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<p>Moral education is a critical foundation in early childhood development, influencing children’s long-term behaviour, emotional regulation, and civic values. This study assesses the usability of the <i>Akhlak Nabawiyyah (ANa)</i> Teaching Module, developed to instil core Islamic virtues such as patience (<i>ṣabr</i>), diligence (<i>ijtihād</i>), compassion (<i>raḥmah</i>), honesty (<i>ṣidq</i>), and trustworthiness (<i>amānah</i>) in preschool learners. Grounded in the Prophetic tradition (<i>Sirah Nabawiyyah</i>), the module integrates age-appropriate pedagogy and Islamic values. Eight well-established Islamic preschool teachers were used to gather data using the Modified Nominal Group Technique (NGT) to rate the module on the basis of the Context, Input, Process, Product (CIPP) model. It was found that there was expert agreement (≥ 80%) regarding the relevance as well as the structure of the module, the cultural suitability of it, and whether it could be applied within the classroom. This study upholds Sustainable Development Goal (SDG) 4.7 and focuses on teaching sustainable development, global citizenship and cultural identity. The study gives an evidence-based Islamic character education model which can be embraced by educators and policymakers interested in improving values-based learning at depth schools.</p>

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Validating an Islamic Moral Education Module for Preschoolers: A Contextual Evaluation Using the Nominal Group Technique

  • 期刊论文

  • 发表日期：

    2026年3月2日

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  • Nur Adillah Ramly,
  • Abdul Halim Masnan,
  • Syaubari Othman,
  • Siti Nordarma Ab Rahman

摘要

Moral education is a critical foundation in early childhood development, influencing children’s long-term behaviour, emotional regulation, and civic values. This study assesses the usability of the Akhlak Nabawiyyah (ANa) Teaching Module, developed to instil core Islamic virtues such as patience (ṣabr), diligence (ijtihād), compassion (raḥmah), honesty (ṣidq), and trustworthiness (amānah) in preschool learners. Grounded in the Prophetic tradition (Sirah Nabawiyyah), the module integrates age-appropriate pedagogy and Islamic values. Eight well-established Islamic preschool teachers were used to gather data using the Modified Nominal Group Technique (NGT) to rate the module on the basis of the Context, Input, Process, Product (CIPP) model. It was found that there was expert agreement (≥ 80%) regarding the relevance as well as the structure of the module, the cultural suitability of it, and whether it could be applied within the classroom. This study upholds Sustainable Development Goal (SDG) 4.7 and focuses on teaching sustainable development, global citizenship and cultural identity. The study gives an evidence-based Islamic character education model which can be embraced by educators and policymakers interested in improving values-based learning at depth schools.