2026-01-30
Chai Ping Woon, Meng Yew Tee
Purpose – The purpose of this study is to explore how the internal elements and external conditions of learners shape their Self-Directed Learning (SDL). Notably, only a limited number of empirical studies have examined how learners interact between their internal and external structures within SDL environments. Accordingly, this study has employed the quadripartite cycle of structuration as a theoretical framework to analyze and describe the dynamic interplay between learners’ internal and external structures within the SDL context. Methodology – A qualitative case study approach was employed. The study focused on a 15-year-old learner enrolled in an SDL school in Malaysia. Four semi-structured interviews, as well as informal interviews with the learner’s parent and facilitator were conducted. Documents related to the subject’s self-directed learning were collected to enhance validity and reliability. A constant comparison approach was used to analyze these data. Finding – The SDL school’s structured guides scaffold the participant’s SDL, providing essential support and resources. Over time, the participant shifted focus to internal structures, driven by his interest, motivation, and a sense of satisfaction, while mirroring strategies learned from the structured guides to direct his own learning. This study illustrates how the participant interacted between his internal and external structures that helped shape his actions in SDL. Significance – This study provides insights into how a self-directed learner interacts between his internal and external structures in his SDL journey. It advances our understanding of the relationship between self-direction and structures. It also informs a set of flexible structures and guidance for educators, curriculum designers, and policymakers to consider when creating environments that balance learner autonomy with the necessary scaffolding.
2026-01-30
Remedios Cabaral Bacus, Michelle Mae Olvido, Laurence Garcia
Purpose – Digital research advising to address the emerging needs of student researchers across different levels has become popular in recent times. This phenomenological study is aimed at exploring digital research advising as it is experienced by senior research advisers. Methodology – Using a hermeneutic phenomenological design, the participants’ lifeworlds, their lived body, lived time, lived space, lived human relations, and lived things were analyzed using Van Manen’s contemporary model. Data was collected through in-depth interviews. Categories of themes were identified after the process of linguistic transformation. Findings – The following five themes captured the lifeworlds of the research advisers: acknowledging corporeal connections, redefining academic space, humanizing digital advising, leveraging the digital toolbox, and investing time. Significance – This study renders value to academic institutions and active researchers who want to appreciate and understand the meaning ascribed to the nuanced experiences of senior research advisers transitioning from traditional to digital advising. It also offers a foundation of initial insights to inform future research in diverse academic settings.
2025-07-30
Joanna Joseph Jeyaraj, Abu Bakar Razali
Purpose - The teaching of thinking skills is not only dependent on pedagogical skills, but also on dispositions. In Malaysia, the teaching of thinking skills is prominent in policy documents, yet weakly embedded in subject teaching. Therefore, the aim of this study was to understand the dispositions of ESL pre-service teachers towards Visible Thinking Routines (VTRs), which are a collection of thinking tools that facilitate different types of thinking. The goal was to identify the salient features of VTRs which shaped the dispositions of ESL pre-service teachers towards teaching thinking. Methodology - Data consisted of 117 written reflective accounts and four focus group discussions involving fifteen pre-service teachers. The participants had experienced VTRs in the following two ways: as learners and as “teachers”. Findings - Participants were largely open and positive towards VTRs. Two main themes reflected this inclination, and they were related to the inherent quality of VTRs which fostered active learning environments, and the systematic framework for teaching thinking skills that VTRs provided. At the same time, there were some less favourable dispositions which were mainly due to finding the “right” routine and implementing VTRs, which resulted in the process being time-consuming. Significance - To shape positive dispositions towards teaching thinking, pre-service teachers should be explicitly taught how to teach thinking and be immersed in a culture of thinking at the teacher education level. This might result in getting pre-service teachers’ acceptance and “buy-in” towards research-based thinking tools such as VTRs, which can be used to integrate thinking skills into subject teaching. Openness to use these tools could later result in “dispositions in action” in these pre-service teachers’ professional careers in the future.
2025-07-30
Nadya Syifa Utami, Sufyani Prabawanto, Phoong Seuk Yen, Arrold Rynix Anak Rambee
Purpose – This study is aimed at exploring how the topic of functions was organised into knowledge to be delivered in textbooks based on the Malaysian and Indonesian mathematics curriculum, and how the topic reconstruction in both countries differed. Methodology – A documentary research method was used in this study. Study data were collected through the examination of school mathematics textbooks, specifically Grade 8 textbooks in Malaysia and in Indonesia. The data used was the sequence of tasks presented in the chapter on functions in each country’s mathematics textbooks. This study analysed data by identifying the learning objectives of functions in both countries' curricula; categorizing task sequences in textbooks using the didactic co-determinacy framework—from domain level to sector level, theme level, and task level; and examining the similarities and differences on the topic of functions and the categorized task sequences in textbooks following the Malaysian and Indonesian mathematics curricula respectively. Findings – The findings indicated that the presentation of functions in Malaysian and Indonesian textbooks followed a similar sequence, beginning with an introduction to functions, progressing to their representation, and concluding with their application in solving real-world problems. Malaysian and Indonesian textbooks both introduced functions as a subset of relations and demonstrate various representations, including arrow diagrams, ordered pairs, tables, formulas, and graphs. While both curricula shared a common foundation in the set-theoretical definition of functions, they differed in their approach to problem-solving. Malaysian textbooks emphasized the use of function graphs more extensively, whereas Indonesian textbooks frequently utilized function formulas as problem-solving tools. Significance – This comparative study provides a practical application of the didactic transposition process of knowledge organised in the mathematics curriculum of two different countries. The results also contribute to the potential pathway for learning functions by drawing lessons from two different systems of education.
2025-07-29
Saiful Jazil, Ahmad Zahro, Bassam Abul A'la, Moh. Rifqi Rahman, Muh. Sholihuddin, Syamsun Ni’am, Anin Nurhayati
Purpose – Fiqh learning has traditionally focused on cognitive aspects, such as recalling concepts or matching problems with answers in classical texts. Consequently, it has often neglected the cultivation of learners' critical thinking skills. This study aims to analyze students’ critical thinking practices in fiqh learning, explore the instructional strategies employed, and identify the types of technology used in fiqh learning activities. Additionally, it investigates the continuity between critical thinking, learning strategies, and technology in the context of fiqh education. Methodology – A mixed methods approach was adopted, using an explanatory sequential design. The study began with quantitative data collection and analysis, followed by qualitative exploration. A total of 254 students from eight universities in East Java, Indonesia, participated in the study. Quantitative data were collected through online questionnaires and analyzed using descriptive statistics, correlation analysis, and tests of difference. Qualitative data were gathered through observations and interviews and analyzed through data condensation, presentation, and conclusion drawing. Findings – The results indicate that students’ critical thinking practices in fiqh learning are generally neutral and somewhat inconsistent. Problem-based learning (PBL) and research-based learning (RBL) emerged as the most frequently applied strategies, with PBL noted as particularly effective in fostering critical thinking. The study highlights that these strategies are most effective when supported by various forms of instructional media. The integration of contextual learning strategies with multimedia use enhances students’ critical thinking engagement in fiqh learning. Significance – This study provides practical insights for lecturers in selecting appropriate learning strategies and media to promote critical thinking in fiqh education. While RBL and PBL strategies, supported by multimedia, show strong potential to enhance critical thinking, they are not definitive solutions. Effective strategies and media should be tailored to the characteristics and needs of students. Continued development of both RBL and PBL strategies and multimedia use is essential. Ultimately, fiqh learning in higher education should employ instructional approaches that enhance deeper understanding and critical engagement with the subject matter.
2025-07-23
Nor Alniza Azman, Mohd Isa Hamzah, Khadijah Abd Razak
Purpose - This study explores how the integration of digital technology in Islamic education impacts primary school students’ learning, from the perspective of Islamic education teachers. It aims is to highlight the potential benefits of digital integration in the classroom and to address the gaps between Islamic education teachers' perceptions and students’ digital competencies. Methodology - Using a qualitative case study design, the study involved five Islamic education teachers proficient in digital technology, selected through a snowball sampling technique. Data were collected via interviews, classroom observations, and audio-visual analysis. Thematic analysis was conducted using NVIVO 14 software, guided by the framework of Miles, Huberman, and Saldaña (2020). Trustworthiness was ensured through triangulation, member checking, peer review, detailed audit trails, and inter-rater reliability. Findings - The analysis revealed five major themes: enhancing motivation, fostering independent learning, revealing digital prowess, optimizing digital interaction, and promoting collaboration. These themes reflect students’ increased engagement and competitiveness, development of self-directed learning skills, mastery of digital tools, improved communication—including English language—and collaborative teamwork in learning tasks. Significance - This study offers Islamic education teachers a renewed perspective on the value of integrating digital technology into their teaching practices. By showcasing practical insights and pedagogical strategies, the findings aim to empower educators to create dynamic, student-centred learning environments aligned with the demands of 21st-century education and national aspirations for a digitally literate generation.
2025-07-23
M.M. Mohd Sadiq, M.I. Rohayati, H.P.S. Abdul Khalil, M.S. Shaharudin
Purpose – Since 2008, government funding for higher education institutions (HEIs) has declined globally, resulting in reduced quality, higher tuition fees, and increased reliance on philanthropic contributions. This issue has been further exacerbated by the COVID-19 pandemic, prompting many PHEIs to turn to philanthropic fundraising. This study explores how Malaysian public research universities (MRUs) utilise Islamic philanthropic instruments—specifically waqf and zakat—to support student teaching and learning. It examines the successes and challenges of these initiatives and proposes a framework for optimising the use waqf and zakat as sustainable fundraising strategies in Malaysian public higher education institutions (PHEIs). Methodology – A qualitative case study approach was employed. In-depth interviews (both in-person and online) were conducted with nine informants from five selected MRUs, representing four key roles: vice chancellor, bursar/chief financial controller, director of university advancement office/waqf centre, and university legal advisor. Thematic analysis was conducted using both deductive and inductive coding informed by existing literature and emerging themes. Findings – The study revealed two major outcomes: (1) MRUs have successfully mobilised waqf and zakat for fundraising, and (2) these funds have been effectively channelled to enhance teaching, learning and student welfare. Two categories of challenges were also identified: general challenges, such as weak culture of giving and limitations within the tax regime; and specific challenges linked to governance and management of zakat, waqf, and university foundations (yayasan). The study proposes several initiatives to improve financial sustainability, including public awareness campaigns, tax policy reforms, strategic collaborations with State Islamic Religious Councils (SIRCs), and formalised agreements on fund allocation. Significance – This study contributes to the growing body of knowledge on Islamic philanthropic fundraising in higher education. The insights provided offer practical implications for Malaysian PHEIs seeking to enhance financial sustainability through waqf and zakat. In doing so, it supports the broader objective of achieving Sustainable Development Goal 4 (SDG 4) on inclusive and equitable quality education.
2025-01-30
Asrizal Wahdan Wilsa, Hartono, Bambang Subali, Enni Suwarsi Rahayu
Purpose - Through the use of content analysis, this study was aimed at identifying the patterns in research conducted during the past decade and investigating the bibliometric outcomes of articles focused on augmented reality (AR) utilization in biology learning. Methodology - This study conducted a bibliometric analysis. To perform the bibliometric mapping analysis, 116 articles were reviewed. A total of 111 articles published between 2014 and 2023 in the Scopus database were selected for the content analysis. The bibliometric analysis centered on 69 selected articles. Findings - The most frequently used keywords in these articles were “AR,” “development,” and “application.” Furthermore, among the articles reviewed, it was observed that there was a recent focus on marker-based material on paper. This finding indicates that the focus of the latest articles is AR media modeling, use, comparison with conventional media, and AR development in a biology learning context. Saidin, Iftene, and Bonete were the most frequently cited authors in this field. The content analysis shows that development and practical guidance have been the most extensively examined variables in the articles. Development and experimental studies were the most frequently used research designs in the last ten years. Significance - Future research in this field will be improved by using mixed-methods examining variables that enhance students’ interpersonal skills, and not just by developing and knowing the extent to which users can operate AR applications.
2024-08-13
Neka Erlyani, Fendy Suhariadi, Rahkman Ardi
Purpose – Adapting to technological advancements and fostering competitiveness poses compelling challenges for universities worldwide, including Indonesia. This prompts the implementation of varied policies, reshaping financial and managerial aspects across academic and non-academic spheres. In this transformative process, cultivating readiness for change across all organizational levels, including among non-academic staff, is crucial. This study aims to identify factors predicting readiness for change within non-academic staff, with perceived impact of change acting as a mediating factor. Methodology – This quantitative study collected the data through surveys conducted among non-academic staff from Indonesian universities under general state financial management (n = 290). The examination focused on predictors encompassing openness to change, organizational trust, and communication climate. Path analysis was employed to examine the role of perceived impact of change among exogenous and endogenous variables. Findings – The findings revealed a compelling correlation: nonacademic staff who exhibit higher levels of openness to change, harbor trust in their organization, and perceive a positive communication climate are predisposed to being more prepared for change. Moreover, the study underscored the significance of a mediating variable in influencing readiness for change, offering an imperative avenue for further exploration. Significance – Practically speaking, for universities operating under general state financial management and preparing to embark on governance changes, this research would help non-academic staff understand the change process and its effects on them.