O papel do conhecimento do professor, da pedagogia e da competência digital no desenvolvimento integral dos alunos dentro dos currículos acadêmico-hafazan integrados nas escolas Ulul Albab Malaias
DOI:
https://doi.org/10.22633/rpge.v29iesp4.20783Palavras-chave:
Conhecimento do professor, Estratégias pedagógicas, Competência digital, Desenvolvimento integral do aluno, Currículo acadêmico integrado e Hafazan, Estrutura Ulul AlbabResumo
Este estudo investiga a influência do conhecimento dos professores, das estratégias pedagógicas e da competência digital no desenvolvimento holístico dos alunos dentro dos currículos acadêmico-hafazan integrados sob o quadro Ulul Albab nas escolas urbanas da Malásia. Utilizando uma abordagem de métodos mistos, os dados foram coletados de 180 alunos por meio de questionários estruturados e de 10 professores por meio de entrevistas semiestruturadas e observações em sala de aula. Os resultados revelam que o domínio dos professores sobre o conteúdo das matérias, a alfabetização corânica, a pedagogia culturalmente responsiva e a proficiência em TIC aumentam significativamente o desempenho acadêmico dos alunos, a memorização do Alcorão, o caráter moral e a motivação intrínseca. Análises quantitativas indicam que o conhecimento dos professores e as abordagens pedagógicas são fortes preditores de resultados holísticos, enquanto insights qualitativos destacam a importância do engajamento empático dos professores, do modelismo e das estratégias instrucionais adaptativas. O estudo destaca a necessidade de desenvolvimento profissional contínuo, integração eficaz do currículo e alfabetização digital para otimizar a aprendizagem dos alunos em ambientes urbanos multiculturais. As implicações se estendem ao desenho curricular, ao treinamento de professores e ao desenvolvimento de políticas para uma educação islâmica sustentável e baseada em valores.
Downloads
Referências
Abdullah, N. A. (2021). Technology related Tahfiz Al-Quran learning in Malaysia: A systematic literature review. Sains Insani, 6(3). https://doi.org/10.33102/sainsinsani.vol6no3.361
Arif, M., Abd Aziz, M. K. N., & Ma`arif, M. A. (2025). A recent study on Islamic religious education teachers’ competencies in the digital age: A systematic literature review. Journal of Education and Learning (EduLearn), 19(2), 587–596. https://doi.org/10.11591/edulearn.v19i2.21311
Bandura, A. (1977). Social learning theory. Prentice Hall.
Budiman, S. A., & Isnaeni, F. (2025). Integrating Islamic pedagogy with 21st century skills: A conceptual framework for global Islamic education. As-Sulthan Journal of Education (ASJE), 2(1), 170–178. https://ojssulthan.com/asje/article/view/376/205
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8(1). https://doi.org/10.14507/epaa.v8n1.2000
Darling-Hammond, L. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. Jossey-Bass.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Fajar Sidik, M., Vachruddin, V. P., Rusydiyah, E. F., Pertiwi, A. S., & Darmawan, M. A. (2024). Conceptualization of the integrated Islamic religious education curriculum: A literature study at Imam Hatip Schools Turkey and MAN Insan Cendekia Indonesia. Jurnal Pendidikan Agama Islam, 21(1), 111–130. https://doi.org/10.14421/jpai.v21i1.7617
Fakhruddin, F., Salim, S. S., Hassan, S. A., Suhid, A., & Othman, S. (2021). Design and implementation of the Ulul Albab teacher training program at Imtiaz Schools in Malaysia. Jurnal Ilmiah Peuradeun, 9(3), 703–718. https://doi.org/10.26811/peuradeun.v9i3.590
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College Record. https://doi.org/10.5860/choice.29-0440
Habibie, R. S. M., Chotib, M., & Mustajab. (2025). The role of teachers in instilling Islamic character values through routine activities at school. Islamic Management: Jurnal Manajemen Pendidikan Islam, 8(1). https://doi.org/10.30868/im.v8i01.7790
Haron, H., Md Zalli, N., Ishak, S., Che Noh, N., & Hashim, N. (2025). Teachers’ pedagogical competencies in implementing integrated Qur’anic and academic curriculum. Malaysian Journal of Education Research, 10(1), 12–29. https://doi.org/10.2139/mjer.2025.1012
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. https://doi.org/10.4324/9780203887332
Hussin, H., Abd. Ghani, A. R., Ahmad, A. R., Saleh, M. H., & Haridi, N. H. (2022). Dimensi pelajar terhadap penggunaan medium teknologi dalam kursus hafazan Al-Quran semasa Covid-19: Kajian terhadap pelajar Universiti Sains Islam Malaysia. QIRAAT: Jurnal Al-Quran dan Isu-Isu Kontemporari, 5(1), 27–36. https://doi.org/10.53840/qiraat.v5i1.45
Ibrahim, M. A. (2023). The achievement of memorizing Al-Qur’an among students at Sekolah Berasrama Penuh (SBP) in implementing the Tahfiz Model Ulul Albab (TMUA). Advances in Social Sciences Research Journal, 10(11), 305–311. https://doi.org/10.14738/assrj.1011.15947
Izzah, E. A., & Layyinnati, I. (2025). Holistic competencies of Islamic religious teachers and their impact on student understanding in secondary schools. Scaffolding: Jurnal Pendidikan Islam, 7(1), 99–118. https://doi.org/10.37680/scaffolding.v7i1.6886
Jelasa, Z. M., & Dahan, H. M. (2010). Gender and educational performance: The Malaysian perspective. Procedia: Social and Behavioral Sciences, 7, 720–727. https://doi.org/10.1016/j.sbspro.2010.10.098
Kaimin, S. K., Yussuf, A., & Mohd Yusoff, M. Y. Z. (2025). The learning practice of Hifz al-Qur’an among Tahfiz Model Ulul Albab (TMUA) students at National Religious Secondary School in Malaysia. Jurnal Usuluddin, 53(1), 99–126. https://doi.org/10.22452/usuluddin.vol53no1.5
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
Ministry of Education Malaysia. (2017). Malaysia Education Blueprint 2013–2025: Annual report 2017. https://www.moe.gov.my/storage/files/shares/Dasar/PPPM/MEB%20Annual%20Report%202017.pdf
Mohd, A., & Mohamad, M. (2022). The relationship between spiritual leadership and teacher performance. International Journal of Education, Psychology and Counseling, 7(47), 847–862. https://doi.org/10.35631/IJEPC.747062
Mufid, A. I., Aminah, S., & Hafid, M. A. (2025). Revitalizing the role of teachers in Islamic education learning amidst technological developments. Journal of Contemporary Islamic Education, 5(2). https://doi.org/10.25217/jcie.v5i2.6316
Nasr, S. H. (2015). Islamic education: Its role in moral and spiritual development. International Journal of Islamic Thought, 7, 23–35. https://doi.org/10.1016/j.ijit.2015.03.004
Nieto, S. (2013). Finding joy in teaching students of diverse backgrounds: Culturally responsive and socially just practices in U.S. classrooms. Heinemann.
Nik Abdullah, N. M. S. A., & Yusnan, M. B. M. (2020). The perceptions of teachers and students towards the Ulul Albab curriculum: A case study of SMAKL. Al-Burhān: Journal of Qurʾān and Sunnah Studies, 4(2), 26–52. https://doi.org/10.31436/alburhn.v4i2.166
Nurfaisal, N., Sunengko, S., & Abbas, M. F. F. (2024). Effective curriculum management in Islamic primary education: A case study of integrated Islamic schools. Al-Ishlah: Jurnal Pendidikan, 16(4), 4578–4587. https://doi.org/10.35445/alishlah.v16i4.6211
Nur Intan, L., Sirozi, M., & Karoma. (2025). Revolutionizing Islamic education through curriculum innovation: Insights from Izzuddin Integrated School, Indonesia. Progresiva: Jurnal Pemikiran dan Pendidikan Islam, 14(1), 131–146. https://doi.org/10.22219/progresiva.v14i01.40007
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595. https://doi.org/10.1037/a0032690
Said, A. R. bin M., Omar, M. bin C., Omar, N. binti, & Ghazali, M. A. bin. (2022). Malaysian teacher standards and the professionalism development of Islamic education teachers. International Journal of Health Sciences, 6(2), 11975–11983. https://doi.org/10.53730/ijhs.v6nS2.8232
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. http://www.jstor.org/stable/1175860
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer. https://doi.org/10.1007/978-1-4419-8126-4
Tabassum, A., Fajar Sidik, M., & Nur Intan, I. (2024). Professional development for teachers in integrated Islamic education. International Journal of Islamic Pedagogy, 5(1), 11–28.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wan Kamaruddin, W. A. Z., Kamaruzaman, A. F., Abdul Kadir, F. K., & Mohd Fadzil, A. F. (2020). Aplikasi model hafazan al-Qur’an Ulul Albab di Sekolah Imtiaz Terengganu. BITARA International Journal of Civilizational Studies and Human Sciences, 3(3), 1–33. https://bitarajournal.com/index.php/bitarajournal/article/view/135/675
Yusup, N. M., Abdul Rahim, M. M., & Borhan, A. H. (2025). Effective strategies in Quran memorization and revision (murajaah) practices among tahfiz students in Malaysia: A systematic review. International Journal of Modern Education, 7(25), 535–554. https://doi.org/10.35631/IJMOE.725037
Zaidi, F. H., & Jaafar, N. (2024). Hafazan Al-Quran: Peringkat dan kemahiran hafazan: Memorization of the Quran: Stages and memorization skills. QIRAAT: Jurnal Al-Quran dan Isu-Isu Kontemporari, 7(2), 13–26. https://doi.org/10.53840/qiraat.v7i2.83
Zamri, H., Abd Rahman, N., Wan Abdullah, W. N., Rashed, Z. N., Mohd Radzi, N., Tamuri, A. H., & A. A. Bakar, A. A. (2024). A critical review on the integrated Islam and science teaching model in Malaysia: Fundamental cognitive aspects of teaching. Al-Hikmah, 16(2), 95–117. https://doi.org/10.17576/alhikmah.2024.1602/524
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2025 Revista on line de Política e Gestão Educacional
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Manuscritos aceitos e publicados são de propriedade da Revista on line de Política e Gestão Educacional. É vedada a submissão integral ou parcial do manuscrito a qualquer outro periódico. A responsabilidade do conteúdo dos artigos é exclusiva dos autores. É vedada a tradução para outro idioma sem a autorização escrita do Editor ouvida a Comissão Editorial Científica.
