JOURNAL OF APPLIED ISSUES IN ISLAMIC EDUCATION
Year:2019 | Volume:4 | Issue:1 (10) |Papers Count:6

The purpose of this study is to criticize and evaluate the dimensions and components of the soft power of Islamic Republic of Iran in the Fundamental Reform Document of Education (FRDE). The researchers used descriptive content analysis method. The statistical population of the study is the whole text of the FRDE that was passed in 2011 and due to the nature of the subject and the limitations of the research community, sampling was discarded and the entire text was analyzed. The measurement tool is a researcher-made content analysis log which has been developed to examine FRED after studying and reviewing the theoretical sources of the soft power of the Islamic Republic of Iran. The data have been analyzed using descriptive indices in the analytical calculation of Shannon entropy. The main findings of the research indicated that: in total, soft power components have been considered 226 times, with a high density in the operational objectives and strategies-with 75 frequency and 33. 2%; and with a low density in mission statement, institutional framework, and the executive system of fundamental change, with 7 abundance and 3. 1%. Among the dimensions studied, the political dimension with 0. 890 information load and the importance coefficient of 0. 275 was the most attractive part, and the scientific and technological aspect with 0. 678 information load and 0. 210 importance coefficient was the least attractive part.

In a qualitative and descriptive-analytical manner, this paper seeks to achieve Islam’ s view about the priority of the encouragement or punishment approaches in education, and to provide Quranic methods for applying the Quran’ s view and its application in the official and public education of the country, in order to facilitate the educational process and to increase the effectiveness of the educational and developmental teachings. The analytical corpus includes the text of the Quran, and the analytical sample includes all the verses that have both words of annunciation and admonition together. Data analysis was carried out simultaneously and continuously along with the process of data collection, categorization, classification, encoding, explanation, and interpretation. The findings indicate that the Holy Quran has prioritized encouragement by prioritizing annunciation. To explain and analyze how this aim is achieved, this paper deals with the expression of the mind-tospeech connection, purposefulness of speech, the application of prioritization and postponement in the accurate interpretations of the Quran verses, Imams’ use of Quranic prioritization and postponement for the precise determination of the Islamic priorities as the authoritative basis of Quranic prioritization and postponement, and the prioritization of annunciation over admonition in the Holy Quran. Similarly, the (verbal, material, emotional, and value-based) encouragement methods extracted from the Quranic text are: admiration, expressing satisfaction, praying, persuasion, expressing good deeds, saluting, and promising as verbal methods; affection and dignity as emotional methods; and taking into account the individual’ s special status, and expressing satisfaction as the value-based methods.

This study aimed to test the factor structure and measure the internal consistency of a questionnaire about the educational factors that affect religious education of students. Regarding the purpose of the research, this is a fundamental research and the data collection was carried out through descriptive-survey method. The statistical population of the study consists of the first year female students of all the high schools of the district 4 of Tehran who were selected by multistage cluster random sampling method. The sample size of this study was determined 381 people by the table of Krejcie and Morgan (1970). Exploratory factor analysis was used through SPSS16 software to measure the validity of the questionnaire. Confirmatory factor analysis model was used through AMOS22 software to confirm the validity of the questionnaire, and Cronbach’ s alpha coefficient was applied to examine the internal consistency of the questionnaire. The results showed that exploratory factor analysis led to the extraction of six factors that accounted for 59. 43% of the total variance of the questionnaire. These factors included: organizational culture, educational quality, educational regulations, application of educational technology, individual abilities of teachers, and the content of educational material. The fitting indices of the confirmatory factor model of the questionnaire showed that the proposed model had a favorable fit with experimental data and confirmed the presence of the six factors. Cronbach’ s alpha coefficient was obtained as 0. 76% indicating favorable internal consistency of the scale. Considering the fit of the model and the high validity of the questionnaire, it can be used to study and evaluate the educational factors affecting the religious education of students.

This research aims to identify the components of extra-role behavior in educational organizations with an emphasis on the educational teachings of Islam. The research method is both qualitative and quantitative. The statistical population of the research consists of two parts: a) the Holy Quran, Nahj al-Balaghah, and management books; b) specialists of educational management, educational sciences and Islamic knowledge. The data sampling was targeted in the first part, the sources were studied in depth, and the data were continuously analyzed using categorization and coding, and the categories were extracted. Then, in order to confirm the appropriateness of the categories to the objectives of the research, the viewpoints of 32 specialists in educational management and educational sciences and 20 specialists in Islamic Education were collected by two researcher-made questionnaires and analyzed using descriptive statistics. Cronbach’ s alpha of the questionnaires were calculated 0. 797 and 0. 896 respectively. The finding show that the components of extra-role behavior in the knowledge of management are as follow in order of priority: gentility and respect, endeavor, perseverance and enthusiasm, social customs, self-development, self-affirmation and collaborative behaviors, development of positive attitudes and constructive tendencies, organizational conscience and organizational obedience, individual initiative, organizational involvement, organizational loyalty and nobility. And the components of extra-role behavior in the teachings of Islam are also as follow in order of priority: consolidation of friendship links and removing interpersonal indignations; focusing on giving increasing beneficence; transcendental response; targeted assistance; covering the imperfections of the individuals; providing spiritual support; avoiding revenge despite having power; paying attention to those who express their needs; goodwill; pre-demand assistance; empathy and sympathy; striving and endurance beyond expectations; avoiding magnification of problems; separation ability; active and constructive role in criticism and suggestion; strengthening spirit and vitality; showing respect and veneration for the individuals’ personalities. There are similarities and differences between the components of extra-role behavior in management and Islamic contexts. Therefore these components can be studied on a comparative basis regarding the triangle of support, development and innovation.

The purpose of this study was to identify the components of students’ psychological capital based on Islamic viewpoint in higher education centers. This study used an exploratory sequential mixed method. Thematic analysis was used for the qualitative part of the research. The statistical population includes the Quran and Nahj al-Balaghah as well as the professors of educational sciences and psychology in higher education centers and seminary. The sampling method in this section was purposeful, including 31 key persons among university and seminary professors. A total of 400 people were selected by stratified random sampling. The research instrument used in this section was a researcher-made questionnaire, which was developed on the basis of a qualitative study of the Quran and Nahj al-Balaghah, and was analyzed using confirmatory factor analysis. Based on the results in the qualitative section, the Islamic model of psychological capital consisted of four components: self-belief, tolerance, optimism and dreams. In the quantitative part, the results indicated that 14 items were relevant to the first component, 12 items were relevant to the second component, 17 items belonged to the third component, and 16 items belonged to the fourth component, and in this way the results of the qualitative section were confirmed.

The purpose of this study was to investigate the effectiveness of an Islamic and activity-based method of training life skills on the moral intelligence of 5th-grade elementary school girls. This study was done by semi-experimental approach with two groups and two stages (pre-test, post-test). To carry out the study, in the second half of 2017 academic year, among all the relevant elementary school girls, 30 subjects who were willing to participate in the intervention were purposefully selected based on the availability sampling as well as the entry and exit criteria. They were randomly divided into experimental group (n = 15) and control group (n = 15). Borba’ s Moral Intelligence Test (Parent Form) was answered by parents as a pretest about the students. The experimental group was studied during a 16-session training (two 60-minute sessions per week); the training included Islamic life skills (trust to God, modesty and humility, contentment, courage, responsibility, enhancement, self-esteem, respect for order, gratitude, patience, comm: : : union: : : , amnesty and remission) through activity-based techniques (including storytelling, role-playing, discussion, painting, brainstorming, poem reading and dramatic performance). One week after the intervention, both experimental and control groups were subjected to the post-test. Data analysis was carried out by the one-way covariance analysis test using SPSS software (version 24). The results of variance analysis within one factor covariance analysis indicated that regarding the moral intelligence variable (consisting conscience, empathy, kindness, tolerance, respect, self-control, and justice) there is a meaningful difference between the studied group and control group. Therefore, it is possible to apply this method to increase the moral intelligence of school students.