Educational Methods and Instructional Media in Religious Schools in Malaysia: A Case Study of Dar Al-Hadith Al-Falfalaniyyah School, Penang

This study investigates the use of educational methods and instructional media at Dar Al-Hadith Al-Falfalaniyyah School in Penang, using a religious school in Malaysia as a case study. The study aimed to identify the main teaching methods used in the school, examine perceptions of their importance and actual availability, and determine the gap between educational priorities and classroom practice. A descriptive quantitative design was employed, using a structured questionnaire administered to a purposive sample of 42 participants, comprising teachers, administrators or educational supervisors, and students, during the 2024/2025 academic year. The instrument covered two domains: educational methods (12 items) and instructional media (13 items), each assessed for importance and availability on a three-point Likert scale. Internal consistency validity was supported by statistically significant Pearson correlation coefficients across all items, while reliability coefficients measured by Cronbach’s alpha ranged from 0.853 to 0.960, indicating strong reliability. The findings show that both domains recorded high levels of perceived importance, with educational methods scoring a mean of 2.897 (96.56%) and instructional media scoring 2.718 (90.60%). However, availability scores were lower, with means of 2.623 (87.43%) for educational methods and 2.546 (84.86%) for instructional media, revealing gaps of 9.13% and 5.74%, respectively. The study concludes that the main challenge is pedagogical rather than merely material, and that strengthening teacher professional development, institutional support, and educational planning is essential for improving the quality of religious education in Malaysia.