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All Journal Ijaz Arabi Journal of Arabic Learning Cendekia: Jurnal Kependidikan dan Kemasyarakatan
Hamed, Popoola Kareem
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Religion Education Languange, Linguistic, Communication & Media Social Sciences

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Muslim Post-Graduate Students’ Self-Leadership Skills and Productivity during Remote Teaching and Learning Preece, Abdul Shakour Duncan; Hamed, Popoola Kareem
Cendekia: Kependidikan dan Kemasyarakatan Vol 21 No 1 (2023)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v21i1.5518

Abstract

The study aims to investigate the impact of self-leadership on Muslim postgraduate students’ achievement or productivity during remote teaching and learning in Malaysian higher education institutions. The research instrument was a Likert questionnaire that measured the dimensions of self-leadership and productivity. The study employed principal component analysis (PCA) and path analysis using AMOS. The findings supported self-leadership as a multidimensional construct with five underlying dimensions comprising self-determined goals, self-reward, self-punishment, self–observation and self-cueing. Several latent variables further supported each dimension. In addition, the results showed that the dimensions of self-leadership and productivity are psychometrically sound regarding divergent and convergent validity. The average variance explained for each variable was (> .05), and the values for composite reliability of the constructs ranged from (.887 and .910). Furthermore, the study found that the dimensions of self-leadership, i.e. self-goal, self-reward, self-punishment, self–observation and self-cueing, positively predicted Muslim students’ productivity during remote teaching and learning, with a p-value of less than 0.00. The study recommends promoting self-leadership strategies to enhance students’ productivity and, in turn, their overall educational performance.
Humanizing Education in Virtual Learning Environment: Experience of Students in Al-Madinah International University Hamed, Popoola Kareem; Mohammed, Ayman Aied; Mohamed, El Sayed Salem; Fath El-Bab, Mohamed Salah El-Din Ahmed
Ijaz Arabi Journal of Arabic Learning Vol 7, No 1 (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.v7i1.26204

Abstract

Online learning needs to humanize the experience, especially in this day and age when technology is upending our lives and curriculum delivery methods are evolving quickly with new tools and applications. It is crucial, therefore, to humanize both our instruction and our students' learning at disruptive moments. This study aimed to investigate how Al-Madinah International University (MEDIU) undergraduate students experienced humanizing learning in a virtual learning environment. The researchers use a sequential mixed-method methodology to collect information to analyze the humanization of education in virtual learning environments. (320) undergraduate students from Al-Madinah International University participated in the quantitative portion of the study by answering both open-ended and closed-ended questionnaires. The qualitative data was analyzed using a thematic method, and the results were used to support the quantitative findings by creating themes using ATLASTI. The quantitative data was analyzed using descriptive statistics. According to the study's findings, 87% of respondents said that humanizing education in a virtual learning environment was successfully applied. At the same time, the remaining respondents were unsure. According to the qualitative data, most ODL instructors must attend training on using humanizing education in virtual learning environments. During the module compilation process, the participants suggested that ODL programs incorporate the cultural information students have learned at home and in their communities. Most respondents have an Arabic language background, so the curriculum needs to consider their culture. Students from Arabic and Islamic backgrounds, in particular, should have their culture at the center of lectures in the virtual learning environment, according to the institution.
Understanding Educational Quality: A Mixed-Method Study of Elite and Government Schools in Sukkur Aqeel, Shumaila; Hamed, Popoola Kareem; Mamdouh, Ayman Aied Mohammed
Ijaz Arabi Journal of Arabic Learning Vol 8, No 2 (2025): 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.v8i2.32860

Abstract

This study explores how elite private schools compare to government secondary schools in District Sukkur, Sindh. By employing a mixed-method approach, the research looks into essential factors such as the school environment, teaching methods, qualifications of teachers and headmistresses, student outcomes, and dropout rates. The findings highlight significant differences between the two types of schools, with elite institutions performing better in creating supportive learning environments, fostering teacher collaboration, and achieving higher student satisfaction. Quantitative data were gathered through surveys, while qualitative insights were obtained from interviews, providing a thorough analysis. The results emphasize the importance of adequate facilities and effective teamwork in improving educational quality. These insights are crucial for policymakers and educators aiming to tackle educational inequalities and enhance government school systems.
Muslim Post-Graduate Students’ Self-Leadership Skills and Productivity during Remote Teaching and Learning Preece, Abdul Shakour Duncan; Hamed, Popoola Kareem
Cendekia: Kependidikan dan Kemasyarakatan Vol 21 No 1 (2023)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v21i1.5518

Abstract

The study aims to investigate the impact of self-leadership on Muslim postgraduate students’ achievement or productivity during remote teaching and learning in Malaysian higher education institutions. The research instrument was a Likert questionnaire that measured the dimensions of self-leadership and productivity. The study employed principal component analysis (PCA) and path analysis using AMOS. The findings supported self-leadership as a multidimensional construct with five underlying dimensions comprising self-determined goals, self-reward, self-punishment, self”“observation and self-cueing. Several latent variables further supported each dimension. In addition, the results showed that the dimensions of self-leadership and productivity are psychometrically sound regarding divergent and convergent validity. The average variance explained for each variable was (> .05), and the values for composite reliability of the constructs ranged from (.887 and .910). Furthermore, the study found that the dimensions of self-leadership, i.e. self-goal, self-reward, self-punishment, self”“observation and self-cueing, positively predicted Muslim students’ productivity during remote teaching and learning, with a p-value of less than 0.00. The study recommends promoting self-leadership strategies to enhance students’ productivity and, in turn, their overall educational performance.
Co-Authors Aqeel, Shumaila Fath El-Bab, Mohamed Salah El-Din Ahmed Mamdouh, Ayman Aied Mohammed Mohamed, El Sayed Salem Mohammed, Ayman Aied Preece, Abdul Shakour Duncan