Embedding values in teaching Islamic education among excellent teachers

• Published in: Journal for multicultural education 2019-01, Vol.13 (1), p.2-18
• Main Authors: Hussin, Nur Hanani, Tamuri, Ab Halim
• Format: Article
• Language: English
• Subjects: Beliefs; Case Studies; Classrooms; Cognitive Ability; Cultural Differences; Cultural Pluralism; Culture; Education; Ethnic Groups; Ethnicity; Excellence in Education; Family Characteristics; Foreign Countries; Humor; Instructional Effectiveness; Integrated Curriculum; Islam; Knowledge; Learning; Learning Processes; Lecture Method; Moral Development; Moral Values; Multicultural education; Multiculturalism & pluralism; Muslims; Nation building; Pedagogy; Problem Solving; Religion; Religious Education; Rote Learning; Secondary Schools; Society; Spirituality; Students; Teacher Attitudes; Teacher Effectiveness; Teacher Student Relationship; Teachers; Teaching; Teaching Methods; Tribes; Values
• ISSN: 2053-535X; 2053-5368
• DOI: 10.1108/JME-07-2017-0040

Purpose The purpose of this study was to examine the process of embedding values implemented by excellent teachers in teaching Islamic education in the multi-cultural society. Design/methodology/approach This study was a qualitative study, which used a combination of in-depth interviews, observation and document analysis for data collection. Using a purposive sampling technique, seven excellent Islamic education teachers were selected. The data were analysed using Atlas.ti 7.1.7. Findings The findings of the study show the process of embedding values among excellent teachers include the following aspects: teachers take into consideration the various differences among individuals in their classes, especially of learners’ names and family backgrounds, humour elements, praising of students, lectures, repetition practical areas, problem-solving and question and answer sessions. A variety of methods are used in the process of embedding values including two-way interactions between teachers and students. Teaching happens in stages that link to the cognitive level of the students and these learning environments allow the values to be exposed, taught and personally experienced by the students. Practical implications This study shows that teachers should use various types of teaching methods, i.e. light-hearted element, praising students, lectures, repetition, practical areas, problem-solving and question and answer sessions, to embed values during the lessons of Islamic education. Interaction between students and teachers takes place and creates a transformative process of knowledge and allowing the positive values to be taught effectively. They start to learn and appreciate the values of others and also be able to practice them in their daily lives. The students were exposed to the diversity of culture and various types of background of their friends. The awareness of the teachers in creating a learning environment that is sensitive to all students is very important. Thus, these methods should be taken into consideration by teachers to teach values and should be exposed during teacher training so they are able to implement them in the classroom. Originality/value This paper explores and describes methods of embedding of values used by excellent Islamic education teachers in the lessons of Islamic education. There are very few studies conducted in this area and this qualitative study is focussed on how values are thought in the lessons of Islamic education. These