This study analyses the framework of online Hadith courses from the perspective of students. Using an analytical method, it focuses on understanding the effectiveness of online platforms in delivering Hadith courses, as well as identifying the key elements that contribute to a positive learning experience. The findings of the study indicate that online Hadith courses offer several advantages, including flexibility in terms of time and location, access to a wide range of resources, and the ability to learn at one's own pace. However, some challenges were identified, such as the need for self-discipline and motivation, as well as potential limitations in interactive discussions and personal interactions with instructors. Based on the analysis, the study proposes some suggestions for framework of online Hadith courses.
Abid, H., Mohd, J., Mohd, A. (2022). Rajiv Suman, Understanding the role of digital technologies in education: A review, Sustainable Operations and Computers, Volume 3,2022, Pages 275-285.
Ahshan, R. A. (2021). Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic. Journal of Education Sciences. 2021, 11, 483.
Ali, N. A., & Goh, H. L. (2019). Islamic Education in the Digital Age: Opportunities and Challenges. Journal of Education and Learning, 8(2), 200-210.
Al-Shorman, R. A., Alsmadi, M. A., & Alsmadi, I. M. (2019). Developing an E-Learning Model Based on Islamic Education Principles and Values. International Journal of Emerging Technologies in Learning, 14(16), 4-20).
Chowdhury, M., Amin, Z., Yabi, S., Yusoff, Adnan, M. (2018). Credibility of Islamic Information on Web Pages: A Case Study of Prophetic Traditions (Hadith). American Scientific Publishers. Credibility of Islamic Information on Web Pages: A Case Study of Prophetic Traditions (Hadith). Advanced Science Letters, Volume 24, Number 11, November 2018, pp. 8373-8375(3).
Chowdhury, M., Rab, M., Said, W., Ghazali, N. (2017). Application of Modern Technology in the Study of Hadith and Its Sciences: A Case Study. American Scientific Publishers. Advanced Science Letters, Volume 23, Number 5, May 2017, pp. 4773-4776(4).
Gherhes, V., Gabriel, M., Farcasiu, A., Claudia E. (2022). Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students' Perspective. https://www.mdpi.com/2071-1050/14/19/12812.
Hernández-Lara, A. B., and Serradell-López, E. (2018) ‘Student interactions in online discussion forums: their perception on learning with business simulation games’, Behaviour Information Technology, 37(4), pp. 419–429.
Hollister, B., Nair, P., Hill-Lindsay, S., and Chukoskie, L. (2022) Engagement in Online Learning: Student Attitudes and Behavior During COVID-19. Journal of Frontiers in Education. 7:851019. doi: 10.3389/feduc.2022.851019.
Hollister, B., Nair, P., Hill-Lindsay, S., and Chukoskie, L. (2022). Engagement in Online Learning: Student Attitudes and Behavior During COVID-19. Journal of Frontiers in Education. 7:851019. doi: 10.3389/feduc.2022.851019.
Hoque, M., Yusoff, A. M., Toure, A. K., & Mohamed, Y. (2019). Teaching Hadith Subjects through E-Learning Methods: Prospects and Challenges. International Journal of Academic Research in Progressive Education and Development, 8(2), 507-514.
Khaled, A., Rehana, K., Osama, A., Ali E., Walaa, A., Fadda, M., Abdullah, A., Azzam A. (2020). The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students' perspectives. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7453686/
Mahdi, O, R., Islam A., & Hashem, A. (2020). The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education. International Journal of Higher Education. Vol. 9, No. 2; 2020.297-308.
Mesbahul, H. (2021). Al Waziz fi Hujjiyatil Hadis. University science Islam Malaysia (USIM) Press. Malaysia.
Mesbahul, H., Mohamed, Y., Salaeh, A., and Abd Kadir, K. (2020). Students’ Attitudes towards Educational Technology, International Journal of Advanced Research in Engineering and Technology, 11(10), 2020, pp. 267-274.
Me?e, E. & Sevile, C. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11-22.
Talaat, M. (2024). 8 Benefits of Enrolling in an Online Islamic Studies Program. https://resala-academy.com/online-islamic-studies.
Mustapha, R. (2021). Development of E-Xtvt Guidelines in Promoting Active Online Learning in Higher Education: The Fuzzy Delphi Approach. Psychology and Education Journal, 58(1), 5681-5696.
Mustapha, R., Mahmud, M., Burhan, N. M., Rasol, L. A., & Mohamad, N. H. (2021). A Systematic Review on Online Learning Research in Malaysian Higher Education in Post Covid-19 Outbreak: The UITM Researchers Perspectives. International Journal of Academic Research in Progressive Education and Development, 10(3), 591–606.
Ong, S. G. T., Quek, G. C. L. (2023). Enhancing teacher–student interactions and student online engagement in an online learning environment. Learning Environ Res 26, 681–707 (2023).
Sadek, N. (2021). Challenges and Strategies of Online Islamic Education: A Case Study of Bangladeshi Madrasahs. Journal of Islam in Asia, 18(2), 246-270.
Wong, K. W., Teo, T., Russo, S., & Chan, C. K. K. (2019). A framework for evaluating the usability of e-learning systems. Computers in Human Behavior, 90, 235-245.
Yeh C-Y and Tsai C-C (2022) Massive Distance Education: Barriers and Challenges in Shifting to a Complete Online Learning Environment. Front. Psychol. 13:928717.
Zamri, N., Omar, N. B., Anwar, I. S. K., & Fatzel, F. H. M. (2021). Factors Affecting Students’ Satisfaction and Academic Performance in Open & Distance Learning (ODL). International Journal of Academic Research in Business and Social Sciences, 11(11), 1–16.
(Hoque et al., 2024)
Hoque, M., Rab, M. A. A., Kadir, K. A., Mohamed, Y., & Azmi, A. S. (2024). An Analysis in Online Hadith Courses Based on Students Perspective. International Journal of Academic Research in Progressive Education and Development, 13(2), 845–854.
