Sahil,

Zubaidah,

Corebima

et al. 2024

JPBI

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This paper answers the call for the importance of integrating the Islamic worldview into science classes. This research provides insights into science teachers' experiences of integrating science and Islam, as well as additional surveys to reveal gains in student understanding. This research consists of two stages. Study 1 used phenomenology and focused on the voice of science teachers through focus groups. This research involved five focus groups in five Islamic high schools providing information describing their experiences. Through thematic analysis techniques, several findings were obtained as follows: (1) the concept of integration emphasises more on the balance of compliance between vertical and horizontal; (2) the integration pattern places more emphasis on learning materials; and (3) in terms of benefits, this effort is focused on increasing understanding and followed by study 2 which aims to add to the evidence base by investigating the effect of integration patterns on student understanding. The results showed that there is evidence that the support of an overarching integration pattern contributes to students' understanding of the material. As a recommendation, it is necessary to strengthen integration at all stages of science learning, allowing students to take advantage of discussions in class to develop more relevant abilities.

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Section: Studymentioning

confidence: 99%

The practice of science and religion integration: Evidence from an Indonesian Islamic school

Sahil,

Zubaidah,

Corebima

et al. 2024

JPBI

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“…Despite the relatively rapid growth of the AIS sector (Jones 2012) and the increase in research exploring AIS over the last two decades, research focused on Arabic language learning in the AIS context remains scarce. Recent research on Australian Islamic schools has dealt with reasons for establishment (Shakeel 2018); leadership (Brooks and Mutohar 2018;Succarie et al 2018); what is taught at Islamic schools (Jones 2018); Islamic Studies (Abdalla 2018;Abdalla et al 2020Abdalla et al , 2022; Islamic pedagogical frameworks (Abdullah et al 2015;Abdullah 2018); and renewal of Islamic schools (Memon et al 2021;Abdalla et al 2020), but not Arabic studies and/or learning.…”

Section: The Need For Research Focused On Arabic At Aismentioning

confidence: 99%

Exploring Motivation and Engagement: Voices of Adolescent Non-Arab Muslim Learners of Arabic at Australian Islamic Schools

Selim

Abdalla

2022

Religions

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This article explores the motivation and engagement of adolescent non-Arab Muslim learners of Arabic (a-MLA) enrolled at Australian Islamic Schools (AIS). To this end, the ‘L2 Motivational Self System’ was used as a theoretical lens. This research gives ‘voice’ to learners and is dialogic, ‘speaking with’ rather than ‘speaking for’ learners in Islamic schools. It also responds to calls for the ‘renewal’ of Islamic Schools in the Western context, including in Australia, through a focus on Arabic learning. A basic interpretive qualitative approach was used, and data were collected from 40 participants using semi-structured interviews. The interviews were supplemented by classroom observations. In keeping with the emphasis placed on learners’ voices, the data presented focus on the students’ own words and perspectives. The findings suggest the presence of predominantly religious orientations to learning Arabic, but that a subset of other orientations also exists. The findings also indicate that several contextual factors can lead to disengagement and that the L2 Motivational Self System might not fully explain the situation of these learners. Nonetheless, these findings can inform the practice of teachers engaged with a-MLA and provide grounds for further research.

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“…The growth in school numbers inspired research focused on the sector. Researchers examined the establishment of AIS (Ali 2018); presented sector-relevant frameworks (Abdullah et al 2015;Abdullah 2018;Brooks and Mutohar 2018); explored Islamic studies (Abdalla 2018;Abdalla et al 2020Abdalla et al , 2022Selim 2018b) as well as governance (Succarie et al 2018). However, Selim and Abdalla (2022) explained that "research focused on Arabic language learning in the AIS context remains scarce" (p. 2).…”

Section: Introductionmentioning

confidence: 99%

Adolescent Non-Arab Muslims Learning Arabic in Australian Islamic Schools: Expectations, Experiences, and Implications

Selim

2023

Religions

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Recent research into Arabic learning at Australian Islamic schools presented evidence of non-Arab Muslim learners’ dissatisfaction with Arabic learning. This article explores the Arabic learning experiences of non-Arab Muslim learners of Arabic (a-MLA) at Australian Islamic schools (AIS). This research gave voice to students and used a basic interpretive qualitative approach. Semi-structured interviews were triangulated using supplementary classroom observations. The data presented draw from the analysis of 40 participants’ interviews. Findings suggest that students expected learning to yield the acquisition of all language macro-skills and a capacity to read with comprehension, but that experiences and outcomes fell short of expectations. This led to disengagement, disruptions, and overall disillusionment and attrition in senior secondary. Students revealed a general dissatisfaction with the way programs were structured and with core aspects of their learning experience. Repetitive lessons focused on reading, translating and grammar study were connected to disruptions. The motivational implications of these negative learning experiences are discussed.

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Islamic Studies in Australian Islamic schools: educator voice

Cited by 4 publications

References 19 publications

The practice of science and religion integration: Evidence from an Indonesian Islamic school

The practice of science and religion integration: Evidence from an Indonesian Islamic school

Exploring Motivation and Engagement: Voices of Adolescent Non-Arab Muslim Learners of Arabic at Australian Islamic Schools

Adolescent Non-Arab Muslims Learning Arabic in Australian Islamic Schools: Expectations, Experiences, and Implications

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