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All Journal Jurnal Pedagogi dan Pembelajaran Taklim : Jurnal Pendidikan Agama Islam
Ibrahim Solahudeen Owoyale-Abdulganiy
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Religion Education Other

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IMPACT OF JALABI ON THE TEACHING OF ISLAMIC STUDIES IN SENIOR SECONDARY SCHOOLS IN ILORIN METROPOLIS Olalekan Rasheed Azeez; Ibrahim Solahudeen Owoyale-Abdulganiy; Ayuba Olaniyi Jibril; Usman Adisa Issa; Mikaeel Olayide Badmos
Taklim : Jurnal Pendidikan Agama Islam Vol 21, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/tk.v21i1.62888

Abstract

AbstractThe issue of Jalabi among teachers of Islamic studies in Ilorin metropolis is a socio-religious practice that needs to be properly scrutinized and checked due to the technicalities involved in the teaching-learning process, cultivation of good morals, discipline and character building which are the ultimate aims of the Islamic studies as enshrined in the National Policy on Education. The study examines the impact of Jalabi on the teaching of Islamic studies in senior secondary schools in Ilorin metropolis. A simple random sampling technique was used to sample 30 senior secondary schools across the three senatorial districts of the state and 260 teachers of Islamic studies as sampled in Kwara state. The researcher-designed questionnaire tagged “Impact of Jalabi on Teaching Islamic Studies Questionnaire (IJTISQ)” was used as an instrument for the study Descriptive statistics in the form of tables and percentages were used to describe the demographic data of the respondents and analyze the results obtained from the questionnaire administered. The results showed that a majority of respondents agreed that teachers who engage in Jalabi neglect regular teaching and that it hinders teachers' effectiveness. Additionally, most respondents disagreed that Jalabi practices lead to impressive teaching of Islamic studies. The survey also found that Jalabi practices prevent Islamic studies teachers from marking students' assignments, tests, and other tasks. However, only a small percentage of respondents agreed that teachers who practice Jalabi fail students arbitrarily. This implies that the practice of jalabi among senior secondary school teachers negatively affects the teaching of Islamic studies in Ilorin. It was concluded that the commercialization of Jalabi practices among senior secondary school teachers of Islamic studies hinders effective and efficient teaching of the subject in Ilorin metropolis, Kwara state, Nigeria. Keywords: Jalabi Doctrine, Islamic Studies Teachers, Islamic Cultural Identity
Unveiling the Power of Pedagogically Productive Conversations Among University Teachers Adeoye, Moses Adeleke; Akinnubi, Paul Olaolu; Makinde, Semiu Olawale; Ibrahim Solahudeen Owoyale-Abdulganiy; Abiola, Muhydeen Olaitan
Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v7i1.71177

Abstract

The significance and benefits of discussion in higher education contexts have the potential to improve teaching practices, encourage professional development, and ultimately improve student learning outcomes. This study aims to analyze the potential impact of pedagogically productive conversations among university teachers. The research method uses Systematic Literature Review (SLR). A literature search was conducted through academic databases, such as PubMed, ERIC, and Google Scholar. Through a comprehensive review of relevant literature and firsthand insights from educators, the study delves into the intricacies of pedagogically productive conversations, emphasizing their role in promoting collaboration and creating a supportive academic environment. Furthermore, the paper discusses the challenges and barriers that may impede the implementation of such conversations and proposes strategies to overcome them. Overall, this position paper serves as a valuable resource for educators, administrators, and policymakers, offering insights into the transformative power of pedagogically productive conversations and advocating for their integration into the fabric of university teaching.
Co-Authors Abiola, Muhydeen Olaitan Adeoye, Moses Adeleke Akinnubi, Paul Olaolu Ayuba Olaniyi Jibril Makinde, Semiu Olawale Mikaeel Olayide Badmos Olalekan Rasheed Azeez Usman Adisa Issa