Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand
Private Islamic schools in Southern Thailand face significant challenges, particularly in adhering to national educational standards, which impacts students’ academic outcomes. Most Islamic Studies teachers lack formal pedagogical training, resulting in a teaching approach that often fails to engage...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-09-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/9/1029 |
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| author | Muhammadafeefee Assalihee Nachima Bakoh Yusop Boonsuk Jaruwat Songmuang |
| author_facet | Muhammadafeefee Assalihee Nachima Bakoh Yusop Boonsuk Jaruwat Songmuang |
| author_sort | Muhammadafeefee Assalihee |
| collection | DOAJ |
| description | Private Islamic schools in Southern Thailand face significant challenges, particularly in adhering to national educational standards, which impacts students’ academic outcomes. Most Islamic Studies teachers lack formal pedagogical training, resulting in a teaching approach that often fails to engage students effectively. This study employed participatory action research (PAR) involving 32 Islamic Studies teachers across 10 schools. The research was structured around the four phases of PAR: establishing relationships, collaborative design, implementation through LS and Open Approach, and reflective assessment. The implementation of Lesson Study and Open Approach led to significant improvements in teaching practices, shifting from traditional teacher-centered methods to learner-centered approaches that emphasized critical thinking, self-directed learning, and the integration of ICT. This study demonstrates that adapting LS to the context of Islamic education can enhance professional development for teachers and improve educational outcomes. This approach could serve as a model for broader educational reforms in the region. |
| format | Article |
| id | doaj-art-b0ce39ae381e493cb206ebdd019c3eed |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-b0ce39ae381e493cb206ebdd019c3eed2025-08-20T01:55:30ZengMDPI AGEducation Sciences2227-71022024-09-01149102910.3390/educsci14091029Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern ThailandMuhammadafeefee Assalihee0Nachima Bakoh1Yusop Boonsuk2Jaruwat Songmuang3Faculty of Islamic Sciences, Prince of Songkla University, Pattani Campus, Muang, Pattani 94000, ThailandFaculty of Education, Yala Rajabhat University, Muang, Yala 95000, ThailandFaculty of Humanities and Social Sciences, Prince of Songkla University, Pattani Campus, Muang, Pattani 94000, ThailandFaculty of Education, Fatoni University, Pattani 94160, ThailandPrivate Islamic schools in Southern Thailand face significant challenges, particularly in adhering to national educational standards, which impacts students’ academic outcomes. Most Islamic Studies teachers lack formal pedagogical training, resulting in a teaching approach that often fails to engage students effectively. This study employed participatory action research (PAR) involving 32 Islamic Studies teachers across 10 schools. The research was structured around the four phases of PAR: establishing relationships, collaborative design, implementation through LS and Open Approach, and reflective assessment. The implementation of Lesson Study and Open Approach led to significant improvements in teaching practices, shifting from traditional teacher-centered methods to learner-centered approaches that emphasized critical thinking, self-directed learning, and the integration of ICT. This study demonstrates that adapting LS to the context of Islamic education can enhance professional development for teachers and improve educational outcomes. This approach could serve as a model for broader educational reforms in the region.https://www.mdpi.com/2227-7102/14/9/1029lesson studyopen approachIslamic studiesteacher developmentparticipatory action researchIslamic schools |
| spellingShingle | Muhammadafeefee Assalihee Nachima Bakoh Yusop Boonsuk Jaruwat Songmuang Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand Education Sciences lesson study open approach Islamic studies teacher development participatory action research Islamic schools |
| title | Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand |
| title_full | Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand |
| title_fullStr | Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand |
| title_full_unstemmed | Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand |
| title_short | Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand |
| title_sort | transforming islamic education through lesson study ls a classroom based approach to professional development in southern thailand |
| topic | lesson study open approach Islamic studies teacher development participatory action research Islamic schools |
| url | https://www.mdpi.com/2227-7102/14/9/1029 |
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