Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

Overall I can see that this paper provides empirical evidence of how Lesson Study (LS) and Open Approach (OA) enhanced the teaching and learning practices of Islamic studies teachers in Thailand. However, I cannot see how these practices contribute to teachers' professional development in Islamic schools. Its methodological approach of Participatory Action Research (PAR) enables an understanding of the transitions of learning and development teachers can experience when engaging in new teaching frameworks - this appears to be a contribution.  The study contributes to some extent to extending knowledge in teachers' professional development. However, a lack of conceptual recognition of Islamic Education and professional development literature needs to be addressed. I therefore recommend the following:

 1. Introduction: This section does not present an introduction to Islamic Education and its connection to professional development, given that the paper focuses on these two phenomena. The fourth paragraph of the introduction appears to provide a conceptual understanding of the purpose of the study and should appear as the first paragraph in the introduction. The fifth paragraph appears to confuse the reader because you present an understanding of the success of schools using the LS model, but earlier in the introduction you present data about the low performance of students in Thailand. This needs clarification. Also in the fifth paragraph you present Islamic Education and professional development but there is no conceptual background of these phenomena. 

2. Review of the Literature - section 2.1 should be presented as: A background of Islamic Private Schools in Thailand because these are the field of investigation. There should be a section on Islamic Education (2.2) and a section on Teacher Professional Development (2.3). Then your original section 2.3 should be moved to section 2.4 and following that section 2.5. This will enable you to synthesise better in your discussion of the literature and data following an in-depth review of the literature.  

3. Section 3.3 - You mention the professional development framework but I do not know what this means. Also, you describe using content analysis and triangulation, however, these are not clearly described. I can see the use of thematic analysis which you may want to consider. 

4. Table 4 - The PAR Process and the Reflection. In section 1. of the reflection process you use the term "both schools" - should this be "all schools"?

5. Section 4.2.1 - you state the following: "knowledge-centric teaching to a focus on developing learners' competencies" - what does this mean? With reference to point 3. of my review - this can clarified by providing a review of the PD literature given these are not unanticipated there needs to be a connection to the current literature regarding knowledge-centric teaching and learners' competencies. 

6. Section 5. Discussion - In paragraph two you present literature on teacher PD but this needs to be presented earlier in the paper so you can synthesise the literature. Yes I agree that PAR allows for PD - there is a breadth of literature about this that you need to address earlier in the paper to enable you to identify the originality of the research. In paragraph nine you present "Professional Learning Communities" - however there is no conceptual reference to this in section 2. Considering there is a breadth of literature about PLC, I recommend this be addressed.

7. Conclusion - This needs to be re-addressed given the changes needed in conceptualising the focus of the study - Teachers' Professional Development and Islamic Education. Also, I cannot see what the contributions are - although you present these in the introduction.

 

Author Response

Comments 1: [Introduction: This section does not present an introduction to Islamic Education and its connection to professional development, given that the paper focuses on these two phenomena. The fourth paragraph of the introduction appears to provide a conceptual understanding of the purpose of the study and should appear as the first paragraph in the introduction. The fifth paragraph appears to confuse the reader because you present an understanding of the success of schools using the LS model, but earlier in the introduction you present data about the low performance of students in Thailand. This needs clarification. Also in the fifth paragraph you present Islamic Education and professional development but there is no conceptual background of these phenomena.]

Response 1: [Addition of conceptual understanding: The first two sentences, "Islamic education plays a fundamental role in shaping the moral, spiritual, and academic development of students. To achieve these goals, professional development for Islamic studies teachers is essential, equipping them with the pedagogical skills needed to effectively integrate Islamic values with modern educational practices." Page 1, paragraph 1, lines 21-26, were added to introduce the importance of Islamic education and professional development. The sentence "This gap in performance reflects systemic challenges, particularly in the quality of teaching, which needs to be addressed through enhanced professional development models" - page 1, paragraph 1, lines 33-35, has been added to emphasize that the performance gap is largely due to systemic issues, specifically in teaching quality. This addition sets up the discussion for the role of professional development as a key solution to these challenges.]

Response 2: [The revised version is emphasizing the intrinsic connection between Islamic education and teacher professional development, which wasn't explicitly stated in the original. The revised version now links teacher professional development to moral, spiritual, and academic growth, clarifying how professional development affects student outcomes in Islamic schools - page 1-2, paragraph 3, line 45-52. Paragraph 3 shifts from a more general discussion about teacher qualifications and funding issues to a more conceptual and detailed discussion of how Islamic education and teacher professional development are intrinsically linked. It emphasizes the dual focus of pedagogical skills and the integration of Islamic values, offering a more holistic vision of how teacher development can lead to improved educational outcomes. The changes make the paragraph more cohesive and better aligned with the study's overall purpose - page 2, paragraph 3, line 56-65.]

Response 3: [Clarification of Low Performance and Success of LS: In the fifth paragraph, The author have clarified the apparent confusion regarding the success of schools using the Lesson Study (LS) model and the earlier mention of low performance. The revised paragraph now explains that while the LS model has seen significant success in improving mathematics and science teaching, it has not been uniformly implemented across all subjects, particularly in Islamic studies, where there are still performance gaps. This provides context for why the LS model has not yet improved student performance in all areas, particularly Islamic studies - page 2, paragraph 5, lines 88-90.]

Comments 2: Review of the Literature - section 2.1 should be presented as: A background of Islamic Private Schools in Thailand because these are the field of investigation. There should be a section on Islamic Education (2.2) and a section on Teacher Professional Development (2.3). Then your original section 2.3 should be moved to section 2.4 and following that section 2.5. This will enable you to synthesise better in your discussion of the literature and data following an in-depth review of the literature.  

Response 1: Section 2.1 has been renamed to “Background of Islamic Private Schools in Thailand” to focus on the context of the study, as these schools represent the field of investigation. The author introduced a new Section 2.2 titled “Islamic Education”, which provides an in-depth discussion of Islamic education in private schools in Thailand. A new Section 2.3 has been added, titled “Teacher Professional Development”, which highlights the importance of professional development for Islamic studies teachers. The original Section 2.3 (on Lesson Study and Open Approach) has been moved to Section 2.4, and the historical implementation of Lesson Study has been moved to Section 2.5.

Comment 3: Section 3.3 - You mention the professional development framework but I do not know what this means. Also, you describe using content analysis and triangulation, however, these are not clearly described. I can see the use of thematic analysis which you may want to consider. 

Response 1: [Clarification of the Professional Development Framework: the author has now explicitly defined the professional development framework as a structured approach designed to continuously enhance teachers' pedagogical skills and reflective teaching practices through collaboration, observation, and iterative improvement - page 8, paragraph 1, lines 291-294. Incorporation of Thematic Analysis: In response to your suggestion, the author has replaced content analysis with thematic analysis, which is a more appropriate method for identifying patterns and themes in the data - page 8, paragraph 4, lines 311-317. Description of Triangulation: The author has expanded on the use of triangulation, explaining how multiple data sources (interviews, focus group discussions, and classroom observations) were compared to ensure the credibility and reliability of the findings. This method allowed for cross-verification of the data, providing a more comprehensive understanding of the implementation of the professional development framework - page 8, paragraph 5, lines 320-324.]

Comment 4: Table 4 - The PAR Process and the Reflection. In section 1. of the reflection process you use the term "both schools" - should this be "all schools"?

Response 1: [The phrase "both schools" has been changed to "all schools" to reflect that multiple schools participated in the process, in accordance with the reviewer's comment.]

Comment 5: Section 4.2.1 - you state the following: "knowledge-centric teaching to a focus on developing learners' competencies" - what does this mean? With reference to point 3. of my review - this can clarified by providing a review of the PD literature given these are not unanticipated there needs to be a connection to the current literature regarding knowledge-centric teaching and learners' competencies.

Response 1: Clarification of knowledge-centric teaching: In Section 4.2.1, we explained that knowledge-centric teaching refers to traditional, content-heavy methods, while the focus on developing learners' competencies means fostering critical thinking, problem-solving, and self-directed learning - page 11, paragraph 1, lines 382-388. Inclusion of PD Literature: In the revised literature review (Section 2.3), the author connected these ideas to PD literature which supports the shift toward learner-centered approaches and competency development- page 4, paragraph 1, lines 173-182.]

Comment 6: Section 5. Discussion - In paragraph two you present literature on teacher PD but this needs to be presented earlier in the paper so you can synthesise the literature. Yes I agree that PAR allows for PD - there is a breadth of literature about this that you need to address earlier in the paper to enable you to identify the originality of the research. In paragraph nine you present "Professional Learning Communities" - however there is no conceptual reference to this in section 2. Considering there is a breadth of literature about PLC, I recommend this be addressed.

Response 1: [Revised Placement of Teacher Professional Development (TPD): The author has now included an explicit and detailed discussion on Teacher Professional Development (TPD) earlier in the paper, specifically in Section 2.3 of the literature review. This section explores various professional development frameworks and methodologies, including PAR, Lesson Study, and Professional Learning Communities (PLCs), to provide a foundation for the synthesis of literature and enhance our understanding of TPD in the context of Islamic education. This change allows for a more comprehensive discussion of professional development in the discussion section by establishing the necessary background earlier in the paper - page 4, paragraph 1, lines 163-174.]

Comment 7:

Response 1: Re-addressing the Conceptual Focus: The author has revised the conclusion to emphasize the key themes of the study, specifically the importance of TPD in Islamic Education. This includes how professional development models such as Lesson Study (LS), Professional Learning Communities (PLCs), and Participatory Action Research (PAR) play a crucial role in bridging the gap between religious knowledge and pedagogical skills for Islamic studies teachers. By focusing on these professional development models, we highlight how these approaches can help teachers integrate Islamic values with modern pedagogical techniques - page 20, paragraph 1, lines 867-874.]

Response 2: Highlighting the Study's Contributions: The author has also clarified the contributions of this research, including the development of a sustainable professional development framework tailored specifically for Islamic studies teachers. The research addresses the gap between religious knowledge and pedagogical skills in private Islamic schools, offering a learner-centered professional development process that enhances reflective teaching and collaborative learning - page 20, paragraph 2, lines 875-881]

Author Response File: Author Response.docx

Reviewer 2 Report

Comments and Suggestions for Authors

The authors of Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand, make a valuable contribution to the field of Islamic education, especially as the article sheds light on Islamic schools in Thailand, an area of study that is not commonly explored in Islamic education circles, particularly in Western contexts. The article is well-written, uses sound research methodology, uses extensive references, and provides practical, research-based, and valuable contributions to Islamic educators. The authors detail their methodology and research design, as well as their data analysis steps. 

 

Below are some suggestions for the authors to consider: 

 

1- Please review the paper and revise areas where over-generalizations may have been presented. For example, in one sentence, you state, “Most teachers in Islamic schools, particularly Islamic studies teachers, lack proper teaching qualifications.” This sentence appears to be an overgeneralization without enough referencing to support the claim. It can be worded differently so the claim is less generalized or backed by extensive evidence and referencing. 

 

2- The findings section is somewhat hard to follow with over-usage of quotations. Please consider revising for better readability. Also, and importantly, the findings are overwhelmingly positive. While that is not an issue, what were some of the challenges that were presented from the point of view of the participants? Also, was the study conducted in the Thai language and translated to English or was it conducted in English? Are the quotes direct quotes or paraphrased? Consider providing quotations with varied perspectives. Is there a difference between “informant” and “participant” in the research pool? If not, consider keeping the wording consistent. 

 

3- Consider situating the rise of Islamic schools in Thailand within the broader context, as we are seeing a rise of Islamic schools in the United States, Australia, Europe, and many other countries worldwide. 

 

4- The conclusion is overly positive. Consider discussing some of the challenges presented by the participants or in the application of the Lesson Study Method within Islamic education contexts. 

 

5- Since this is a qualitative research paper, consider including the emic and etic perspective of the researchers. 

Comments on the Quality of English Language

The article is well-written with good command of the English language. 

Author Response

Comment 1: 1- Please review the paper and revise areas where over-generalizations may have been presented. For example, in one sentence, you state, “Most teachers in Islamic schools, particularly Islamic studies teachers, lack proper teaching qualifications.” This sentence appears to be an overgeneralization without enough referencing to support the claim. It can be worded differently so the claim is less generalized or backed by extensive evidence and referencing. 

Response 1: 

Original Sentence: "Most teachers in Islamic schools, particularly Islamic studies teachers, lack proper teaching qualifications."

Revised Sentence: "Many teachers in Islamic schools, particularly Islamic studies teachers, are reported to lack formal pedagogical training and certification, a concern highlighted by several studies in the context of private Islamic education in Thailand [5, 8,] - page 2, paragraph 1, lines 52-55. 

The word “most” was replaced with “many” to avoid overgeneralization, and a reference to supporting evidence has been added.

Response 2: 

Original Sentence: “These schools have evolved from traditional educational institutions known as ‘pondoks,’ which have a rich history in Southeast Asia.”

Revised Sentence: "These schools have evolved from traditional educational institutions known as ‘pondoks,’ which historically played a significant role in Southeast Asia's Islamic education system [28-31] - page 3, paragraph 1, lines 115-117."

Rationale: This removes any implicit assumption that all schools evolved uniformly and adds nuance by specifying that pondoks played a significant role in history rather than suggesting a universal transformation.

Response 3: 

Original Sentence: "Many Islamic studies teachers possess deep religious knowledge but lack modern teaching techniques, which limits their effectiveness in the classroom."

Revised Sentence: "A significant number of Islamic studies teachers possess deep religious knowledge but may not have access to modern pedagogical techniques, which can limit classroom effectiveness in certain cases [8, 36] - page 4, paragraph 1, lines 160-163"

Rationale: The revision moderates the statement by using "a significant number of" rather than "many," acknowledging variability, and adds evidence for support.

Response 4: 

Original Sentence: "Private Islamic schools often face financial constraints that reduce access to continuous professional development opportunities."

Revised Sentence: "Some private Islamic schools face financial constraints that reduce access to continuous professional development opportunities, a challenge noted in specific regions like Southern Thailand [37]."

Rationale: The word "some" replaces "often" to avoid generalization, and specificity is added with regard to location (Southern Thailand), along with a citation - page 4, paragraph 1, lines 163-165.

Response 5: 

Original Sentence: "Implementing Lesson Study has significantly transformed Islamic Studies education, moving the focus from traditional teaching methods to learner-centered approaches that emphasize critical thinking and self-directed learning."

Revised Sentence: "Implementing Lesson Study has demonstrated potential in transforming Islamic Studies education, moving the focus from traditional teaching methods to learner-centered approaches that emphasize critical thinking and self-directed learning in the classrooms studied - page 11, paragraph 1, lines 394-397."

Rationale: The revised version provides a more cautious statement, noting the potential for transformation based on the context of the research rather than implying a broader or universal effect.

Comment 2: 2- The findings section is somewhat hard to follow with over-usage of quotations. Please consider revising for better readability. Also, and importantly, the findings are overwhelmingly positive. While that is not an issue, what were some of the challenges that were presented from the point of view of the participants? Also, was the study conducted in the Thai language and translated to English or was it conducted in English? Are the quotes direct quotes or paraphrased? Consider providing quotations with varied perspectives. Is there a difference between “informant” and “participant” in the research pool? If not, consider keeping the wording consistent. 

Response 1: 

Revisions to Improve Readability:

Section 4.2.1 - Focus on Learners' Competence

• Original:
  "As highlighted by Participant S1T2, ‘Since adopting active learning teaching that emphasizes students' self-research, teachers have had to develop themselves more, especially in helping to point out reliable references, filtering information from websites or various applications.’"
  Revision:
  "Participants noted that adopting active learning techniques required teachers to develop new skills, particularly in guiding students to reliable resources and filtering information online. This shift encouraged teachers to move beyond content delivery and foster student self-research."

Section 4.2.2 - Reduced Learning Content

• Original:
  "Participant S1T24 noted that this approach has decreased their workload, enabling them to dedicate more time to finding current and interesting issues to engage students in meaningful discussions: ‘The teacher’s workload has decreased from before. There is no need to make as many lesson plans as before. There is time to prepare for teaching, find information or issues that are trending at that time, making students more interested and participating in asking and answering questions and exchanging ideas.’"
  Revision:
  "Teachers observed that reducing the emphasis on extensive lesson planning provided more time to focus on preparing relevant, engaging materials for students. This allowed for discussions around trending issues, increasing student interest and participation."

Section 4.2.3 - Connection to Real Situations

• Original:
  "Participant S9T10 described how starting lessons with discussions about current events and news stories has not only improved students' reading and writing skills but also made the lessons more interesting and relatable: ‘Most of the lessons start by asking about students’ well-being, updating them on various news stories, sometimes playing videos, sometimes presenting pictures, and having students read headlines and news summaries aloud to practice reading and writing.’"
  Revision:
  "Teachers integrated current events and news stories into lessons to make them more engaging and relatable. This approach not only improved reading and writing skills but also connected the curriculum to real-world scenarios, making learning more meaningful."

Section 4.2.4 - Utilizing Diverse Islamic Principles

• Original:
  "Participant S8T11 mentioned, ‘Usually, students come to ask teachers or find books in the library to read to find answers to their questions. But nowadays, there are easy-to-access media and many scholars or gurus, making the differences in the views of the 4 madhhabs something that modern students are interested in.’"
  Revision:
  "Teachers observed that students are increasingly using digital resources to explore diverse Islamic perspectives. Access to a wide range of religious references has broadened students' understanding, allowing them to engage more critically with the material."

Section 4.2.5 - Enhanced ICT Skills

• Original:
  "As reported by S5T15, ‘In the past, we taught in a normal lecture format. Students memorized books and read along with the teacher. But recently, the school has been training teachers about new teaching methods. There are interesting techniques, especially in using computers. Teachers are more modern, using power points with images and videos.’"
  Revision:
  "With the integration of information and communication technology (ICT), teachers have shifted from traditional lectures to more interactive lessons using digital tools like presentations and videos. This change has modernized classrooms and increased student engagement."

Section 4.2.6 - Learner-Centered Focus

• Original:
  "Informant S1T25 stated, ‘Active learning makes students enjoy themselves. Everyone has a duty. No one is idle. It makes students see their own value because each student has different abilities.’"
  Revision:
  "Active learning approaches were seen to enhance student participation, with each student taking on specific roles and responsibilities. Teachers observed that this approach helped students recognize their individual strengths and engage more meaningfully in their learning."

Response 2: Language Considerations

• The study was conducted in the Thai language and translated into English. The quotes presented are paraphrased translations rather than direct quotes to preserve the meaning while adapting the language for clarity. This information has been added for clarity: “The study was conducted in Thai, and the quotations presented here are paraphrased translations rather than direct quotes to preserve the meaning while adapting the language for clarity. - Page 8, paragraph 4, lines 339-341”

Response 3: The sentence, “As described by Informant S1T25,” has been revised to improve readability and avoid over-reliance on participant quotes.

Response 4: Throughout the revised sections, the author has incorporated challenges faced by the participants to balance the overwhelmingly positive findings with realistic concerns and difficulties encountered during the study. These revisions address the complexities of transitioning to new teaching methods and the varied experiences of the participants, offering a more nuanced perspective.

Comment 3: Consider situating the rise of Islamic schools in Thailand within the broader context, as we are seeing a rise of Islamic schools in the United States, Australia, Europe, and many other countries worldwide. 

Response 1: Based on your suggestion, we have revised the paper to situate the rise of Islamic schools in Thailand within a broader global context. Specifically, we highlighted that the increase in Islamic schools is not only a local phenomenon but part of a larger global trend observed in various countries such as the United States, Australia, and Europe. This contextualization provides a more comprehensive understanding of the growing demand for Islamic education globally, as Muslim communities around the world seek educational models that integrate religious values with mainstream academic curricula - page 3 paragraph 1, libe 121-125.

Comment 4: The conclusion is overly positive. Consider discussing some of the challenges presented by the participants or in the application of the Lesson Study Method within Islamic education contexts. 

Response 1: This revised conclusion incorporates both the positive aspects and the challenges encountered in the study, making the discussion more balanced - page 21, paragraphs 2-3, lines 918-935. 

Comment 5: Based on your comment, the emic and etic perspectives have been integrated into the methodology section. The revised methodology now acknowledges the emic (insider) perspective, highlighting how the researchers engaged closely with teachers and the cultural context, as well as the etic (outsider) perspective, emphasizing the application of structured models like Lesson Study.

Response 1: Based on your comment, the emic and etic perspectives have been integrated into the methodology section. The revised methodology now acknowledges the emic (insider) perspective, highlighting how the researchers engaged closely with teachers and the cultural context, as well as the etic (outsider) perspective, emphasizing the application of structured models like Lesson Study - page 6, paragraph 1, lines 291-297.

Author Response File: Author Response.docx

Round 2

Reviewer 1 Report

Comments and Suggestions for Authors

This manuscript has been significantly improved and makes a significant contribution to the Islamic education scholarship. Congratulations to the author/s on their contribution.