JOURNAL OF APPLIED ISSUES IN ISLAMIC EDUCATION
Year:2019 | Volume:4 | Issue:3 (12) |Papers Count:6

The purpose of this study was to identify the components of happiness in Islam and to validate it in order to promote happiness in schools using a mixed research approach. In the qualitative stage of the research, the thematic analysis method was used, and in the quantitative stage the survey method was used. The statistical population of the study consisted of Islamic sources and texts in the qualitative stage, and the elementary school principals of Iran in the quantitative stage. The sampling method was purposive in the qualitative stage of the research, and random sampling in the quantitative stage. The research data were analyzed in qualitative stage through text analysis technique and according to the data analysis process in thematic analysis method (coding, theme extraction and drawing thematic network); and in the quantitative stage, the confirmatory factor analysis approach was used to validate the measurement tool. In order to validate the data at the qualitative stage of the study, two methods of rich description and providing audit records and independent coders were used. Content validity (face and content validity ratio) and construct validity were used in the quantitative stage. The findings of the qualitative stage of the study indicated that the concept of happiness in Islam was divided into three global themes: happiness-oriented insights (divine, metaphysical and material insights), happiness-oriented life (spiritual and physical life), and happiness-oriented actions (ritual, emotional, and social actions). The findings of the quantitative stage of the research indicated that convergent and divergent validity indices proved the validity of the tools for measuring components of a happy Islamic school.

The purpose of this study is to design a Wisdom-Based Leadership Model (WBLM) from an Islamic perspective for educational organizations, using qualitative approach and thematic analysis method. In order to achieve this goal, the concept of wisdom was purposefully identified based on the Quranic and narrative sources, and then WBLM was designed through thematic analysis method. In assessing the validity of the designed model, the statistical population included researchers, founders, administrators, and teachers of special schools, among whom 30 subjects were selected through purposeful sampling. Data collection tool was a valid and reliable in-depth semi-structured interview. The findings indicated that WBLM is composed of four factors (revelatory rationality, realistic empowerment, growth-oriented prevention, and timely operationalization) as well as thirteen components. Thus, WBLM can guide leaders in dealing with complex and multidimensional issues in educational settings. In this way, they can make timely decisions through targeted influence and guidance in all the epistemic and practical affairs of the educational environment, using revelatory rationality and growth-oriented preventive perspective, and consider realistic empowerment in all aspects of the educational environment.

One of the methods of the heavenly religions to train man and modify his course of action is "punishment". In professional and educational settings too, punishment is a strategy to modify the path of students and employees and to achieve organizational goals. Given that there are punitive mechanisms in educational and professional settings and the potential for harm, and regarding the lack of a comprehensive model for it, this study seeks to explain the objectives, principles, and methods of Islamic punishment, and to provide a model based on the verses of the Holy Quran and Imam Ali's words. The researchers used qualitative approach and thematic analysis method. The verses of the Holy Quran and the words of Imam Ali(PBUH) were used as research community. Therefore, verses and narratives about the objectives, necessities and methods of punishment were purposefully selected and studied as research samples. We used Quranic and hadith-related softwares to study the research literature. Research literature was organized with Citavi software and coded with MaxQDA software. In the process of thematic analysis, three types of coding were used: open coding, axial coding, and selective coding. In the process of analyzing the Quranic themes, valid exegeses such as Tafsir Nemuneh, Tafsir al-Mizan, and Tafsir Noor were cited. A review of the Quranic verses and the words of Imam Ali(PBUH) showed that the punishment mechanism has "objectives", "procedures and principles" and "multiple methods"; in addition, the unjust punishment may cause many disasters and harm. Some of the Islamic Punishment Principles are: balance in punishment; and the proportionality of punishment with the wrongdoing; avoiding out-of-stamina punishment; attention to wrongdoer's circumstances; punishment with sympathy and pity; avoiding punishment in anger mood; step by step punishment; beginning punishment with a mild degree; avoiding punishment after "expressing regret"; avoiding rushing into punishment; postponing punishment; avoiding early repetition of punishment; explaining the reason of punishment; and instance of punishment. In order to prevent disasters and harms of punishment, it is necessary to instruct all directors and authorities the theoretical bases of "punishment procedures and principles" and "types of effective and proportionate punishment" as well as workshop and practical training on how to punish.

The purpose of the present study is to investigate the ways to strengthen and deepen praying culture in children. This is a qualitative research, on the basis of grounded theory method. The participants include 25 parents of a high school second grade students in Bander Lengeh. The selected parents were successful in educating their children to adhere to praying. The data were collected through semi-structured deep interview. Data analysis was carried out through three stages of open, pivotal and selective coding. Finally, a model was presented regarding conditions, grounds, and strategy. Validity of the study was provided by a non-member inspector and was evaluated by the members. The results of the final model indicated that parents should have a strong dedication to the religious development of their children in order to accustom them to ritual prayer. This general condition includes underlying factors such as creating a religious attitude in life, modeling, belief-behavior consistency, and promotion of personal growth. Strategies that parents can use are functions that they perform in the pre-birth age, pre-maturity age, maturity age, and post-maturity age of their child(ren). The effective parenting measures in order to control the interfering variables in the training path are adoption of positive and effective parenting style, using problem solving skills and environment immunization. In general, children's adherence to praying does not accidentally and requires careful planning, study, and parental follow-up from pre-birth age of their offspring.

The purpose of this study is to explain the spiritual deprivations and types of meeting the needs of students from Rumi's viewpoint to the realization of “ Hayat-e Tayyebeh” (i. e. good life). The research method was content analysis of the verses. The research community consisted of a collection of books, commentaries and articles on Rumi's works that were purposefully sampled and studied based on the research categories. The units of analysis were correlated verses that were identified, categorized and discussed. Several spiritual deprivations and types of meeting the needs, and the impact of this process on human education were expressed. Data analysis was simultaneous with data collection. The findings suggest that understanding the dimensions of spiritual deprivations derived from the teachings of Islamic mystical education is what the seeker/student and trainer should be aware of; the important aspects of this understanding are: being aware of the authenticity of the different areas of life; responding the needs of each particular area properly; and also the authenticity of the exemplar of each area. Goal achievement is made possible by the consideration of the spiritual deprivations that were extracted from Rumi's views, and the determination to excellence using elements derived from his works, because being successful in different areas of life depends on using every aspect of life in its thorough capacity. This research focused on the types of responses to the needs of students, and described seven types of such responses with illustrative examples. The researchers try to alert the authorities of education system that achieving “ Hayat-e Tayyebeh” will be possible through the satisfaction and genuine fulfillment of needs.

This study aims to investigate the effect of teaching through Conceptual Change Model on the 10th-grade female high school students’ attitude toward death in Bandargaz in the 2018-2019 academic year. The research method is quasi-experimental, with pretest-posttest design and control group. The statistical population of this study included all the 200 10th-grade female students studying in Bandargaz schools; among them 60 students were selected by simple random sampling, and were divided into experimental and control groups, each group with 30 members. The experimental group was taught in six 90-minute classroom sessions by an experienced Islamic sciences teacher who taught them through a six-step Conceptual Change Model. Data gathering tool was Death Attitude Questionnaire of Wong, Reker and Gesser (1994). Data analysis was done by multivariate analysis of covariance using SPSS-24 software. Findings showed that there was a significant difference between control and experimental groups in the posttest stage, so that it can be concluded that teaching through Conceptual Change Model has had a significant effect on the attitude of students toward death and its components (i. e., fear of death, avoidance of death, neutral acceptance, attitudinal acceptance, and avoidance acceptance).