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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Halaqa : Islamic Education Journal Ijaz Arabi Journal of Arabic Learning
Abdullah, Abdul Hakim
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Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Peranan Faktor Demografik Dalam Hubungan Antara Motivasi, Gaya Pembelajaran, Disiplin Pembelajaran dan Pencapaian Akademik Pelajar: The Role of Demographic Factors in the Relationship Between Motivation, Learning Style, Learning Discipline and Student Academic Achievement Chik, Zamri; Abdullah, Abdul Hakim; Muda, Habsah; Istikomah, Istikomah
Halaqa: Islamic Education Journal Vol. 2 No. 1 (2018): Juni
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/halaqa.v1i1.1612

Abstract

Demographic factors are factors that determine the relationship between motivation, learning style and learning discipline on the academic achievement of Islamic education. Indeed, this study was carried out to determine the relationship between the motivation, learning style and learning discipline to the academic achievement of Islamic education. A total of 260 fourth graders become study samples. The study shows that male genitalia have a modest impression (moderator) that is significant in the relationship between motivation and academic achievement, but female females are not and the conclusion that females have a full moderation in this relationship. Both jantina (male and female) do not have a significant moderating impression in the relationship between motivation and learning discipline and the conclusion that jantina does not have a simple moderation effect in this relationship. Furthermore, the two jantinas (male and female) have a significant moderating impression in the relationship between learning styles and academic achievement and the conclusion is that Jantina has a partial mediation in this relationship. Whenever, female marriage is a significant moderator in the relationship between the discipline of learning and academic achievement, but male sex is not and the conclusion that the female has a full moderation in this relationship.
Needs Analysis Of Arabic Balaghah Module Development Through Infographics Abdul Rahman, Noor Eliza; Zainudin, Muhamad Amir; Abdul Hamid, Mohd Fauzi; Ab. Halim, Zulazhan; Abdullah, Abdul Hakim; Salleh, Abdul Wahid; Arifin, Zamri; Sardi Mohd Yusop, Janudin
Ijaz Arabi Journal of Arabic Learning Vol 7, No 2 (2024): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v7i2.26359

Abstract

The knowledge discipline of Arabic balaghah requires creative and innovative learning techniques to master it. Infographics are an alternative to making information or learning more concise, exciting, and easy to understand. Detailed information and learning content can be translated into graphics and summaries that engage students. This study was conducted to obtain students' views on the need to design and develop infographic modules to learn Arabic balaghah. Design and Development Research is used as the approach of this study. This study focused on the first phase, which needs analysis data using a set of questionnaires related to infographic design, infographic needs in achieving information, and infographic requirements in module content design. The subject is 136 Bachelor in Arabic Studies students who had taken the Balaghah Al-Qazwini Text Study course offered for the Bachelor of Arabic Studies Programme at Sultan Zainal Abidin University. Quantitative data were analyzed using Statistical Package for Social Science (SPSS) software to obtain percentages, means, and standard deviations. The results of the study found that there is a need to develop infographic modules to help students master the knowledge of balaghah more efficiently and systematically.
The impact of teacher empowerment on schools’ innovation climate Mokhlis, Safiek; Abdullah, Abdul Hakim
Journal of Education and Learning (EduLearn) Vol 19, No 1: February 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i1.21633

Abstract

Teacher empowerment has been recognized as an imperative management practice to develop and implement innovations in schools. However, studies investigating the relationship between teacher empowerment and the innovation climate are scant, inhibiting the development of effective strategies to foster educational innovation. This study examines the impact of teacher empowerment on schools’ innovation climate in Malaysia. The sample consisted of 376 teachers who were randomly selected from 12 primary and secondary schools in Kuala Terengganu. Structural equation modeling analysis revealed a strong positive effect of teacher empowerment on innovation climate, wherein teacher empowerment predicted 50% of the variability in the innovation climate. Findings of this study suggest that school leaders should invest in empowering teachers through programs that value their perspectives and actively encourage contributions to foster an innovation climate.
Teachers’ autonomy and innovative work behavior: the mediating role of schools’ innovation climate Mokhlis, Safiek; Abdullah, Abdul Hakim
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27697

Abstract

For schools to maintain their competitiveness and enhance the standards of their education, they need to implement innovative approaches that allow them to stay abreast of the constantly changing technological, economic, and social environment. The success of these innovative approaches in schools relies heavily on teachers’ innovative work behavior (IWB), and so the role of teachers in this regard is pivotal. It is therefore crucial to determine the factors that affect teachers’ IWB. Thus, the purpose of the current study was to investigate the relationship between teachers’ autonomy, schools’ innovation climate, and IWB. A sample of teachers (n=376) from 12 primary and secondary schools in Kuala Terengganu, Malaysia, were surveyed through a questionnaire that was self-administered. Utilizing structural equation modelling with IBM AMOS version 24, schools’ innovation climate was found to have a full mediating role in the relationship between teachers’ autonomy and IWB. The findings suggest the important role of innovation climate in linking teachers’ autonomy to IWB and therefore have significant implications for school leaders.
School innovation climate as a driver of teachers’ innovative work behavior: the mediating role of self-efficacy Mokhlis, Safiek; Abdullah, Abdul Hakim
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.32757

Abstract

Teachers’ innovative work behavior (IWB) is widely recognized as a driving force behind educational improvement in the complex and demanding conditions of the 21st century. Among a wide range of factors that could affect IWB, innovation climate (IC) has emerged as a crucial determinant. However, research exploring the mechanism that mediate the link between IC and IWB is still limited. Drawing upon social cognitive theory (SCT), the present study proposes that teachers’ self-efficacy (SE) acts as a mediator in the relationship between IC and IWB. The study involved 376 teachers at 12 public schools in Kuala Terengganu, Malaysia, who were determined based on a stratified random sampling technique. Analysis of data was implemented through the use of structural equation modeling (SEM) with AMOS software to test causal relationships. Results confirmed that schools’ IC was positively correlated with IWB and that this relationship was partially mediated by teachers’ SE. These results align with SCT, which emphasizes the interaction between individual behavior, environment (IC), and personal factors (SE). To cultivate a culture of innovation and improve educational outcomes, school leaders should actively foster an IC that enhances teachers’ SE, thereby promoting their IWB.
Co-Authors Ab. Halim, Zulazhan Abdul Hamid, Mohd Fauzi Abdul Rahman, Noor Eliza Istikomah Istikomah Muda, Habsah Safiek Mokhlis, Safiek Salleh, Abdul Wahid Sardi Mohd Yusop, Janudin Zainudin, Muhamad Amir Zamri Arifin, Zamri Zamri Chik, Zamri