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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Teknologi dan Kejuruan Journal of Education and Learning (EduLearn) Ijaz Arabi Journal of Arabic Learning Khalifa: Journal of Islamic Education International Journal of Islamic Studies Higher Education Proceeding of International Conference on Special Education in South East Asia Region Al-Hayat: Journal of Islamic Education
Hamzah, Mohd Isa
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Religion Humanities Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Fuzzy Delphi Method Application In The Development Of I-Aqran Module For Arabic Vocabulary Consolidation Yusof, Nabihah; Baharudin, Harun; Hamzah, Mohd Isa; Abdul Malek, Nur Izzah
Ijaz Arabi Journal of Arabic Learning Vol 4, No 2 (2021): 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.v4i2.12050

Abstract

The development of digital systems in learning is gaining attention at, significantly higher education level. Through the digital world, technological innovation makes social life and everyday lifestyle more accessible than ever before. The use of technology has a positive impact on lifestyle and has a positive impact on education. This study aims to obtain experts’ consensus on the appropriate and accurate elements to be included in the I-Aqran module as an approach to Arabic vocabulary consolidation in the learning of  UiTM students. This study uses the Fuzzy Delphi Method (FDM), in which experts’ views and consensus on the six primary constructs containing 34 tested items are produced. Fifteen (15) experts were selected from seven (7) educational institutions in Malaysia as a study sample. The findings show that these experts arrived at a consensus on 27 tested items in which they have a mean score and experts’ evaluation of less than the threshold value(d) ≤ 0.2. The percentage of these experts’ consensus also shows that 27 items tested are above the value of 75%, while seven remaining tested items prove otherwise and therefore rejected. All items that gained experts’ consensus are then listed down in tables based on sequence ranking and its relation from least important to most important items. This study can benefit not only lecturers and students for Arabic vocabulary consolidation but also the developer of learning modules in transforming education through collaboration with interactive technology.
The Implementation of Zero Reject Policy in Malaysia: A systematic Review Ensimau, Nur Kamariah; Hamzah, Mohd Isa; Yasin, Mohd Hanafi Mohd; Nasri, Nurfaradilla Mohamad
Proceeding of International Conference on Special Education in South East Asia Region Vol. 1 No. 1 (2022): Technology and Education for Student with Special Needs
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/picsar.v1i1.50

Abstract

The Zero reject policy (ZRP) was policy introduced by Ministery of Education in Malaysia, December 2018 purposely to enhance the implementation of Education for All Policy in Malaysia. This systematic review was discuss to identify the factor that should be considerate in order to implement ZRP. The resercher used document analysis from previous research and the findings shown that, teacher knowledge, acceptance and readiness among the factor that influents the implementation of the ZRP in Malaysia.
Lifelong learning practices of primary school teachers: a systematic literature review Mohd, Ros Faizah; Zulkifli, Hafizhah; Hamzah, Mohd Isa
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29597

Abstract

The practice of lifelong learning among teachers involves continuous efforts to enhance their knowledge, skills, and competencies through various activities. Previous studies have explored different practices such as reading, collaboration, participation in courses, culturalizing learning, conducting research, and digital learning. However, there is a lack of systematic reviews of these practices. This an article aims to fill this gap by conducting a systematic review of lifelong learning practices among primary school teachers for 5 years since 2019 until 2023. The study integrates various research designs and follows the ROSES publication standard. Articles were selected from databases including Scopus, Web of Science (WoS), and ERIC. Thematic analysis revealed four key concepts: self-learning, continuous training, knowledge integration, and digital networks. Future research can focus on examining the resilience of teachers from diverse backgrounds in adapting to changes in the education system. This study serves as a valuable reference for teachers to assess their own lifelong learning practices and facilitate transformative growth towards becoming knowledgeable educators
Challenges, opportunities, and effects of alternative assessment approaches in teaching practices: a systematic literature review Sanusi, Najdah; Zulkifli, Hafizhah; Hamzah, Mohd Isa
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.32283

Abstract

Alternative assessment, encompassing methods such as portfolios, project-based evaluations, and peer assessments, aligns with 21st-century student-centered learning goals by holistically and authentically evaluating students’ progress. This research applies the systematic review literature method with the preferred reporting items for systematic reviews and meta-analyses (PRISMA) protocol. The study analyzed 47 peer-reviewed articles published between 2019 and 2023, sourced from Web of Science, Scopus, and Education Resource Information Centre (ERIC) databases. The thematic analysis revealed three main themes: i) challenges in implementing alternative assessments, including teacher readiness and assessment skills; ii) opportunities for enhancing creativity and variety in teaching approaches; and iii) positive effects on teachers’ motivation and understanding of student learning. The findings highlight the need for targeted professional development to support teachers in effectively implementing alternative assessments. This review contributes to the growing body of knowledge on innovative assessment practices and their impact on teaching and learning in contemporary educational settings.
Self-assessment of secondary school Islamic education teacher: validity and reliability of qualitative study Masuwai, Azwani; Zulkifli, Hafizhah; Hamzah, Mohd Isa
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.29438

Abstract

Issues concerning the validity of qualitative studies are frequently debated among scholars. Interview techniques often lack standardized procedures, which can affect reliability, and eliminating biases in interviews is challenging. Ensuring reliability and validity is crucial for establishing research credibility and high measurement reliability. This study was conducted to explore the reliability and validity of qualitative study of self-assessment concept among Islamic education teachers towards continuous professionalism development. The qualitative study was involved six participants selected based on the purposive sampling technique using a semi-structured interview. This study aimed to validate interview data through participant verification, ensure the validity of qualitative themes through expert validation, and enhance reliability via data triangulation. Multiple methods were employed to achieve these goals, including interview protocol verification, pre-field study, data triangulation, field notes, participant verification, expert validation, and agreement assessed using the Cohen Kappa Index, along with an extended study period. The findings indicated that the study met it is objectives for validity and reliability according to the recommended strategies and techniques. The use of various validation methods and attention to language barriers contributed to the study’s robustness and offers valuable guidance for future research.
Attitude and its relationship toward information and communication technology competency among vocational engineering students Rinaldi, Rinaldi; Sari, Putri Gemala; Hamzah, Mohd Isa; Alimin, Masnaini
Jurnal Pendidikan Teknologi Kejuruan Vol 8 No 1 (2025): Regular Issue
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jptk.v8i1.43023

Abstract

There are gaps between vocational engineering curricula and industry competency needs, especially in information and communication technology (ICT) competency. However, limited studies have been conducted on factors affecting ICT competency among vocational engineering students, particularly attitudes toward ICT utilization. Thus, this study aims to determine the attitude and the relationship toward ICT competency among vocational engineering students based on the Unified Theory of Acceptance and Use of Technology II (UTAUT II). It was conducted in Higher Education Institutions in West Sumatera, Indonesia. It was a survey study with a quantitative method that used one set of questionnaires to collect data. Respondents are 805, covering first-year and last-year students enrolled in those institutions by purposive sampling. Data were analyzed descriptively for mean and standard deviation, and inferentially by employing Pearson Correlation. Findings showed that the ICT competency among vocational engineering students was lower than their attitude toward ICT utilization. A high attitude only is not enough to support the competency. Thus, this study can be used as a guide by the relevant authorities such as the Ministry of Education Affairs to take action to enhance the ICT competency among vocational engineering students from other aspects.
Islamic Education Comprehension among Engineering Students:Effects of Attitude and Motivation to Learn as an Antecedent Mediator Rinaldi; Primandari, Sri Rizki Putri; Wahyuni, Deni; Hamzah, Mohd Isa; Alimin, Masnaini
Al-Hayat: Journal of Islamic Education Vol. 8 No. 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.670

Abstract

This study aimed to analyse the effect of attitudes and motivation to learn on Islamic education comprehension among engineering students. It also identified the role of motivation as a mediator between attitude and Islamic education comprehension. This study employed a quantitative method with a survey study. The participants were first-year and end-year engineering students in Higher Education Institutions who were chosen by purposive sampling. Data were gathered from 250 samples by using one set of questionnaires. SmartPLS with Structure Equation Modeling was carried out to analyse data. Furthermore, path analysis at two-tailed significance (p<0.05) examines hypotheses and the effect of each antecedent on Islamic education comprehension. The findings of this study confirmed that attitude had no significant impact on Islamic education comprehension among engineering students. But attitude affects the motivation to learn. Motivation to learn affects Islamic education comprehension. These findings reveal that motivation to learn is a significant antecedent as a mediator in the relationship between attitude and Islamic education comprehension. This study is limited by a questionnaire to gather the data and area restrictions. This study involved Muslim engineering students in higher education institutions who have not been assigned to other studies on Islamic education. Generally, other Islamic education studies analyse subjects in Madrasah or other Islamic education institutions.
Professional development in classroom assessment: a systematic literature review Sanusi, Najdah; Zulkifli, Hafizhah; Hamzah, Mohd Isa; Jait, Kharhan
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22026

Abstract

Professional development in classroom assessment techniques plays a crucial role in enhancing student learning outcomes. The preferred reporting items for systematic review and meta-analysis (PRISMA)-guided systematic review of the research literature assesses these programs to identify effective methodologies, research limitations, and trends in development, providing evidence-based recommendations for education leaders and policymakers. A structured search of Scopus and Web of Science databases, using keywords “classroom,” “professional development,” and “assessment,” yielded a final set of 43 studies. The analysis revealed four major themes: i) student-centered education; ii) classroom practices and teacher development; iii) specialized education and teacher training; and iv) assessment in education. The review demonstrates the impact of professional development programs (PDP) on teachers and addresses challenges in improving student achievement. By adhering to recognized standards for systematic reviews, this study provides a comprehensive analysis of professional development in classroom assessment, highlighting various strategies, obstacles, and successes. The findings emphasize the significance of efficient assessment for student learning outcomes and offer insights into enhancing PDP in this critical area of education.
Systematic literature review: future skills of teachers Shamsidar Zainor, Nor; Hamzah, Mohd Isa; Zulkifli, Hafizhah
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32413

Abstract

This systematic literature review (SLR) investigates the essential skills future teachers require to succeed in a rapidly evolving educational landscape, influenced by technological advancements and shifting pedagogical paradigms. It highlights the misalignment between the skills possessed by teachers and the demands of 21st-century education, which can result in teaching becoming irrelevant. Employing a qualitative approach in accordance with preferred reporting items for systematic reviews and meta-analyses (PRISMA) standards, this study analyzed two primary databases—Web of Science (WoS) and Scopus—alongside Google Scholar, focusing on empirical journal articles published in either Malay or English from 2019 to 2023. From an initial pool of 55,362 articles, only 14 were selected for analysis. The qualitative findings identified four key themes: i) digital technology skills; ii) communication skills; iii) lifelong learning skills; and iv) socioemotional skills. These insights emphasize the urgent need for teacher training programs to integrate these competencies into their curricula. By addressing these gaps, educational stakeholders can better equip teachers to meet the demands of 21st-century classrooms, ultimately enhancing educational outcomes and fostering student success. Future research should further assess the effectiveness of these training programs on teaching performance and student achievement.
Analysis Problems of Quranic Education Teachers in Indonesia: A Systematic Literature Review Engkizar, Engkizar; Jaafar, Azhar; Hamzah, Mohd Isa; Langputeh, Sukree; Rahman, Ikhwan; Febriani, Afifah
International Journal of Islamic Studies Higher Education Vol. 4 No. 2 (2025): July
Publisher : Islamic Studies and Development Center in collaboration with Department of Islamic Education Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/insight.v4i2.232

Abstract

Quran teachers play a role in producing a generation of Muslims who are able to read, understand, and memorize the Quran. However, reality shows that there are still many problems faced by Quran teachers in Indonesia. This article aims to identify and analyze the problems faced by Quran teachers in Indonesia. This article uses the Systematic Literature Review method with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach. A search was conducted on 25 relevant articles from the Scopus and Google Scholar databases published between 2019 and 2024. These articles were analyzed to identify the main issues and solutions that can be applied to improve the quality of Quran teachers. The analysis results indicate that Quran teachers face various challenges, including i) lack of competence in tajweed, ii) low capacity in tahfidz, iii) monotonous teaching methods, iv) absence of standardized guidelines or learning modules, v) lack of formal training, and vi) insufficient training. All these analysis results highlight the need for interventions in the form of developing comprehensive training modules for Quran teachers, as well as recommendations for regular training programs and competency certification for Quran teachers that can be implemented by the government to promote the improvement of national Quran education quality. This analysis is expected to serve as a strategic guide for the government and educational institutions. This analysis is expected to serve as a strategic guide for the government and educational institutions.
Co-Authors Abdul Malek, Nur Izzah Akinfolarin, Comfort Alimin, Masnaini Baharudin, Harun Engkizar, Engkizar Ensimau, Nur Kamariah Fakhruddin, Fathiyah Mohd Febriani, Afifah Jaafar, Azhar Jait, Kharhan K, Munawir Langputeh, Sukree Masuwai, Azwani Mohd, Ros Faizah Nasri, Nurfaradilla Mohamad Oktavia, Gifa Rahman, Ikhwan Rinaldi Rinaldi Rinaldi Rinaldi Sanusi, Najdah Sari, Putri Gemala Shamsidar Zainor, Nor Sri Rizki Putri Primandari Wahyuni, Deni Yasin, Mohd Hanafi Mohd Yusof, Nabihah Zulkifli, Hafizhah