TEACHING METHODS IN INFUSING ADAB AMONG

ISLAMIC EDUCATION TEACHERS: A CASE STUDY

OF THE INDONESIAN SCHOOL IN KUALA LUMPUR,

MALAYSIA

BY

ANI KHOFIATI

A dissertation submitted in fulfilment of the requirement for

the degree of Master in Education

Kulliyyah of Education

International Islamic University Malaysia

FEBRUARY 2018

ii

ABSTRACT

This study aimed to explore the teaching methods practiced among Islamic education

teachers as they relate to infusing adab into the Indonesian school in Kuala Lumpur,

Malaysia. An additional aim was to explore the students’ views of the methods used

by Islamic education teachers to infuse adab into classroom teaching. This study also

identified the similarities and differences in teaching methods practiced by three

Islamic education teachers. In order to achieve this purpose, a qualitative study which

incorporated the use of semi-stuctured interviews and observations in the classroom

was employed to gain data for this study. The participants of the study involved three

Islamic education teachers and six selected students from secondary, junior high and

senior high levels. The findings of the study showed that the three Islamic education

teachers practiced various methods to infuse adab into teaching and learning in the

classroom. Lectures, questions and answers, discussion, storytelling, drill and practice,

modelling, sign (isyaarah) and brainstorming were among the methods practiced. It

was shown that the effective methods to infuse adab from the perspectives of students

and teachers were modelling, discussion and questions and answers methods. These

methods were seen as the effective and preferable methods that affect students’

behaviors and their understanding of the importance of adab in terms of motivating

them to continue to practice good deeds toward teachers, peers, parents and society.

Finally, the study suggests that Islamic education teachers of the Indonesian school

improve their efforts in shaping students’ behaviors, adab and akhlaq. The teachers

must also be consistent to motivate themselves and upgrade their teaching methods to

infuse adab through workshops, seminars, and courses in order to improve the quality

of teaching and to infuse adab into students.

iii

البحثخلاصة

طرق التدريس المستخدمة لدي مدرسي الدراسات اكتشافهدف هذه الدراسة إلى

ذه كما دف ه ماليسيا. ،لومبورالإسلامية في غرس الأدب بمدرسة الإندونيسيين بكولا

المدرسين في غرس من قبلالطرق المستخدمة الىالتلاميذ ةالدراسة أيضا إلى اكتشاف نظر

فيأوجه الاختلاف والاتفاق تحدد هذه الدراسة . الدراسةء التدريس في غرفة أثنا الأدب

هذه ولتحقيق مدرسي الدراسات الإسلامية. من طرق التدريس المستخدمة لدى ثلاثة

المباشرة في غرفة الدراسة الكيفية عن طريق المقابلة والملاحظة ةالباحث تالأهداف، أجر

من ثلاثة تشملف . أما عينة هذه الدراسةطلوبهالم الحصول على البيانات ةالدراسة مستهدف

نوية والعالية. الثاو وستة طلاب من المدرسة الإبتدائية، ،الإسلاميةمدرسي الدراسات

، المتنوعة لغرس الأدب اطرق وااستخدم الثلاثة من المدرسين كلا نأالدراسة وضحت نتائجأو

وتقديم المحاضرات، والأسئلة والأجوبة، والمناقشة، والقصة، والتدريب، والممارسة، وهي:

أن أحسن الطرق لغرس الأدب . كما توضح هذه الدراسةالأفكار النماذج، والإشارة، وتباد

من الثلاثة هذه . والأسئلة والأجوبة والمناقشة، تقديم النماذج، عند الطلاب والمدرسين هي

تى تحمسهم الالطلاب وتفهيمهم أهمية الأخلاق الكريمة أدب على تأثير الأفضل الطرق في

،الأمورأولياء و الأصدقاء، و المدرسين، تجاهامة في ممارسة الأخلاق الحسنة لى الاستقع

واتمع عموما. وأخيرا، تحث هذه الدراسة مدرسي الدراسات الإسلامية بمدرسة الإندونيسين

ب على يجأخلاق الطلاب وأدم. كما في تكوين زيادة محاولامبكولا لومبور على

في شاركة الم من خلال رق تدريسهم في غرس الأدبط سينوتح أنفسهم تسجيعدرسين الم

التدريبية. والدورات العمل، رشو الندوات، و

iv

APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms

to acceptable standards of scholarly presentation and is fully adequate, in scope and

quality, as a dissertation for the degree of Master of Education.

…………………………………..

Muhamad Zahiri Awang Mat

Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable

standards of scholarly presentation and is fully adequate, in scope and quality, as a

dissertation for the degree of Master of Education.

…………………………………..

Kamal J I Badrasawi

Examiner

This dissertation was submitted to the Department of Curriculum and Instruction and

is accepted as a fulfilment of the requirement for the degree of Master of Education.

…………………………………..

Madihah Khalid

Head, Department of Curriculum

and Instruction

This dissertation was submitted to the Kulliyyah of Education and is accepted as a

fulfilment of the requirement for the degree of Master of Education.

…………………………………..

Ismail Sheikh Ahmad

Dean, Kulliyyah of Education

v

DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except

where otherwise stated. I also declare that it has not been previously or concurrently

submitted as a whole for any other degrees at IIUM or other institutions.

Ani Khofiati

Signature............................................ Date.........................................

vi

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF

FAIR USE OF UNPUBLISHED RESEARCH

TEACHING METHODS IN INFUSING ADAB AMONG ISLAMIC

EDUCATION TEACHERS: A CASE STUDY OF THE

INDONESIAN SCHOOL IN KUALA LUMPUR, MALAYSIA

I declare that the copyright holders of this dissertation are jointly owned by the student

and IIUM.

Copyright © 2018 Ani Khofiati and International Islamic University Malaysia. All rights reserved.

No part of this unpublished research may be reproduced, stored in a retrieval system,

or transmitted, in any form or by any means, electronic, mechanical, photocopying,

recording or otherwise without prior written permission of the copyright holder

except as provided below

1. Any material contained in or derived from this unpublished research may

be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print

or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system

and supply copies of this unpublished research if requested by other

universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM

Intellectual Property Right and Commercialization policy.

Affirmed by Ani Khofiati

……..…………………….. ………………………..

Signature Date

vii

Dedicated to my beloved husband, parents and children

Thank you for your dua’ and support

viii

ACKNOWLEDGEMENTS

Praise be to the Almighty Allah (S.W.T.) for bestowing me with strength and

endurance in successfully completing this research. I would also like to express my

gratitude and submission to Allah (S.W.T.) for the countless blessings I have received,

among which is the opportunity to study in the International Islamic University

Malaysia and to learn from the knowledge and great lecturers.

First of all, I would like to extend my honorable gratitude to my supervisor,

Assoc. Prof. Dr. Muhamad Zahiri Awang Mat, who assisted me, gives me in doing my

work. Thank you for your guidance and support which has encouraged me to be a

motivated and independent learner. My sincere appreciation goes to Assoc. Prof. Dr.

Adnan Abd Rasyid, Asst. Prof. Dr. Tahroui Ramdane, Assoc. Prof. Dr. Che Noraini

Hashim, Assoc. Prof. Dr. Nik Suryani Nik Abd Rahman, Prof. Dr. Sahari Nordin,

Assoc. Prof. Dr. Yedullah Kazmi and Assoc. Prof. Dr. Mohd Burhan Ibrahim who

shared their knowledge and ideas during my period of study. Thank to Assoc. Prof.

Dr. Suhailah Hussien and Asst. Prof. Dr. Kamal J I Badrasawi for their assistance and

advice.

I would like to express my highest gratitude to Prof. Dr. Ir. Ari Purbayanto, the

Ambassador of Education and culture attaché of the embassy of the Republic of

Indonesia in Kuala Lumpur and Drs. Agustinus Suharto M.Pd, the principal of the

Indonesian School in Kuala Lumpur Malaysia, for their help and the permission to

conduct research in the Indonesian school in Kuala Lumpur Malaysia. Many thanks to

all staff and teachers for their helpful participation and cooperation.

Also, my profound appreciation and deepest gratitude are extended to my

father and mother, to my understanding and supportive husband Munif and my

beloved children Ahmad Zimam Munif, Nawwar Afuza Munif and Fawwaz Ibtisam

Munif, who have always given me the motivation, dua’ and their understanding

during the difficult times. Many thanks to family members Naning Elfiyati, Ahmad

Rafi Rizqi, Sittatul Izzati, Zaenal Muttaqin, Silviyah and my nephews and nieces. Last

but not least, thanks to my beloved friends: Br. Yusuf, Br. Bayu, Br. Adam Adesina,

Br. Putra, Sr. Fathiyah, Sr. Azlina, Sr. Linda, Sr. Hawa, Sr. Rahma, Sr. Laila and

everyone for their help and support for this work. Thank you very much and may

Allah grant us taufiq wal hidayah.

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TABLE OF CONTENTS

Abstract ....................................................................................................................... ii

Abstract in Arabic ....................................................................................................... iii

Approval Page ............................................................................................................. iv

Declaration .................................................................................................................. v

Copyright Page............................................................................................................ vi

Dedication ................................................................................................................... vii

Acknowledgements ..................................................................................................... viii

List of Tables .............................................................................................................. xii

CHAPTER ONE: INTRODUCTION ..................................................................... 1 1.1 Background of the Study .......................................................................... 1

1.2 Statement of the Problem .......................................................................... 3

1.3 Objectives of the Study ............................................................................. 6

1.4 Research Questions ................................................................................... 6

1.5 Significance of the Study .......................................................................... 7

1.6 Delimitation of the Study .......................................................................... 7

1.7 Definition of Terms................................................................................... 7

1.8 Summary ................................................................................................... 9

CHAPTER TWO: LITERATURE REVIEW ........................................................ 10 2.1 Introduction ............................................................................................... 10

2.2 Teaching Methods in Islamic Education................................................... 10

2.2.1 Teaching Methods from the Qur’an ................................................. 12

2.2.1.1 Metaphor .............................................................................. 12

2.2.1.2 Questioning .......................................................................... 13

2.2.1.3 Lecturing ............................................................................. 14

2.2.1.4 Storytelling .......................................................................... 15

2.2.1.5 Modelling ............................................................................ 15

2.2.2 Teaching Methods from the Prophet (P.B.U.H.) ............................. 16

2.2.2.1 Metaphor .............................................................................. 16

2.2.2.2 Questioning .......................................................................... 17

2.2.2.3 Lecturing .............................................................................. 18

2.2.2.4 Storytelling .......................................................................... 18

2.2.2.5 Modelling ............................................................................ 19

2.2.2.6 Instruction ............................................................................ 19

2.2.2.7 Dialogue (Al-Hiwaar) .......................................................... 20

2.3 Effective Methods in Teaching Islamic Education ................................... 21

2.4 The Concept of Adab in Islam .................................................................. 23

2.5 The Indonesian Education System ............................................................ 25

2.6 Historical Background of the Indonesian School Kuala Lumpur ............. 25

2.6.1 The School Vision and Mission ....................................................... 27

2.7 Related Research on the Methods of Infusing Adab ................................. 28

2.8 Summary ................................................................................................... 31

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CHAPTER THREE: RESEARCH METHODOLOGY ....................................... 32 3.1 Introduction ............................................................................................... 32

3.2 Research Design........................................................................................ 32

3.3 Research Participants ................................................................................ 34

3.4 Research Instruments ................................................................................ 36

3.4.1 Semi-Stuctured Interview ................................................................ 37

3.4.2 Observation Checklist ...................................................................... 38

3.5 Credibility and Validity of the Instrument ................................................ 39

3.6 Data Collection Procedure ........................................................................ 40

3.7 Data Analysis Procedure ........................................................................... 42

3.8 Summary ................................................................................................... 43

CHAPTER FOUR: FINDINGS AND ANALYSIS ................................................ 45 4.1 Introduction ............................................................................................... 45

4.2 The Teaching Methods Practiced by Islamic Education Teachers

in Infusing Adab ........................................................................................ 46

4.2.1 Teachers’ Knowledge of Teaching Methods in Infusing

Adab ................................................................................................. 46

4.2.2 The Teaching Methods Practiced by Islamic Education

Teachers in Infusing Adab ............................................................... 48

4.3 The Methods Practiced by Islamic Education Teachers that

Contribute to the Development of Students’ Adab ................................... 59

4.3.1 Effective Methods Practiced among Islamic Education

Teachers in Infusing Adab ............................................................... 62

4.4 Students’ Views on the Teaching Methods Practiced by Islamic

Education Teachers ................................................................................... 64

4.5 The Similarities and Diffrences in Teaching Methods Practiced by

Islamic Education Teachers in Infusing Adab .......................................... 66

4.5.1 The Similarities in Teaching Methods Practiced by Islamic

Education Teachers in Infusing Adab .............................................. 66

4.5.2 The Differences of Teaching Methods Practiced by Islamic

Education Teachers in Infusing Adab .............................................. 67

4.6 Summary ................................................................................................... 68

CHAPTER FIVE: DISCUSSION, SUMMARY, RECOMMENDATION

AND CONCLUSION ................................................................................................ 69 5.1 Introduction ............................................................................................... 69

5.2 Discussion ................................................................................................. 69

5.2.1 The Teaching Methods Practiced by Islamic Education

Teachers in Infusing Adab ............................................................... 69

5.2.2 The Methods Practiced by Islamic Education Teachers that

Contributed to the Development of Students’ Adab ........................ 71

5.2.3 Students’ Views on the Teaching Methods Practiced by

Islamic Education Teachers ............................................................. 72

5.2.4 The Similarities and Differences in Teaching Methods

Practiced by Islamic Education Teachers in Infusing Adab ............ 73

5.3 Summary ................................................................................................... 74

5.4 Recommendations ..................................................................................... 76

5.5 Suggestions for Future Research .............................................................. 77

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5.6 Conclusion ................................................................................................ 77

REFERENCES .......................................................................................................... 79

APPENDIX A: PERMISSION LETTER TO CONDUCT RESEARCH .......... 84

APPENDIX B: PERMISSION LETTER TO CONDUCT RESEARCH .......... 85

APPENDIX C: APPROVAL LETTER TO CONDUCT RESEARCH ............. 86

APPENDIX D: INTERVIEW QUESTIONS GUIDE (IQG) .............................. 87

APPENDIX E: OBSERVATION CHECKLIST .................................................. 89

APPENDIX F: TRANSCRIPTION OF INTERVIEW WITH

TEACHERS .................................................................................. 92

APPENDIX G: TRANSCRIPTION OF INTERVIEW WITH

STUDENTS ................................................................................... 114

xii

LIST OF TABLES

Table No. Page No.

3.1 Teacher Participants of the Research Study 35

3.2 Student Participants of the Research Study 36

3.3 Schedule of Interview and Observation Sessions 40

1

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is one of the very prominent aspects in human development and the most

influential social activity in any society. In general, the aim of education is to transmit

a common set of beliefs, values, norms, skills and understanding from the adult to the

youth generation (Noraini & Langgulung, 2008). To instil good ethics and morality is

the main purpose of education. In Islam, it is known that the roots of morality and

ethics are to be found in the two holy sources of Islam, which are the Qur’an and the

practices of Prophet Muhammad (P.B.U.H.) (Gulcur, 2011). Mclean and Errold

(1992) explain that morality is to maintain standard order in society, to train how to

respect others and to regard them “holistically”.

To fulfil the needs of society, Islam has provided complete rules of etiquette

and a moral code involving every aspect of life. These are applicable for the whole of

society; the elderly, the young, men and women. A person who has attained Adab is

one whose spirit has been shaped in line with the principles of religion until these

principles have become part of their nature. In a larger sense, it also means such a

person who has a spirit which is permanently unified with the “way”, the path of right

living. Accordingly, religion is not only spiritual belief, but a complete way of life – a

path and a set of principles by which to live (Gulcur, 2011).

In Sahih Al-Bukhari, volume 8, book 73, no. 56, the following is narrated by

Masruq:

2

We were sitting with 'Abdullah bin 'Amr who was narrating to us

(Hadith). He said that the Messenger of Allah (saws) said: The best

among you are the best in character (having good manners).

Indeed, Prophet Muhammad (P.B.U.H.) has given us good examples of good

deeds in his daily life, which all together is in his good personality.

Furthermore, Islamic learning institutions have to be responsible in

transmitting Islamic manners to their students. Islamic manners or Adab is one of the

most essential elements of human life. It can be likely improved through modifying

the Islamic curriculum and the methods used in teaching. Method is one of the

essential parts in the process of teaching and learning, and also the tool to achieve the

objectives of the study. Hence, it is necessary to explore the methods used by teachers

to infuse Adab into new generations. This study will be useful for teachers in choosing

the appropriate methods for improving quality of teaching and infusing adab in the

classroom.

Currently, the young Muslim generation has been seen declining in the

practice of Adab. This is more prominent with problems in the present context, such as

vandalism, injustice, bullying and violence among groups of school children in

schools (Darwis, 2012). Therefore, in the process of Islamization of knowledge and

being a good Muslim, Adab as well as Islamic principles, value and norms are

emphasized to be the guidance through the process of education in all aspects. These

aspects include curriculum, co-curricular activities, methods of teaching, the

relationship between teachers, educators and students, and the relationship between

educational institutions and society (Ali, 2006). In the Islamic education process,

teachers or educators play important roles in training Muslim youth to behave

ethically.

3

Education in Indonesia is facing many obstacles in improving the public

education relating to the teaching force. As for mode of teaching, the Ministry of

Education and Culture has tried to encourage teachers to incorporate innovative

instructional techniques into their lessons (Suryadarma & Gavin Jones, 2013). Hence,

there is a need for teachers to be concerned about teaching methods during the

teaching and learning process. They have to come up with a variety of methods in

infusing adab in students. Since Islamic education subject is compulsory for all

Muslim students, the teaching methods in infusing adab must be able to integrate

Islamic values into the students with aim of making them better Muslims who aspire

to become the vicegerent (s) of Allah (S.W.T.) on the earth.

1.2 STATEMENT OF THE PROBLEM

Social problems among students these days have become increasingly worrisome,

even though students have studied Islamic education at their primary schools. Without

a proper understanding of the content of Islamic values, the ultimate goal of Islamic

education seems far beyond reach. Irhandayaningsih (2016) asserted that social ills

among teenagers in Indonesia are on the rise. It seems that the national education

system has not performed optimally yet in forming a good society and dealing with

youth problems in this era of globalization. Nurdin (2015) also said the social

problems basically stem from the decrease in nation’s moral quality such as bullying,

vandalism, impertinence, violence, moral decline and also impoliteness. Research

conducted by Yaswardi (2013) found that students’ manners or Adab in Indonesia had

grossly degenerated due to the ineffectiveness of teaching methods in Indonesia.

Generally, the methods used in teaching and learning of Islamic education in schools

are not able to meet the global challenges and also respond to the changes which affect

4

the affective, psychomotor and cognitive domains. Asyafah (2014) said that the

problem facing the teaching of Islamic education in Indonesia was the inadequate and

ineffective teaching methods.

Studies in the area of Adab or Akhlaq have been conducted by researchers

around different scopes, levels and institutions. According to Naili (2012) in her

research on the urgency of Adab Islamiyah in building students’ character, it was

shown that the implementation of Adab is important due to the limit of the sessions

given in the teaching schedule. Furthermore, she added that an additional akhlaq

subject that covers Adab Islamiyah toward all aspects of life is effective in building

students’ character. Another study was conducted by Zulfa (2012) on Adab of

personality education. According to Syekh Muhammad bin Umar al Nawawi al

Bantani in the book Maroqy al Ubudiyah it was found that to achieve the aim of

education, the content of Islamic education subjects should not only teach the ibadah

ubudiyah but also include all aspects of social relationship. A study on children’s

education in building Akhlaq Islamiyah, Soetari (2014) suggested that the educational

practitioners have to apply different effective methods to be able to transfer the values

to students. He emphasized this point because with proper methods implemented by

teachers and their consistency in preparing and developing Akhlaq, it will actualise

and produce good persons in society.

Gafur (2012) conducted a study on the method of teaching Islamic education

in reading and writing the Qur’an, from the perspective of multiple intelligences

theory. The results showed that the implementation of learning the Qur’an in the

perspective of multiple intelligences proved that intelligence is already internalized

into each variety of learning the Qur’an, such as linguistic, kinesthastic, interpersonal

and spatial intelligences. He added that there are three methods of learning the Qur’an,

5

namely Baghdadiyah, Qiroati and Al-Barqy methods. Meanwhile, a study on

analytical models of character education for children, adolescents and adults

conducted by Mulyatiningsih (2012) found that educators did not meet their

responsibilities as role models for their students. Some teachers were not aware of the

fact that all their actions in the classroom and in the school environment were

observed by their students. For example, teachers do not come on time, and teachers

show students the answer sheet of the national examination. Students might imitate

and apply these negative behaviours in their future careers.

Furthermore, a study conducted by Muntholib (2011) found that using a

discussion method can enhance students achievement in the subject of Aqidah Akhlaq.

A Study conducted by Nik Rosila (2013) on the Islamic perspective on the role of

education in responding to social issues among students in Malaysia had found that,

teaching is just a profession rather than a vocation for developing knowledge and

moral understanding. She added that it is unfortunate that some of the teachers

considered their professional function separate from any moral and ethical values.

This perception is contradictory with the Islamic teaching that regards teachers as

spiritual sources as well as professional guides for their students. Another study on

the story telling method in building Akhlaq in early childhood showed that this

method could motivate students to behave ethically. Besides that, teachers should

combine several methods to enrich teaching and learning (Muqtasidah, 2012).

By putting these issues forward on the ineffectiveness of methods in teaching

Islamic education and insufficiency of role models in the field of education in

Indonesia, solution and answer must be explored. Thus, this study aimed to explore

the role of the teaching methods practiced by Islamic education teachers in infusing

Adab into students, as well as to explore the appropriate methods used by Islamic

6

education teachers to develop students’ adab. This study also aimed to explore the

students’ views on the teaching methods used among Islamic education teachers to

infuse adab in the classroom and to identify the similarities and differences in the

methods used in infusing Adab into students.

1.3 OBJECTIVES OF THE STUDY

These are the objectives of the study:

1. To explore the methods practiced by Islamic education teachers in infusing

Adab in the Indonesian school in Kuala Lumpur.

2. To explore the methods practiced by Islamic education teachers in the

development of students’ Adab in the Indonesian school in Kuala Lumpur.

3. To explore the students’ view on the teaching methods used by Islamic

education teachers to infuse Adab into students.

4. To identify the similarities and the differences in the methods used by

Islamic education teachers in infusing Adab into students.

1.4 RESEARCH QUESTIONS

While exploring the teaching methods used by Islamic education teachers in infusing

Islamic manners or Adab into students, the following research questions guided this

study:

1. What are the teaching methods practiced by Islamic education teachers in

infusing Adab into students?

2. How would the methods practiced by Islamic education teachers contribute

to the development of students’ Adab?

7

3. What are the students’ views on the teaching methods used by Islamic

education teachers to infuse Adab into students?

4. What are the similarities and differences in the teaching methods used by

Islamic education teachers in infusing Adab into students?

1.5 SIGNIFICANCE OF THE STUDY

This study is important to be taken on teaching methods in infusing adab, as it will

help Islamic education teachers to enhance the quality of teaching in infusing Adab

among their students. Moreover, this study will help Islamic education teachers to

develop their teaching skills. It will also be helpful for teachers and learning

institutions to develop modules or conduct workshops on the teaching of Adab in

schools.

1.6 DELIMITATION OF THE STUDY

This study focuses on Islamic education teachers who are teaching in junior secondary

levels and students of senior secondary levels of Indonesian school in Kuala Lumpur,

Malaysia.

1.7 DEFINITION OF TERMS

The following terms have been employed in this study.

Islamic education

Al Attas (1999) defines Islamic education as the process of instilling and inculcating

Islamic values into students. In this study, the term Islamic education refers to the

8

subject of Islamic education (Pendidikan Agama Islam) that is taught in the

Indonesian school in Kuala Lumpur, Malaysia.

Adab

The context of behaviour. It refers to prescribed Islamic etiquette: refinement, good

manners and morals (Fatimah, 1996). In this research, the term Adab refers to good

character which consists of etiquette or good manners toward themselves and social

behaviour among students at the Indonesian school in Kuala Lumpur, Malaysia.

Method of Teaching

This was comprises of the principles and methods used for instruction to be

implemented by teachers to achieve the desired learning in students (Borich, 2014).

Another definition is the way materials are presented or conducted in the instructional

activities. Method, for the current study, refers to the methods implemented by Islamic

education teachers in infusing Adab into students during the process of teaching and

learning in the classroom.

Islamic Education Teacher

A person who imparts Islamic knowledge to students. He or she is a respected person

who is committed to spreading knowledge. In this research the term of Islamic

education teacher refers to the Islamic education teachers who are teaching in the

Indonesian school Kuala Lumpur in the year 2016/2017.

9

1.8 SUMMARY

Education is lifelong process of learning. From the Islamic perspective, education is

the process of learning to educate children to be good Muslims with good adab as

khalifah of Allah (S.W.T.) on earth. In order to fulfil the aim of education and the

needs of society, Islam has provided complete rules of etiquette and a moral code

involving every aspect of life. Educators, especially Islamic education teachers, have

the responsibility of transforming knowledge and educating students to be good

Muslims with good adab in their life. It is clear that there is a need to find the

effective method of inculcating adab in students, as adab is important to every aspect

of life. Therefore, the present study is to examine and explore the teaching methods

practiced by Islamic education teachers in infusing adab into their students.

10

CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

This chapter provides reviews of previous studies. Not many resources have been

devoted to the study of teaching methods in infusing Adab among secondary school

students. Therefore, this present study discusses the following: i) Teaching methods in

Islamic education, ii) Effective methods in teaching Islamic education iv) Concept of

Adab in Islam, v) The Indonesian education system and vi) Historical background of

the Indonesian school Kuala Lumpur and other previous research.

2.2 TEACHING METHODS IN ISLAMIC EDUCATION

Teaching methods are simply ways of conducting the actual teaching in the classroom

with the teachers’ efforts to instil knowledge, Islamic values, and adab into students.

In order to appeal to human beings’ heart and mind, The Holy Qur’an and Sunnah

have mentioned a number of methods of teaching. These are not only the guiding

principles of an Islamic character, but they also conform to the Prophet’s character

(P.B.U.H.), who is described in both sources as an ideal example. Thus, Teaching in

Islam must always refer to these two sources. In the process of teaching and learning,

the methods used by a teacher play a very crucial part and tool that cannot be

separated from a subject taught. Teachers should utilize approach, methods and

material and instruction that enable students to internalize good habits and behavioural

practices in their daily life. The teachers should also use a variety of strategies and

methods which are suitable to infuse adab into students in order to ensure that all

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learners have equal opportunities to learn and to understand during the learning

process.

According to Lubis, Yunus, Muhammad, Mustapha and Noriah (2014),

method means a plan of action with reference to practical or formal details, or a way

of using basic skill. In this context, there are several methods in the field of Islamic

education which were derived from the Qur'an and the Hadith, such as dialogue,

stories (narrative), proverbs/illustrations, exemplary/role model, practice and

application, preaching and advice method, as well as targhib (engouragement) and

tarhib (warning) method (Khaled, 2011).

Lang and Evans (2006) asserted that teaching method is about the unique ways

that people teach. This is important because individuals have a different style in

acquiring knowledge and they have varying characters and learning experiences.

There are several methods in the field of education that have been used in educational

institutions such as memorization, demonstration, discussion, question and answers

and several more. Rosle, Junaidah, Sang and Zaiton (2009) said that the teaching

methodologies used in the class should be different from subject to subject. Thus, as a

teacher of Islamic education, one should be creative in selecting appropriate methods.

Asyafah (2014) recommended that teachers should create innovative methods

in teaching that can improve the condition of teaching of Islamic education, in order to

affect the affective, psycho-motor, and cognitive domains in instilling religious values

into students.

Secondary school teachers are seen to pay more attention to the subject they

are teaching than they do the value of their subject. There is some consensus on

distinguishing between general societal values, general pedagogic and subject specific

values (Halstead, 2007). According to Wahseh and Alhawamdeh (2015), teaching

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method is related mainly to the character traits of the teacher, which refers to the lack

of specific rules for teaching methods that should be followed by the teacher during

the process of teaching. The teaching methods depend on the teacher’s character,

identity, language expressions, physical movements, facial expressions, emotions,

tone of voice, signs and gestures, and others, representing the essence of individual

personal traits that mark the teacher from the others.

2.2.1 Teaching Methods from the Qur’an

The Holy Qur’an is the word of Allah (S.W.T.) that was delivered to Prophet

Muhammad (P.B.U.H.) gradually through the angel Gibriel (Jibriel) over a period of

approximately 23 years. It addresses many topics among others, God’s power, purpose

of life, nature of good and bad, the world and the akhirah; these cover all aspects of

human existence. In order to guide mankind to the right path, Allah (S.W.T.) uses the

contents of the Holy Book (Qur’an) and provides varying methods and approaches.

The following are the selection of some approaches of the Qur’an that can be

transmitted and related to our daily life: metaphor, question and answer, lecture,

storytelling and modelling method. All these methods can be used to teach and infuse

(adab) morals into the listeners. Details of these methods are as follows:

2.2.1.1 Metaphor

The word metaphor according to Oxford Advanced Dictionary (2000) is a word or

phrase used in an imaginative way to describe somebody or something in order to

show that the two things have the same qualities and to make a description more

powerful. This type of method gives an additional expression of conveying evidence

the physical resemblance. Metaphor method has been used in several places in the