The Quality of Arabic Language Teachers in Malaysia: Facing the Fundamental Issues

Ariffin, Zamri; Al-Muslim, M.

doi:10.5901/mjss.2015.v6n1p544

Cited by 4 publications

(3 citation statements)

References 13 publications

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“…The teacher's quality theory is widely discussed with various definitions and interpretations (Al-Muslim & Arifin, 2015;Al-Muslim. & Arifin, 2014;Ariffin & al-Muslim, 2015). The scholars are trying to understand and take the difference and diversity of theories as the foundation in the study of teaching assessments.…”

Section: Resultsmentioning

confidence: 99%

What are the Features of Quality for Arabic Teachers Agreed by Students and Teachers?

Al-Muslim

Ismail

Ghani

et al. 2020

Journal of Education and e-Learning Research

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Teacher is an important factor swaying students' achievement. The success of an educational entity reflects the quality of the teachers engaged. Teacher factor is identified as one of the main obstacles to the Arabic education. Assessment process of the teachers' quality would help those concerned identify the weakness before preventive and remedial actions being taken. This study intends to identify the features of quality for Arabic teachers agreed by students and teachers as the first step in a continuous assessment of the teachers' quality. The respondents of the qualitative approach are 9 excellent Arabic teachers and 90 students from SMKA throughout Malaysia. The qualitative data are analyzed through descriptive and comparative methods using the Atlas.ti. installer. The finding of this study regarding the experiences of excellent Arabic teachers shows that there are 17 GBA quality characteristics that are seen in 4 categories, i.e. 1) Personality, 2) Assessment and Feedback, 3) Class and Student Management, and 4) Teaching and Learning (T&L). The outcome also uncovers types of similarity and difference in determining the teachers' quality based on teacher and student perspective. The teachers are found as leaning to more comprehensive assessment compared to the students who prioritize the quality of a good teacher-student relationship.

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Section: Resultsmentioning

confidence: 99%

What are the Features of Quality for Arabic Teachers Agreed by Students and Teachers?

Al-Muslim

Ismail

Ghani

et al. 2020

Journal of Education and e-Learning Research

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show abstract

“…Through this exchange of educational ideas and practices, Malaysia and Indonesia can achieve a mutually beneficial synergy. 44 In addition, further collaboration in the areas of research and curriculum development can help create educational programs that are more relevant to the needs of the global job market. 45 Both countries can also facilitate the mobility of students and lecturers between the two countries to enrich their educational experiences, expand their professional networks, and encourage a deeper understanding of each other's cultures and values.…”

Section: Comparison Of the Proportion Of Potentials Based On The Pres...mentioning

confidence: 99%

Comparison of Undergraduate Religious Education Curriculum in Indonesia and Malaysia

Ismail,

Junaedi,

Hassan

et al. 2024

nzh

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This study aims to analyze the differences in the undergraduate curriculum of Islamic teacher education in Indonesia and Malaysia. This study is a qualitative type where data were collected through interviews, observations, and document analysis. The study, which took place at UIN Walisongo Semarang, Indonesia, and the University of Technology Malaysia, showed that there are differences in the structure and management of the curriculum of Islamic religious education study programs, namely; 1) In Indonesia, a bachelor's degree in Islamic religious teacher education can only be obtained by attending university immediately after students complete high school. In contrast, in Malaysia, high school graduates are required to follow one of the matriculation, foundation, or diploma programs for two years before continuing their undergraduate education at the university or the Institute of Teacher Education (IPG). 2) To complete a bachelor's degree in Islamic education, Indonesian students must complete 144 credits in a minimum of 3.5 years and a maximum of 7 years, while in Malaysia only 128 credits are required to be completed in a minimum of 4 years and a maximum of 6 years. 3) Although both are supervised by the dean, the curriculum of the Islamic education study program in Indonesia is completely under the control of the chairperson of the study program, while in Malaysia, 40% is designed by the School of Education department (pedagogy area) and 60% is managed by the Tamaddun Academy (professional and social-personality ability area).

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“…Through this approach, teachers have guidance when building or choosing specific pedagogical techniques that will increase teaching and learning opportunities. Regarding students, they will better understand the behaviors of their teachers and thus improve their beliefs about language teaching and learning (Al-Muslim et al, 2020;Ariffin & Al-Muslim, 2015).…”

Section: Introductionmentioning

confidence: 99%

Language Teacher Quality Characteristics: What the Literature Shows

Al-Muslim

Ismail

2020

Journal of Education and e-Learning Research

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Information on quality teacher character is important and plays a role in the construction of training modules and teacher preparation. However, because few exploratory studies exist on the characteristics of quality teachers in the field of language education, this study aims to identify relevant past studies from various virtual sources through a hybrid literature review method, and to provide a comprehensive review in this field. The study sets out a research question and follows five systematic processes based on it. The results show a long list of language teacher characteristics that include (1) relationships, (2) knowledge and credibility, and (3) delivery. The analysis proves that the language of this list is still raw because it includes the universal characteristics of the teacher and a small number of characteristics that are influenced by external factors. A guide to identifying the true characteristics of a language teacher is essential. Further study should consider the aspects of identifying and differentiating the special characteristics of language teachers and universal characteristics.

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The Quality of Arabic Language Teachers in Malaysia: Facing the Fundamental Issues

Abstract: The effectiveness of teaching and learning that is always reflected through the results obtained by the students actually

Cited by 4 publications

References 13 publications

What are the Features of Quality for Arabic Teachers Agreed by Students and Teachers?

What are the Features of Quality for Arabic Teachers Agreed by Students and Teachers?

Comparison of Undergraduate Religious Education Curriculum in Indonesia and Malaysia

Language Teacher Quality Characteristics: What the Literature Shows

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