[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601126-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-601126-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","dinamika-ilmu-vol-20-no-2-2020-implications-towards-the-21st-century-education","DINAMIKA ILMU - Vol. 20 No. 2, 2020 - Implications Towards the 21st Century Education","","A vast body of educational research has been explored on Social Cognitive Theory (SCT), especially regarding self-efficacy, self-regulation, and social interactions in learning. This study uses SCT as a framework to predict behaviors and interventions, then revisits SCT through Islamic perspectives. A comparative pedagogical framework is proposed by contrasting Abdullah Nashih Ulwan’s approach with analytical educational references. The research provides a learning model that supports classroom teaching and holistic human development.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/dinamika-ilmu-vol-20-no-2-2020-implications-towards-the-21st-century-education/601126/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/dinamika-ilmu-vol-20-no-2-2020-implications-towards-the-21st-century-education/601126.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main aim of the paper regarding Social Cognitive Theory (SCT)?","Question",{"text":62,"@type":63},"The paper revisits SCT through Islamic perspectives and proposes a new pedagogical framework adapted from both SCT and Abdullah Nashih Ulwan’s approach.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which aspects of learning does SCT emphasize in this study?",{"text":67,"@type":63},"It focuses on self-efficacy, self-regulation, and social interactions, using SCT to predict behaviors and interventions.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the paper relate SCT to Islamic perspectives?",{"text":71,"@type":63},"It frames the comparison by using Islamic sources such as Hadiths and Quranic verses, alongside Abdullah Nashih Ulwan’s perceptions.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},601126,1792824652,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","DINAMIKA ILMU  \nVol. 20 No. 2, 2020  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://doi.org/10.21093/di.v20i2.2423](http://doi.org/10.21093/di.v20i2.2423)  \nLearning from the Perspectives of Albert Bandura and Abdullah Nashih Ulwan: Implications Towards the 21st Century Education  \nNorillah Abdullah  \nInternational Islamic University (IIUM), Malaysia  \n[e-mail: norillah@iium.edu.my](e-mail: norillah@iium.edu.my)  \nSharifah Sariah Syed Hassan  \nInternational Islamic University (IIUM), Malaysia  \n[e-mail: sharifahshahab@iium.edu.my](e-mail: sharifahshahab@iium.edu.my)  \nMohamed Abdelmagid  \nInternational Islamic University (IIUM), Malaysia  \n[e-mail: mohamedabdelmagid.ku@gmail.com](e-mail: mohamedabdelmagid.ku@gmail.com)  \nSiti Nazilah Mat Ali  \nUniversity Malaysia Trengganu (UMT), Malaysia  \n[e-mail: nazilah@umt.edu.my](e-mail: nazilah@umt.edu.my)  \nAbstract  \nA vast existing literature in educational research has been explored on Social Cognitive Theory (SCT) with the focus on addressing self-efficacy, self-regulation and social interactions in learning. This theory is used as a framework to predict behaviours and interventions. However, researchers have managed to comprehend and adopt the theory comprehensively with regards to all the factors involved specifically in the domain of pedagogical potentials in education and metaphysics. Thus, this paper has two-fold purposes. Firstly, this paper seeks to revisit the SCT from Islamic perspectives. Secondly, it attempts to propose a new pedagogical framework adapted from both theories for enhancing classroom teaching and learning. For this, the theoretical approach of Abdullah Nashih Ulwan has been compared and contrasted with an analytical approach by framing the references of the theory and the domain in education and well-being. Based on the analytic summary, this research has adopted comparative holistic visual representation by  \nanalyzing the SCT and Islamic perspectives. In consequence, a proposed learning model is given for a comprehensive view from both perspectives. The findings will advocate teachers and researchers when dealing with holistic human behaviour and personality development.  \nKeywords: Abdullah Nashih Ulwan, Albert Bandura, Concept of Modelling, Social Cognitive Theory, Social Learning Theory  \nA. Introduction  \nEducation has been the biggest area of investment to diverse nations throughout the world in preparing quality human resource in the globalized market. The world without boundaries has expanded higher levels of thinking and behaviours of the citizens. In general, people neither follow the news and read information from the mainstream media nor rely on traditional teaching in the classrooms. The learning environment has to be reformed in a way that becomes robust and realistic with the real-world context. It is no longer static but evolves through the progressive and innovative technology.  \nA comprehensive theory has been forwarded by Bandura (1977, 1986) in elaborating human behaviour on their thinking and actions that contribute to functioning society. Despite Bandura’s Social Cognitive Theory (SCT) emphasizes the constructs of social interactions, self-regulation, self-efficacy and modelling, his thoughts have also incorporated the concepts of learning, competence and values which provide a platform for addressing the philosophy in education. Philosophy of education comprises a set of beliefs and understanding of how teachers function in schools with what and how students are taught. Based on Aristotle’s concept of education as elaborated in Hummels (1993), the goal of education philosophy is to ensure the achievement of happiness and wisdom.  \nBandura (1977) began his discourse by perfecting the learning theories of Behaviorism and Cognitivism. He discerns from the Behaviourist theory that learning takes place even without a change in behaviour. The Behaviourist standpoint of Bandura separates learning and performance based on the notion th","cbCaiuY1i8myveYN","https://ap.wps.com/l/cbCaiuY1i8myveYN","pdf",402768,"English","# Abstract\n# A. Introduction","[{\"question\":\"What is the main aim of the paper regarding Social Cognitive Theory (SCT)?\",\"answer\":\"The paper revisits SCT through Islamic perspectives and proposes a new pedagogical framework adapted from both SCT and Abdullah Nashih Ulwan’s approach.\"},{\"question\":\"Which aspects of learning does SCT emphasize in this study?\",\"answer\":\"It focuses on self-efficacy, self-regulation, and social interactions, using SCT to predict behaviors and interventions.\"},{\"question\":\"How does the paper relate SCT to Islamic perspectives?\",\"answer\":\"It frames the comparison by using Islamic sources such as Hadiths and Quranic verses, alongside Abdullah Nashih Ulwan’s perceptions.\"}]","DINAMIKA ILMU - Vol. 20 No. 2, 2020 - Implications Towards the 21st Century Education | PDF",1792092032]