IBNU JAMAAH TEACHERS CHARACTERISTICS‟

PRINCIPLES: A CASE STUDY OF TEACHER

PRACTICES IN KUALA SELANGOR.

BY

NADIA BT ENDUT @ ABDUL RAZAK

A dissertation submitted in fulfilment of requirement for the

degree of Master of Education

(The Teaching of Islamic Education)

Kulliyyah of Education

International Islamic University Malaysia

MAY 2017

ii

ABSTRACT

In teaching profession, good quality teacher is a must for an outstanding academic

performance among students. Therefore, characteristics of teachers are examined in

this research. This research is aim to explore the principles of the characteristic of

teachers based on Ibnu Jamaah guidelines from his work, The Listener And The

Speaker In The Training Of Teacher And Student (Tazkirat Al-Sami‟ Wa Mutakallim

Fi Adab‟ Al-Alim Wal Muta‟alim). This research also will seek the compability

between the present situations and Ibnu Jamaah guidelines. This study employed

qualitative approach. The data collected through interviews and classroom

observation. This study carried out in a Malaysia religious secondary schools in Kuala

Selangor district. The study was involved five Islamic Education teachers. The study

found that the characteristics of teachers as perceived that, teachers should have a

good skill in teaching and learning as well as adopted the superlatives personalities

particularly play vital roles to their students. Additionally, the comparisons of the

characteristics of teachers with Ibnu Jamaah are seen and indicated that a slightly

difference between all of the respondents.

iii

البحث ملخصABSTRACT IN ARABIC

قيمت أ الكفاءة الأكادميّة الممتازة في التّعليم. لذلك،ينبغي على المدرّس الجيّد أن يكتسب ىذه الدّراسة لأجل أن تستكشف صفات المدّرس في التّعليم، بناءً على النظريّّت التي كتبها

أقيمت ابن جماعة في تصنيفو " تذكرة السّامع والمتكلّم في آداب العالم والمتعلّم". مع ذلك،ىذه الدّراسة لمقارنة بين الأحوال الحديثة في مجال التّعليم مع ىذه النظريّّت. لقد نهجت الدراسة على المنهج الوصفي حيث جمعت البيانات والمعلومات عن طريقة المقابلات والمراقبات في الفصول. أجريت ىذه الدّراسة على خمسة مدرسين في مادة التربيّة الإسلاميّة في

دى مدارس دينيّة بمنطقة كوالا سلانجور. في نهاية الدّراسة، اكتُشف ىؤلاء المدرّسون لم إحيزالوا في الاحتياج إلىى مهارة التّعليم القويةّ الممتازة والاىتمام بتفوّق الشخصيّات التي تلعب

ء دوراً مهماً لطلابهم. إضافة لذلك، اتّضحت النّتيجة بأن ىناك فرق قليل بين صفات ىؤلا .-كما ذكرىا في كتابو-المدّرسين مع نظريّّت ابن جماعة

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 (The Teaching of

Islamic 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 (The Teaching of Islamic

Education).

……………………………………..

Nik Md. Saiful Azizi Nik Abdullah

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

(The Teaching of Islamic 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 (The Teaching of

Islamic Education).

……………………………………..

Hairuddin Mohd Ali

Dean, Kulliyyah of Education

v

DECLARATION

I hereby declare that this dissertation is the result of my own investigation, 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.

Nadia Endut @ Abdul Razak

Signature…………………....………. Date …….……………….

vi

COPYRIGHT

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF

FAIR USE OF UNPUBLISHED RESEARCH

IBNU JAMAAH TEACHERS CHARACTERISTICS’

PRINCIPLES: A CASE STUDY OF TEACHER PRACTICES IN

KUALA SELANGOR.

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

student and IIUM.

Copyright © 2017 Nadia Bt Endut @ Abdul Razak 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 Nadia Endut @ Abdul Razak

……..…………………….. ………………………..

Signature Date

vii

DEDICATION

This dissertation is dedicated to my precious family:

My beloved husband, mother and father

My sisters

My brothers

My Supportive friends

Mohd Azizul Hakim bin Hamdan, Zakiah bt Che Mat and Endut @ Abdul Razak bin

Muda

Nour Awfa Najla bt Mohd Azizul Hakim

Muhammad Wifaq bin Mohd Azizul Hakim

Mohd Nabil

Norizan

Mohd Najib

Mohd Naim

Najibah

Najihah

Nor Fadilah

Mohd Fadhil

Mohd Fathuddin Helmi

Muhammad Shahrin Hishamuddin

Azlina

Norazura Ezuana

Basyirah

Ratinah

Najihah

Who give me strength

Who provide unswering supports and doa‟

Your heartiness, love and understanding are irreplaceable

viii

ACKNOWLEDGEMENTS

First and foremost, my heartfelt gratefulness goes to the Almighty, the One who has

answered my prayers in many ways and blessed me with the abilities which have

enabled me to achieve this success. I would also like to express my gratitude to my

supervisor, Assoc. Prof. Dr. Muhamad Zahiri Awang Mat, whose patience and

guidance, and understanding had been the source of my inspiration for this

dissertation. This research would have been impossible without his help, concern and

consistent encouragement. I also would like to express my gratitude and appreciation

to all lectures, academic staff of Kulliyyah of Education for their kindness and

willingness to guide me through my Masters programme. Last but not least, I wish to

express my enormous gratitude to my beloved husband, Mohd Azizul Hakim for his

love and unstinting support and continuous prayers. To my beloved children – Nour

Awfa Najla and Muhammad Wifaq, both of you are my constant source of happiness.

And to both my parents and parent-in-laws and siblings your support and

understanding has provided me with the strength that I need to see this through.

ix

TABLE OF CONTENTS

Abstract ........................................................................................................................ ii Abstract in Arabic ........................................................................................................ iii Approval Page .............................................................................................................. iv

Declaration ................................................................................................................... v Copyright ..................................................................................................................... vi Dedication .................................................................................................................... vii Acknowledgements ...................................................................................................... viii

List of Tables ............................................................................................................... xii List of Figures .............................................................................................................. xiii

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

1.1.1 Good Character ................................................................................. 1 1.1.2 Characteristics of a Teacher from the Viewpoint of Scholars

during the Medieval Period .............................................................. 3

1.1.3 Ibn Jamaah as the Focus of the Study ............................................... 4 1.2 Statement of the Problem............................................................................ 5

1.3 Objectives of the Study ............................................................................... 7

1.4 Research Questions ..................................................................................... 7

1.5 Significance of the Study ............................................................................ 7 1.6 Limitations of the Study ............................................................................. 8

1.7 Definition of Terms .................................................................................... 8

CHAPTER TWO: LITERATURE REVIEW ......................................................... 10 2.1 Introduction................................................................................................. 10 2.2 Ibn Jamaah .................................................................................................. 10

2.2.1 Background ....................................................................................... 10 2.2.2 His Treatise ....................................................................................... 12

2.3 Contribution of Ibn Jamaah on Education .................................................. 13

2.4 The Status of a Teacher from the Islamic View ......................................... 14

2.5 State Religious Schools in Selangor ........................................................... 16 2.6 The Quality of Teachers ............................................................................. 17 2.7 Malaysian Teacher Standard (MTS) ........................................................... 18 2.8 Meta-Analysis on the Formulation of Principles of Characteristics to

be an Effective Teacher .............................................................................. 21

2.9 Analysis of Ibn Jamaah‟s Principles on Characteristics of a Teacher ........ 22 2.10 Framework of Study ................................................................................. 24

CHAPTER THREE: METHODOLOGY ................................................................ 26 3.1 Introduction................................................................................................. 26

3.2 Research Design ......................................................................................... 26 3.3 Content Validation ...................................................................................... 26

3.4 Sampling ..................................................................................................... 27 3.5 Procedures of Interview .............................................................................. 27 3.6 Procedures of Observation .......................................................................... 28

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3.7 Data Collection ........................................................................................... 29 3.8 Data Analysis .............................................................................................. 29

CHAPTER FOUR: FINDINGS OF THE RESEARCH ......................................... 31 4.1 Introduction................................................................................................. 31 4.2 Teacher Participants‟ Profile ...................................................................... 31 4.3 The Level of Understanding among the Teachers Regarding the

Characteristics of a Teacher that Need to be Adopted in their

Teaching and Learning ............................................................................... 32 4.3.1 The Good Skill in Teaching and Learning ........................................ 33 4.3.2 Superlative Personality ..................................................................... 35

4.3.3 The Vital Role ................................................................................... 38 4.4 The Characteristics of Teacher as Proposed by Ibn Jamaah

Perceived by the Teachers .......................................................................... 40 4.4.1 Part A: Interview ............................................................................... 40

4.4.2 Part B: Classroom Observation ......................................................... 42 4.4.2.1 The Comparison of Teacher Personality .............................. 43 4.4.2.2 The Comparison of Teacher – Student Relationship ............ 44 4.4.2.3 The Comparison of Teaching Skills and Classroom

Management ......................................................................... 45 4.5 The Practice of Teacher and Ibnu Jamaah Reccommendation ................... 47

CHAPTER FIVE: DISCUSSION, SUMMARY, RECCOMMENDATION

AND CONCLUSION ................................................................................................. 50 5.1 Introduction................................................................................................. 50 5.2 Discussion ................................................................................................... 50

5.2.1 The Good Skill of Teaching and Learning ........................................ 50 5.2.2 Superlative Personalities ................................................................... 51

5.2.3 Good Personality and as a Role Model ............................................. 53 5.2.4 The Characteristics of Teacher as Proposed By Ibnu Jamaah

as their Perceived .............................................................................. 54

5.2.5 The Practice of Teacher and Ibnu Jamaah Reccommendation. ........ 55

5.3 Summary of the Study ................................................................................ 57 5.4 Reccommendation for Further Study.......................................................... 58

5.5 Conclusion .................................................................................................. 59

REFERENCES ........................................................................................................... 60

APPENDIX A: META-ANALYSIS ON FORMULATION OF

PRINCIPLES OF CHARACTERISTICS OF

EFFECTIVE TEACHER .................................................... 65 APPENDIX B: INTERVIEW QUESTION .................................................. 71 APPENDIX C: CHECKLIST FOR OBSERVATION:

CHARACTERISTICS OF TEACHER .............................. 73

APPENDIX D: INFORMED CONSENT FORM ........................................ 78

APPENDIX E: TRANSCRIPTION OF INTERVIEW WITH

RESPONDENT1 (R1) .......................................................... 79 APPENDIX E (II): TRANSCRIPTION OF INTERVIEW WITH

RESPONDENT 2 (R2) ......................................................... 84

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APPENDIX E (III): TRANSCRIPTION OF INTERVIEW WITH

RESPONDENT 3 (R3) ......................................................... 89

APPENDIX E (IV): TRANSCRIPTION OF INTERVIEW WITH

RESPONDENT 4 (R4) ......................................................... 94 APPENDIX E (V): TRANSCRIPTION OF INTERVIEW WITH

RESPONDENT 5 (R5) ......................................................... 98

xii

LIST OF TABLES

Table ‎2.1 Numbers of Secondary Religious School under Islamic

Religion Council of Selangor 17

Table ‎2.2 Illustration of Domains and Values of MTS 20

Table ‎4.1 Profile of Participants 32

Table ‎4.2 Themes and Main Idea of Finding 39

Table ‎4.3 Characteristics of Teachers towards their Colleagues 40

Table ‎4.4 Characteristics of Teachers towards Students 41

Table ‎4.5 Characteristics of Teachers towards Themselves 42

Table ‎4.6 The Comparison of Teacher Personality 44

Table ‎4.7 The Comparison of Teacher-Students Relationship 45

Table ‎4.8 The Comparison of Teaching Skill and School Management 46

Table ‎4.9 Respondents‟ Characteristics in Class 47

xiii

LIST OF FIGURES

Figure ‎2.1 Model of MTS (Modified from the Malay MTS figure) 19

Figure ‎2.2 Ibn Jamaah‟s Characteristics 24

Figure ‎2.3 Characteristics of Teachers 25

1

CHAPTER ONE

INTRODUCTION

This chapter presents the general background of the study, statement of the problem,

objectives of the study, research questions, significance of the study, limitations of the

study, as well as definitions of terms.

1.1 BACKGROUND OF THE STUDY

Teaching is a noble responsibility that always associated with the role of the Prophet

(PBUH). It was one of the important objectives of the Prophet‟s mission in Islam. The

Prophet declared that he is sent to teach people the Qur‟an and to purify them from

such imperfections as associating others with Allah in worship, having bad moral

character like hatred and jealousy and ridding one‟s speech and deeds of all forms of

evil practices. When the perfection of the character is completed, the parcel of faith

and belief is completely done. Thus, teachers always linked to the noble characteristics.

Therefore, the person with good character will be the heaviest righteous deed to be

placed on a person‟s scale of deeds on the Day of Judgement.

1.1.1 Good Character

Character in Arabic is khuluq (plural: akhlaq), which means the state of the soul that

determines the actions of human (M. Nasir Omar, 2003). In the Quran, it is stated as:

“and you (Muhammad) are on an exalted standard of character” (Al-Qalam: 4). The

soul is the inner element that brings out the action. In other words, character is the

internal and the hidden state of the soul, whereas action is the outward manifestation.

Character is the inward cause, while action the outward consequence. So, in short,

2

good character hence begets good action, whereas bad character yields bad actions

(M. Nasir Omar, 2003). Following that, Adibah (2013) connected the Arabic term,

khuluq with makhluk (the creature) and khaliq (the Creator). Therefore, akhlak

assumes the good relationship between (Khaliq) The Creator and makhluk, and

makhluk among themselves.

Furthermore, khuluq (character) refers to the state of soul and induces man to

manifest his actions, whether good or bad. Therefore, it appears in character. Muslim

philosophers viewed this as the science of the human soul or namely, ethics. Besides,

ethics are also defined as the characteristics and the qualities of soul, as well as the

methods to control and to moderate them to attain happiness (M. Nasir Omar, 2003, p.

6).

The main sources in Islam are the Quran and the Sunnah of the prophet

Muhammad (PBUH). Both are called scriptural morality because the Quran is the

main reference pertaining to human conduct, meanwhile Prophet Muhammad (PBUH)

is the role model to be exemplified. There are three elements in the Quran, which can

be considered as fundamental to the problems of ethics: i) the nature of right and

wrong, ii) divine justice and power, and iii) freedom and responsibility (M. Fakhry,

1994, p. 11).

The philosophy of ethics or character has been discussed by many Muslim

scholars, such as Yahya Ibn „Adi (d. 974), Abu‟l Hasan Al-Mawardi (d. 1058), „Ali

Ibn Ahmad Ib Hazm (d. 1064), Ahmad Ibn Muhammad Miskawaih (d. 1030), Nasir

Al-Din Al-Tusi (d.1274), Muhammad Al-Ramli (d. 1004) and others (M. Fakhry,

1994).

3

1.1.2 Characteristics of a Teacher from the Viewpoint of Scholars during the

Medieval Period

Eminent scholars during the medieval period have discussed a lot on the

characteristics of a teacher in their treatise. Here, the researcher highlights the issue

pertaining to moral values among teachers, namely Ibn Sahnun, Al-Zarnuji, and al-

Ghazali.

First, Abu Abdullah Muhammad bin Abi Said or better known as Ibn Sahnun

(782-850 A.D), wrote in his book, Adab al-Muallimin (The Ethics of Teacher), about

this issue. There are some characteristics or roles of a teacher listed in a chapter. The

teacher, in Ibn Sahnun‟s view, should be fully involved in teaching and learning

process. They are not permissible to be included in obligations related to non-teaching

responsibilities. The teacher also must have academic qualifications and good

personal behavior, such as honest, sincere in teaching, a pious servant of Allah,

responsible, and caring towards their students (Fuad, 1983, p. 356).

Accordingly, another great Muslim scholar, who played a major role in the

field of education, was Burhan ad-Din al-Islam Al-Zarnuji (d. 602 AH/1223). He

wrote a booklet entitled Ta‟lim Al-Muta‟llim Tariq At-Taalum or Instructing

(Teaching) The Learner: The Method of Learning. This book consists of twelve

chapters that focused on the etiquette of students. Apart from that, in a small section,

Al-Zarnuji listed the criteria to choose a teacher, such as being pious, knowledgeable,

and older than students (Al-Zarnuji, 2001).

Lastly, Abu Hamid Muhammad Ibn Muhammad Al-Ghazali (1058-1111 A.D)

had been a great scholar in the medieval period. In his book entitled The Book of

Knowledge (Kitab Al-I‟lm), he discusses the characteristics of a teacher. The Book of

Knowledge comprises of seven sections, and section five (5) depicts the duties of

4

students and teachers. As the researcher focuses on the duties of a teacher, below is

the list of the characteristics of a teacher mentioned in the book (Al-Ghazali, 1962, pp.

145-152):

a) The teacher must be sympathetic and must treat the students like their own

children.

b) The teacher should not seek payment of his teaching to students.

c) The teacher should always give advice to students and allow to do work

that is qualified for them.

d) In dissuading his students from evil ways, he/ she should do so by

suggestion rather than openly and with sympathy rather than with odious

upbraiding.

e) He should not belittle or degrade the value of other sciences before his

students.

f) He should limit the students to his level of understanding. He should not

require anything that the students cannot grasp.

g) He should give his slower students only that which is clear and suitable to

their minds.

h) He should do what he teaches and should not allow his deeds to contradict

his words.

1.1.3 Ibn Jamaah as the Focus of the Study

In this study, the researcher examines the characteristics of a teacher from guidelines

drawn by Ibn Jamaah in his work, The Listener and the Speaker in the Training of

Teacher and Student (Tazkirat Al-Sami‟ Wa Mutakallim Fi Adab‟ Al-Alim Wal

Muta‟alim). This book consists of five (5) chapters and the focus of this study is

5

portrayed in Chapter Two. This chapter elaborates about the manner of the teacher

upon himself, towards his students, and lesson. The researcher focuses and highlights

the issue.

1.2 STATEMENT OF THE PROBLEM

The quality of a teacher has been debated since in the 1990s. Extensive literature and

research reports have described a variety of indicators as a measurement and issues

pertaining to the quality teacher (Asiah, Isa, Halim, Noornajihan, Norzulaili, Robiatul

and Norakyairee 2013; Pauline 2012; Halim & Azman 2010; Helterran 2008; Khairul

Anuar 2012; Richard, Anne, Avril and Hoffman, 2002; Talat 1997). In a past

research, Chee Kim Mang (2008) claimed that teachers still lack professionalism in

terms of teaching skills although they have gone through the teaching education

program for 4 to 5 years. This is supported by a case whereby a student was found

dead after he was abused by his teacher, as reported on 31st March 2012 (Berita

Harian). The teacher committed the offense and broke the ethical rule as a teacher.

Furthering the point, a good ethic is a must for a teacher. So, therefore he/ she

needs to adopt the best characteristics upon his students, colleagues and his/ her

surrounding. Syed Ali Ashraf (1997) stressed that a teacher need to refine the aspect

of human personality whereas this inner craving will implement the good deeds in a

human being. This is because the spiritual perfection is also needed in the character

building in education. In the same token, he added that the moral sensibility related

with religious sensibility. The good inner will urge the to strenght the moral

characteristics of each students. Therefore, it is notably that, ethic is a basic norm for

a teacher which will be applied the best implementation in his/ her routine at the

6

school among his / her students. However, it is the teachers apply the best ethic in

their daily teaching?

Furthermore, in expanding the issue of teacher quality, a research carried out

by the National Higher Education Research Institute (IPPTN) (2010) revealed that

teachers have been perceived as low of intellect quality and communication skills in

class. As an exemplar, teachers are unable to enhance the power of mind in promoting

thinking skills among students. In addition, teachers tend to employ teacher-centered

rather than student-centered method and this has led to failure of communication skills

among students, as two-way communication in a class.

Besides, The Ministry of Education Malaysia has laid a foundation as a basis

in the national education development by increasing access, equity, quality of

education, and better management of education (www://moe.gov.my). Furthermore,

the quality of education is highly related to the teachers. Therefore, the quality of

teachers must be improved in order to achieve the target of Malaysia Education

Development Plan (PPPM). They should be excellent in their professionalism and be

effective in teaching skills, as well as classroom management and personality

development.

In short, the issue of quality teacher lacks recommendation from any scholars

in the Islamic Education, particularly scholars in the medieval period. Therefore, the

researcher chooses guidelines drawn by Ibn Jamaah to explore the characteristics of a

teacher, as perceived by teachers at this present situation using treatise by Ibn Jamaah;

The Listener And The Speaker In The Training Of Teacher And Student (Tazkirat Al-

Sami‟ Wa Mutakallim Fi Adab‟ Al-Alim Wal Muta‟alim), and also to seek

compatibility between them.

7

1.3 OBJECTIVES OF THE STUDY

This is an explanatory study on the principles of the characteristics of teachers in

Kuala Selangor. The objectives of the study as follows:

1. to explore and to find out the characteristics of teachers, as perceived and

practiced by teachers in Kuala Selangor.

2. to identify the category of characteristics of teachers based on guidelines

drawn by Ibn Jamaah.

3. to compare the characteristics and practice of teachers at present with the

recommendations by Ibn Jamaah.

1.4 RESEARCH QUESTIONS

The research attempts to address the following questions:

1. To what extent the teachers understand the characteristics of a teacher that

need to be adopted in their daily teaching and learning?

2. What are the characteristics of teacher, as proposed by Ibn Jamaah

perceived by the teachers?

3. To what extent the characteristics of current teachers and their practices

are in line with the Ibn Jamaah principles in teaching and learning?

1.5 SIGNIFICANCE OF THE STUDY

The study will provide a guideline to the Teacher Education Division, which is a part

of the Ministry of Education Malaysia, to create an efficient measurement as a guide

to train quality teachers. In addition, the findings will help the school authorities to

guide their teachers to develop teacher professionalism and ethics to be excellent

educators. Besides, teachers and future teachers too will improve themselves to be

8

effective teachers. Apart from that, this research will expose teachers about the ethics

recommended by Ibn Jamaah, and they will be encouraged to practice them in their

career. Moreover, the study will aid in the progress of the students, especially in

enhancing their potential to be insan kamil or balance in terms of spiritual and

material.

1.6 LIMITATIONS OF THE STUDY

The study is limited to the treatise by Ibn Jamaah; The Listener And The Speaker In

The Training Of Teacher And Student (Tazkirat Al-Sami‟ Wa Mutakallim Fi Adab‟

Al-Alim Wal Muta‟alim). The focus will be emphasized to chapter is Chapter 2, which

is about the responsibility of the teacher towards himself, his students, and his class,

while the other chapters are excluded of this focus. This study is also limited to the

readiness of 4 educators as an informant. They are teachers from the Sekolah Agama

Menengah Jeram in Kuala Selangor. They will be interviewed regarding the issue of

teacher characteristics and proffesionalisme.

1.7 DEFINITION OF TERMS

Teacher: According to Saedah Siraj and Sani Ibrahim (2001), a teacher is a person

who is graduated with a certificate of education, whether diploma or degree level,

from universities or education colleges and has obtained qualification from the

Ministry of Education to teach at schools.

Characteristics: Characteristics are the particular characters that are typical to

someone or something (MacMillan Dictionary). Miskawaih defines character as a soul

that performs the action without any influence (M. Haq Ansari, 1964, p. 83).

9

Meanwhile, in this study, characteristics refer to the practice of teachers in the aspects

of his/ her teaching, students and their personality themselves and from the secondary

school only.

Ibn Jamaah: His full name was Badr al-Din Abd Allah Muhammad Ibn Ibrahim Ibn

Sa‟d Ibn Jamaah Ibn Hazm Ibn Sakhr al-Kinani al-Hamawi al-Shafi‟I and has been

known as Ibn Jamaah. In this study, the researcher prefers to use his kinayah.

Principle: A belief, theory or rule (MacMillan Dictionary). In this study, the

researcher will examine Ibn Jamaah‟s principles by using his treatise, The Listener

And The Speaker In The Training Of Teacher And Student (Tazkirat Al-Sami‟ Wa

Mutakallim Fi Adab‟ Al-Alim Wal Muta‟alim). The focused chapter is Chapter Two.

10

CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

This chapter commences by discussing the background and the great work of Ibn

Jamaah particular in reflecting of teacher characteristics, the quality of teachers, and a

model, namely Malaysian Teacher Standard. Thus, in this study, the researcher tends

to discuss the meta-analysis of the formulation for a framework related to the

characteristics of an effective teacher.

2.2 IBN JAMAAH

2.2.1 Background

Ibn Jamaah or his full name was Badr al-Din Abd Allah Muhammad Ibn Ibrahim Ibn

Sa‟d Ibn Jamaah Ibn Hazm Ibn Sakhr al-Kinani al-Hamawi al-Shafi‟i. He was born on

Rabiul al-Akhir 4, in 639 AH / 1241-1333 AH in Hama, which is situated in northern

Syria. He was one of the descendants of the Kinana tribe of northern Arabia, and so,

he was called al-Kinani. In addition, he was a famous figure in the history of ulama‟

(religious scholars) for the Mamluk Empire, and he was also the founder of his

ancestor of Shafi‟e Jurist. As his father was a lecturer, a great religious leader, a

provincial jurist, and also a Sufi, Ibn Jamaah was surrounded with religious education.

Following that, all his siblings became ulama (religious teacher) (M. Said Hussin,

1995).

His first education was with Shaykh al-Shuyukh al-Ansari in his hometown.

When he was seven years old, he completed memorizing the Holy Quran under the

supervision of his eminent scholar, Ahmad Ibn al-Mufarraj Ibn „Ali Ibn al-Mufarraj.

11

He was highly potential in pursuing his studies and was willing to travel to cities like

Aleppo, Damascus, Alexandria, and Jerusalem to learn from different masters. He

focused on Hadith, (the saying of the Prophet), Tafsir (Interpretation of the Quran),

Fiqh (Islamic Jurisprudence), Usul al-Tafsir (Principles of the Interpretation of the

Quran) and grammar (Said Hussin, 1995).

After ending his education, he succeeded in establishing himself as an eminent

scholar and started attracting people to study under his supervision. He was a great

scholar with his strong personality and dignity. Furthermore, he was described as an

excellent scholar as he could attract a circle of scholars from various subjects of his

specialty (M. Said Hussin, 1995).

In his time, he was fully aware of education and academic matters, and hence,

he became closely associated with teaching profession. He was given the post of Qadi

al-Qudat (Chief Judge), Syakh al-Islam, Khatib (preacher of the Friday sermon), and

Imam (prayer leader) in the al-Aqsa and Umayyad mosques. Besides, he received

academic appointments from several institutions in Syria and Egypt. The institutions

were al-Madrasah al-Qamariyyah, al-Madrasah al-„Adiliyyah, al-Shamiyyat al-

Barraniyyah, al-Nasiriyyah al-Jawwaniyah, and al-Ghazaliyyah in Damascus, while in

Egypt, they were al-Madrasah al-Salihiyyah, al-Nasiriyyah, al-Kamiliyyah, Jami‟ Ibn

Tulun, al-Hakim, and al-„Atiq for the Shafi‟ circle (Said Hussin, 1995).

In a nutshell, Ibn Jamaah succeeded in contributing his specialty in the

education field, as well as religious teaching, and placed himself at a high rank in the

education position in academic institutions. His contributions in Islamic sciences had

been great and amazing.