Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Al-Hayat: Journal of Islamic Education
Khadijah Abdul Razak
Universiti Kebangsaan Malaysia
Humanities Education Library & Information Science Social Sciences Other

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Evaluation of Tarannum Al-Quran Teaching in Malaysian National Religious Secondary School Farah Ilyani binti Zakaria; Mohd Aderi Che Noh; Khadijah Abdul Razak; Hafizhah Zulkifli
Al-Hayat: Journal of Islamic Education Vol 5 No 1 (2021): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v5i1.159

Abstract

This study aims to examine students' perceptions of the implementation of Tarannum al-Quran teaching in Program Kelas Khas Kemahiran al-Quran (KKQ) from the aspect of the teaching development process in the classroom based on the CIPP Model (Stufflebeam & Shinkfield 1985). Data were obtained through questionnaires and semi-structured interviews. The sample of this study involved 78 from four KKQ students in religious, national secondary schools (SMKA), including boarding schools (SBP) in the state of Selangor from 106 population and three teachers as participants. The validity and reliability of the questionnaire instrument obtain a high value with a correlation score between items exceeding 0.25 in addition to content verification by expert reference panel and an overall alpha value of 0.95. At the same time, the semi-structured interview protocol was also confirmed by experts. Questionnaire data were analyzed descriptively using Statistical Package for Social Sciences (SPSS) 11.5 involving frequency, percentage, mean and standard deviation. At the same time, the interview data were analyzed and transcribed verbatim to identify the elements involved. The findings show that teachers understand and implement the necessary details in the teaching development process, but it is only moderately high. These elements can be seen through various techniques and strategies, taking into account the diversity of students' levels and abilities and the positive reinforcement that always occurs in the interaction of teachers and students. In conclusion, the implementation of teaching at the stage of teaching development is only at a moderately high level with incremental implications that require continuous development and improvement.
An evaluation of student personality program in secondary schools: a systematic literature review Mohd Shaleh Mislan; Mohd Isa Hamzah; Khadijah Abdul Razak
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.33651

Abstract

The purpose of education is to uplift and develop human personality, morals, behavior, and character. Despite various initiatives and plans, the efforts to cultivate good values and character among students are increasingly challenging due to the negative influence of the local environment as well as the borderless social media. This issue called many researchers to conduct studies to evaluate the implementation of student personality programs in secondary schools, but systematic literature reviews (SLR) on this topic are still limited. Therefore, this study aims to conduct a SLR to evaluate past studies related to the assessment of student character programs. The SLR writing process was according to the preferred reporting items for systematic review and meta-analysis (PRISMA). Two main databases, namely Web of Science (WoS) and Scopus, were used to identify relevant articles and sources. Based on the thematic analysis, four main themes were found, which were behavioral, emotional, cognitive, and social. This study provides a comprehensive overview of the implementation of student character programs, which can serve as an important reference for educators to strengthen character development among secondary school students. These findings are expected to contribute to the development of more effective programs in addressing the challenges of nurturing character among the younger generation in the modern era.
Evaluation of inputs, processes and products of implementing the student excellent character program in national secondary schools Mohd Shaleh Mislan; Mohd Isa Hamzah; Khadijah Abdul Razak
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.24144

Abstract

The Ministry of Education Malaysia has implemented various programs to strengthen students’ character development nationwide, including the student excellent character Sahsiah Unggul Murid (SUMUR) program. This study aims to identify the levels of student input, process and product in the implementation of the SUMUR program. Guided by the context, input, process, product (CIPP) model, this quantitative survey employed questionnaire as the main instrument and involved 562 Form 4 students from secondary schools in Peninsular Malaysia, selected through stratified random sampling. Data were analyzed using descriptive statistics to assess students’ perceptions of the program. The results indicate high level of SUMUR program implementation, with mean values of 3.90 for the input component, 4.01 for the process component and 4.22 for the product component. Overall, the findings suggest that the input, process and product components of the program positively influence students’ personality development, particularly in enhancing discipline and the practice of noble values. The study has important implications for the development of the 2027 school curriculum, particularly in reinforcing the concept of karamah insaniah (human dignity), which emphasizes manners, morals and integrity in character formation. These findings provide empirical evidence to support policymakers and school administrators in strengthening effective character development programs.
Co-Authors Farah Ilyani binti Zakaria Hafizhah Zulkifli Mohd Aderi Che Noh Mohd Isa Hamzah Mohd Shaleh Mislan