Al-HIKMAH Journal

صعوبات اكتساب مهارة المحادثة لطلبة أقسام اللغة العربية من وجهة نظر المعلمين بجامعات جنوب تايلاند

Siriwan Khundam — 2026-05-15

This study investigated the level of Arabic speaking skills among students in Arabic language departments at universities in Southern Thailand from the perspectives of lecturers and examined the challenges affecting the teaching and learning of speaking skills. Employing a descriptive-analytical approach, the study collected data through questionnaires, interviews, and observation from 25 Arabic language lecturers. The research instruments were validated by three experts to ensure their reliability and validity. The findings revealed that students faced considerable difficulties in speaking Arabic fluently, particularly due to limited opportunities for language practice outside the classroom, an unsupportive learning environment, low motivation, and fear of making mistakes. The results showed that educational environment-related difficulties ranked highest (M = 3.95), followed by student-related difficulties (M = 3.90), curriculum-related difficulties (M = 3.26), and teacher-related difficulties (M = 2.96). The study recommends enhancing interactive and supportive learning environments through classroom and extracurricular activities, integrating modern technological tools into language instruction, and strengthening professional development programs for teachers in order to improve students’ speaking proficiency and achieve educational objectives.

The Analysis of Administrators' Roles in Promoting Research to Enhance Student Development through Teachers in Islamic Private Schools in Satun Province

Ismail Yeehama — 2026-06-14

This research aimed to 1) analyze the exploratory components of school administrators’ roles in promoting research for student development among teachers in Islamic private schools in Satun Province; 2) compare administrators’ roles in promoting research for student development based on gender, subject group taught, work experience, and school size; and 3) propose policy recommendations to enhance the potential of school administrators in promoting teacher-led research in Islamic private schools in Satun Province. The sample group consisted of teachers and educational personnel from 16 Islamic private schools across 4 districts in Satun Province during the academic year 2024, with a total of 193 participants determined using Taro Yamane’s formula. The research instrument was a questionnaire, and data were analyzed using mean, standard deviation, Pearson’s correlation coefficient, and exploratory factor analysis (EFA).

The findings revealed that 1) the exploratory factor analysis of administrators’ roles in promoting research for student development yielded a Kaiser-Meyer-Olkin (KMO) value of 0.940 and a significant Bartlett’s Test of Sphericity (p < 0.001). Five components with Eigenvalues greater than 1 were extracted, accounting for 63.970% of total variance: (1) policy formulation and planning, (2) budget support, (3) creation of a research-conducive environment, (4) recognition of teachers conducting research, and (5) provision of research knowledge to teachers; 2) comparison of administrators’ roles revealed no statistically significant differences based on gender, subject group taught, work experience, or school size, except for significant differences based on subject group and school size at the 0.05 level; and 3) the policy recommendations emphasized the need for clear policy formulation, ongoing evaluation, promotion of knowledge-sharing, and effective budget allocation to enhance administrators’ capacity in supporting teacher research for student development in Islamic private schools in Satun Province.

The Relationship Between Integrated Leadership and School Quality of Private Schools under Assalam Quality School, Satun Province

Muhammad Akem — 2026-06-14

This research aimed to 1) study the level of integrated leadership; 2) examine the level of quality; 3) investigate the relationship between the integrated leadership and the quality of educational institutions; and 4) explore development guidelines for integrated leadership of administrators and teachers that affect the quality of educational institutions in private schools in Satun Province. The sample group used in the study consisted of 115 teachers. Additionally, a focus group of 16 participants was used for in-depth discussion. The research instruments included a questionnaire on the relationship between integrated leadership and school quality, and a focus group discussion guide. Data analysis involved means, standard deviations, correlation analysis, SWOT analysis, and TOWS matrix. The results of the study revealed that 1) the level of integrated leadership and school quality was high, particularly in teamwork and creativity. 2) The quality of the educational institutions was also at a high level (average score of 4.17), emphasizing learner-centered teaching and learning. 3) There was a statistically significant relationship at the .01 level between integrated leadership and school quality (r = .909), with creativity showing a strong correlation with student quality (r = .750). And 4) the school development strategies included four main approaches to strengthening the institutions: proactive strategies (e.g., developing leadership models), reactive strategies (e.g., implementing monitoring systems), development strategies (e.g., leveraging collaboration to enhance teacher skills), and defensive strategies (e.g., building databases and communication platforms).

The School Classification Based on the Assessment Results of Early Childhood Development under the 2017 Early Childhood Education Curriculum in Schools under the Krabi Primary Educational Service Area Office

Nuttaya Srithaikaew — 2026-06-14

ABSTRACT

This study aimed to classify and identify the characteristics of schools assessed on early childhood development under the 2017 Early Childhood Education Curriculum in the Krabi Primary Educational Service Area Office.

The sample included 123 schools selected through multi-stage random sampling. Secondary data from assessments of 12 standards across four domains were analyzed using K-Means Cluster Analysis.

The results showed that schools were classified into three groups: the All-Round Potential Group, the Emotional Balance and Adaptation Group, and the Developing Potential Group.

Keywords: school clustering, early childhood development, standard assessmentproposed development

The The HIRCM Model: Enhancing Critical Reading and Moral Reasoning in Southern Thailand’s Multicultural Classrooms

Sakeeroh Jehlem — 2026-06-15

In today’s information-driven world, students must develop not only reading comprehension but also critical thinking and moral reasoning to become informed and ethical global citizens. This study aimed to enhance lower secondary students’ critical reading and moral reasoning skills through the development and implementation of the HIRCM Interactive Learning Package, which integrates Hikmah Pedagogy, interactive learning, inquiry, reflection, and moral dilemma discussions. A quasi-experimental one-group pretest-posttest design was employed with 14 Grade 8 students in a multicultural lower secondary school in Thailand’s southern border provinces. Research instruments included the HIRCM learning package, critical reading achievement tests, classroom observation checklists, student satisfaction questionnaires, and open-ended interview forms.The findings revealed that the learning package exceeded the 80/80 efficiency benchmark (E1 = 82.14, E2 = 82.67), and students’ post-test scores showed a statistically significant improvement over their pre-test scores (p < .05). Observations confirmed that students demonstrated high levels of moral reasoning, including empathy, fairness, and cultural awareness. Thematic analysis of student reflections highlighted the development of analytical thinking, appreciation for multicultural perspectives, and the ability to apply reasoning in real-world contexts. Students also reported high satisfaction with the learning process, particularly valuing the collaborative discussions and authentic content.These results support the effectiveness of the HIRCM-based package in promoting cognitive and moral development in English as a Foreign Language (EFL) settings. The study offers practical implications for educators seeking to embed ethical and intercultural dimensions into language instruction, particularly in diverse or culturally sensitive classrooms.

Synthesis of Practices and Strategic Development of Tadika Education Management in the AI Era: A Case Study of Raman District, Yala Province

้huda Dumeedae — 2026-06-15

This qualitative research aims to: 1) study the current state and practices of Tadika education management in Raman District, Yala Province; 2) analyze challenges and synthesize best practices; and 3) develop strategies for Tadika education in the Artificial Intelligence (AI) era based on community learning and Islamic principles. Data were collected through "learning exchange platforms" and the digital tool Padlet, involving 49 purposively selected stakeholders, including teachers, administrators, and community leaders.

The findings reveal: 1) Tadika's goals focus on holistic development, integrating faith (Iman), morality (Akhlaq), and daily religious practices, utilizing Melayu (Jawi) and Arabic as linguistic foundations. 2) Best practices involve life-connected learning, fostering close teacher-student relationships, and the "teach less, repeat more" method to ensure mastery. 3) Key challenges include the digital competency gap among teachers and concerns regarding the balance between modern technology and Islamic values. 4) Developmental strategies emphasize enhancing teachers' AI digital competencies alongside Islamic ethics, leveraging community participation to ensure sustainable and culturally relevant education.

The Learning Management by Using Microlearning to Enhance to Islamic Principles Daily Islamic Manners Practice for Intermediate Islamic Studies Stage Students, Year 1

Sahudi Bueraheng — 2026-06-15

This research aimed to: 1) develop and evaluate the efficiency of micro-learning lesson plans promoting daily etiquette behaviors among Grade 1 Islamic Middle Education students against the 80/80 standard criterion; 2) assess students' daily etiquette behavioral performance against the 80% criterion; 3) compare students' learning achievement before and after micro-learning instruction; and 4) evaluate student satisfaction toward the micro-learning approach.

The sample consisted of 39 students from one Grade 1 Islamic Middle Education classroom (class 1/4) at Azizstan Foundation School, Na Pradu Subdistrict, Khok Pho District, during the second semester. Research instruments included: 1) micro-learning lesson plans promoting daily etiquette behaviors; 2) an Islamic etiquette behavior assessment form; 3) a learning achievement test; and 4) a student satisfaction questionnaire. Statistics used were percentage, mean, standard deviation, and t-test.

The findings revealed that: 1) the efficiency of the lesson plans was E1/E2 = 82.37/85.38, exceeding the established criterion; 2) Islamic etiquette behavior had a mean score of 86.80%, passing the set criterion; 3) post-test learning achievement in the Al-Akhlaq subject was significantly higher than pre-test scores at the .001 level of statistical significance; and 4) student satisfaction toward the micro-learning based Al-Akhlaq instruction was at the highest level ( = 4.56, S.D. = 0.63).

The Model of Knowledge Management for Strengthening the Community in Maelarn District, Pattani Province

Mr.Wanpichit Srisuk — 2026-06-15

This qualitative study aims to 1) explore the knowledge management context and 2) develop a model of knowledge management for strengthening the community. Data were collected through interviews, focus group discussions, and in public venues.

The study results revealed that the knowledge management context based on the social aspect of the Maelarn community had a good relationship with the religions practiced. Based on the cultural aspect, there was two religion lifestyles namely Islam and Buddhist. Concerning the political aspect, the relative system was used for carrying out political activities. For the economy, the community engaged in agriculture as a matchbox with community occupation groups and career group forming. In the health context, the community mostly used public infirmary services while few used alternative medicines services. Knowledge exchange was done through direct communication, which was the typical lifestyle of people in the community. However, it was found that people in the community did not use information systems for keeping knowledge.

This study also found that the community should have a vision of appropriate knowledge management to strengthen the community. The knowledge management could be in the form of relationship management under the multi-cultural society context, elevating a level of knowledge exchange for a better understanding and acceptance to one another and viewing the target of community development in the same direction. Moreover, knowledge management should be practiced in the Pattani Community College to prepare an information system and develop a body of knowledge leading to local curricular programs, which can be transferred to the junior degree or higher education level.

Developing a Policy Model to Enhance Local Council Capacity in Budget Management and Council Meeting Procedures in Thailand’s Southern Border Provinces

Chiya Ceahael — 2026-06-17

This research aimed to examine the problems and competency gaps of local council chairpersons and members in budget management and council meeting procedures, develop an action learning process, and synthesize a policy model for enhancing local councils toward competency-based local government organizations in Thailand’s southern border provinces. The study employed a research and development approach based on work-based practice, problem reflection, collaborative learning, and the synthesis of policy recommendations. The target groups included local council chairpersons, vice chairpersons, local council members, local government personnel, and relevant supervisory agencies.

The findings revealed that local council chairpersons and members still faced competency gaps in laws, council meeting regulations, budget management, budget amendment procedures, and the oversight of local executives. These gaps created institutional risks, including incorrect meeting procedures, inappropriate budget consideration processes, unclear communication, and information asymmetry among local executives, council members, and citizens. Therefore, capacity development should not be limited to short-term training. Instead, it should be designed as a continuous learning system that integrates action learning, professional learning communities, and mentorship. Such a process enables local actors to learn from real problems, engage in reflection, and jointly develop practical solutions.

The proposed policy model consists of five key components: competency gap assessment, contextualized curriculum and development tools, action-based training, PLC and mentorship systems, and monitoring and evaluation. The model can serve as a guideline for strengthening local council capacity, reducing institutional risks, promoting good governance, and enhancing public trust in local government organizations within multicultural contexts.