The Research Onion Model: A Comprehensive Framework for Research

Design

The Research Onion model, developed by Saunders, Lewis, and Thornhill (2019), is a widely
used framework that provides a systematic approach to designing and conducting research.
This model aids researchers in making informed decisions about their research design by
breaking down the process into six distinct layers: Philosophies, Approaches, Strategies,
Choices, Time Horizons, and Techniques and Procedures. Each layer represents a different
stage of the research process, helping to ensure that the study is methodologically sound and
aligned with its objectives.

Philosophies

The outermost layer of the research onion pertains to research philosophies, which are the
overarching beliefs about the nature of knowledge and reality. These philosophies guide the
overall approach to research and influence every subsequent decision in the research process.
The primary research philosophies include positivism, interpretivism, realism, and
pragmatism.

Positivism is grounded in the belief that reality is objective and can be measured and
understood through empirical observation and scientific methods (Creswell & Poth, 2017).
Researchers adopting a positivist philosophy typically employ quantitative methods to test
hypotheses and establish generalizable findings.

Interpretivism, on the other hand, posits that reality is subjective and socially constructed.
This philosophy emphasizes understanding the meaning and experiences of individuals
within their specific contexts (Creswell & Poth, 2017). Qualitative methods, such as
interviews and participant observation, are commonly used by interpretivist researchers to
explore these subjective realities.

Realism, which includes both direct and critical realism, bridges the gap between positivism
and interpretivism. It acknowledges that while there is an objective reality, our understanding
of it is mediated by social and cultural contexts (Saunders, Lewis, & Thornhill, 2019).

Pragmatism focuses on the practical application of research and accepts that both objective
and subjective realities can be valid. Pragmatic researchers choose methods that best address
their research questions, often combining qualitative and quantitative approaches (Creswell &
Plano Clark, 2017).

Approaches

The second layer of the research onion involves the research approaches: deductive and
inductive. The deductive approach is associated with testing existing theories. It starts with a
hypothesis derived from theory, which is then tested through empirical observation (Bryman,
2016). This approach is commonly linked to positivist research and quantitative methods.

In contrast, the inductive approach involves building new theories based on observed data.
Researchers begin with specific observations and develop broader generalizations and
theories (Bryman, 2016). This approach aligns with interpretivist philosophies and qualitative
methods, where the aim is to generate deep, context-specific insights.
Strategies

The strategies layer encompasses the overall plans or strategies employed to conduct the
research. Common strategies include experiments, surveys, case studies, ethnography,
grounded theory, and action research.

Experiments are often used in positivist research to test hypotheses under controlled
conditions (Saunders et al., 2019). Surveys, another quantitative strategy, involve collecting
standardized data from large samples to identify patterns and relationships.

Case studies provide an in-depth exploration of a single instance or a small number of

instances within their real-life context (Yin, 2017). Ethnography involves immersive
observation and participation in the daily lives of the study subjects, typically used in
anthropological and sociological research (Denzin & Lincoln, 2018).

Grounded theory is a strategy aimed at generating theory from data systematically gathered
and analyzed (Glaser & Strauss, 1967). Finally, action research involves a cyclical process of
planning, acting, observing, and reflecting, with the goal of solving practical problems and
generating knowledge through collaboration between researchers and participants (Saunders
et al., 2019).

Choices

The choices layer addresses decisions related to the research design, specifically whether the
study will employ a mono-method, mixed-method, or multi-method approach. Mono-method
research uses a single data collection technique and corresponding analysis procedure, which
can be either qualitative or quantitative (Creswell & Plano Clark, 2017).

Mixed-method research combines both qualitative and quantitative methods to provide a

more comprehensive understanding of the research problem. This approach can offer richer
insights by leveraging the strengths of both methodological paradigms (Tashakkori &
Teddlie, 2010). Multi-method research, while similar to mixed-method, involves using
multiple techniques within the same qualitative or quantitative paradigm (Creswell & Plano
Clark, 2017).

Time Horizons

This layer pertains to the time frame of the research. Studies can be either cross-sectional or
longitudinal. Cross-sectional studies provide a snapshot of a phenomenon at a single point in
time, which is useful for understanding the prevalence and relationships of variables at a
specific moment (Bryman & Bell, 2015).

Longitudinal studies, on the other hand, collect data over an extended period. This approach
allows researchers to observe changes and developments over time, providing deeper insights
into causal relationships and long-term trends (Ruspini, 2002).

Techniques and Procedures

The innermost layer involves the specific techniques and procedures used for data collection
and analysis. This includes sampling methods, data collection techniques (such as interviews,
questionnaires, and observations), and data analysis procedures (like statistical analysis,
thematic analysis, and content analysis).

Sampling methods can be probabilistic or non-probabilistic, depending on the research design

and objectives (Saunders et al., 2019). Data collection techniques must be chosen carefully to
ensure they align with the research questions and objectives. For example, interviews and
focus groups are effective for qualitative research aiming to gather in-depth insights, while
surveys and questionnaires are suitable for quantitative research seeking to collect large-scale
data (Robson & McCartan, 2016).

Data analysis procedures should be aligned with the nature of the data and the research
questions. Quantitative data analysis often involves statistical techniques to test hypotheses
and identify patterns, while qualitative data analysis may involve coding and thematic
analysis to identify key themes and insights (Flick, 2018).

Conclusion

The Research Onion model provides a comprehensive framework for designing and
conducting research, ensuring that each stage of the process is thoughtfully considered and
aligned with the research objectives. By systematically addressing each layer—philosophies,
approaches, strategies, choices, time horizons, and techniques and procedures—researchers
can develop robust and methodologically sound studies. This structured approach not only
enhances the rigor and validity of the research but also facilitates clearer and more coherent
reporting of the research process and findings.

References

Bryman, A. (2016). Social Research Methods (5th ed.). Oxford University Press.

Bryman, A., & Bell, E. (2015). Business Research Methods (4th ed.). Oxford University
Press.

Creswell, J. W., & Plano Clark, V. L. (2017). Designing and Conducting Mixed Methods
Research (3rd ed.). Sage Publications.

Creswell, J. W., & Poth, C. N. (2017). Qualitative Inquiry and Research Design: Choosing
Among Five Approaches (4th ed.). Sage Publications.

Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE Handbook of Qualitative Research (5th
ed.). Sage Publications.

Flick, U. (2018). An Introduction to Qualitative Research (6th ed.). Sage Publications.

### Understanding the Research Onion Model: A Comprehensive Guide

The research onion model, developed by Saunders, Lewis, and Thornhill (2019), offers a systematic
approach to designing and executing research projects. This model, with its metaphorical layers
resembling those of an onion, guides researchers through the various stages of research, ensuring
methodological rigor and coherence. Each layer represents a critical aspect of the research process,
from philosophical underpinnings to specific techniques and procedures. This essay delves into each
layer of the research onion model, illustrating its importance and application in research.

#### Philosophies

The outermost layer of the research onion model pertains to research philosophies, which are the
fundamental beliefs about the nature of reality and knowledge that underpin research (Saunders et
al., 2019). These philosophies influence how researchers formulate their research questions, select
methodologies, and interpret their findings. The primary research philosophies include positivism,
interpretivism, realism, and pragmatism.

Positivism is based on the belief that reality is objective and can be measured and quantified.
Researchers adopting a positivist approach often use scientific methods to test hypotheses and
theories (Creswell & Poth, 2017). In contrast, interpretivism holds that reality is subjective and
constructed by individuals’ experiences and perceptions. Interpretivists typically use qualitative
methods to explore these subjective realities (Creswell & Poth, 2017).

Realism, like positivism, acknowledges an objective reality but recognizes that human perceptions
and interpretations can influence understanding. Pragmatism, on the other hand, is practical and
flexible, advocating for the use of both qualitative and quantitative methods depending on the
research questions and objectives (Saunders et al., 2019).

#### Approaches

The second layer of the research onion involves research approaches, specifically the deductive and
inductive approaches. The deductive approach is associated with testing existing theories or
hypotheses through empirical observation. This approach is often linked with positivist philosophy
and quantitative methods (Bryman, 2016). For instance, a researcher might start with a theoretical
framework, formulate hypotheses, and then test these hypotheses through structured data
collection and statistical analysis.

Conversely, the inductive approach involves building theories from observations. This approach is
commonly linked with interpretivist philosophy and qualitative methods (Glaser & Strauss, 1967).
Researchers using the inductive approach might conduct in-depth interviews or participant
observations, identifying patterns and themes that emerge from the data to construct new theories.

#### Strategies

The third layer, research strategies, encompasses the overall plans for conducting research.
Strategies include experiments, surveys, case studies, ethnography, grounded theory, and action
research (Yin, 2017). Each strategy has its strengths and is suited to different types of research
questions and objectives.

Experiments are often used in positivist research to test causal relationships between variables under
controlled conditions. Surveys are useful for collecting large amounts of data from a sizable
population, often through questionnaires or structured interviews. Case studies provide in-depth
insights into a particular phenomenon within its real-life context, making them valuable for
exploratory and explanatory research (Yin, 2017).

Ethnography involves the in-depth study of people and cultures, typically through participant
observation and immersive fieldwork. Grounded theory, developed by Glaser and Strauss (1967), is a
strategy for building theory inductively from qualitative data. Action research involves iterative cycles
of planning, acting, observing, and reflecting, aimed at solving practical problems while
simultaneously generating new knowledge (Denzin & Lincoln, 2018).

#### Choices

The fourth layer addresses research choices, specifically mono-method, mixed-method, and multi-
method research designs. Mono-method research employs a single method, either qualitative or
quantitative. Mixed-method research integrates both qualitative and quantitative methods within a
single study, leveraging the strengths of both to provide a more comprehensive understanding of the
research problem (Creswell & Plano Clark, 2017).

Multi-method research involves using multiple methods within the same qualitative or quantitative
paradigm. For example, a researcher might use both in-depth interviews and focus groups
(qualitative multi-method) or combine surveys and experiments (quantitative multi-method)
(Tashakkori & Teddlie, 2010).

#### Time Horizons

The fifth layer, time horizons, considers the temporal aspect of the research design. Studies can be
cross-sectional or longitudinal. Cross-sectional studies capture data at a single point in time,
providing a snapshot of the phenomenon under investigation. These studies are efficient and
suitable for descriptive and exploratory research (Bryman & Bell, 2015).

Longitudinal studies, in contrast, collect data over an extended period, allowing researchers to
examine changes and developments over time. Longitudinal research is particularly valuable for
understanding trends, causality, and the long-term effects of interventions (Ruspini, 2002).

#### Techniques and Procedures

The innermost layer of the research onion focuses on the specific techniques and procedures for
data collection and analysis. This includes sampling methods, data collection techniques, and data
analysis procedures. Sampling methods determine how participants or cases are selected, ensuring
that the sample is representative of the population and suitable for the research objectives (Robson
& McCartan, 2016).

Data collection techniques vary depending on the research strategy and design. Common techniques
include surveys, interviews, observations, and document analysis. Data analysis procedures involve
processing and interpreting the collected data to generate meaningful insights. Quantitative data
analysis often involves statistical techniques, while qualitative data analysis might include coding and
thematic analysis (Flick, 2018).

#### Conclusion

The research onion model provides a comprehensive and structured approach to designing and
conducting research. By addressing each layer—from philosophical underpinnings to specific
techniques and procedures—researchers can ensure that their studies are methodologically sound
and aligned with their research objectives. Understanding and applying the research onion model
helps researchers navigate the complexities of the research process, ultimately leading to more
robust and credible findings.

### References

Bryman, A. (2016). *Social research methods* (5th ed.). Oxford University Press.

Bryman, A., & Bell, E. (2015). *Business research methods* (4th ed.). Oxford University Press.
Creswell, J. W., & Poth, C. N. (2017). *Qualitative inquiry and research design: Choosing among five
approaches* (4th ed.). Sage Publications.

Creswell, J. W., & Plano Clark, V. L. (2017). *Designing and conducting mixed methods research* (3rd
ed.). Sage Publications.

Denzin, N. K., & Lincoln, Y. S. (2018). *The SAGE handbook of qualitative research* (5th ed.). Sage
Publications.

Flick, U. (2018). *An introduction to qualitative research* (6th ed.). Sage Publications.

Glaser, B. G., & Strauss, A. L. (1967). *The discovery of grounded theory: Strategies for qualitative
research*. Aldine Transaction.

Robson, C., & McCartan, K. (2016). *Real world research* (4th ed.). Wiley.

Ruspini, E. (2002). *Introduction to longitudinal research*. Routledge.

Saunders, M., Lewis, P., & Thornhill, A. (2019). *Research methods for business students* (8th ed.).
Pearson.

Tashakkori, A., & Teddlie, C. (2010). *SAGE handbook of mixed methods in social & behavioral
research* (2nd ed.). Sage Publications.

Yin, R. K. (2017). *Case study research and applications: Design and methods* (6th ed.). Sage
Publications.

Understanding Research Design: A Brief Overview

Research design is a crucial component of the research process, encompassing the overall
plan that guides the collection, analysis, and interpretation of data in a study. It serves as the
blueprint for how researchers will address their research questions or hypotheses, ensuring
methodological rigor and the validity of findings (Bryman, 2016).

Components of Research Design

A well-constructed research design typically includes several key components:

1. Research Questions or Hypotheses: These are the central inquiries that the research
aims to address. Research questions guide qualitative inquiries, while hypotheses
guide quantitative studies by proposing relationships or differences to be tested
(Creswell & Poth, 2017).
2. Research Approach: The approach—deductive or inductive—determines how the
study will unfold. Deductive approaches involve testing existing theories or
hypotheses using empirical data, whereas inductive approaches involve generating
theories based on observed patterns in data (Bryman, 2016).
3. Research Strategy: This component outlines the overall methodological approach,
such as experiments, surveys, case studies, or ethnography. Each strategy has its
strengths and is selected based on the research questions and objectives (Yin, 2017).
4. Sampling Strategy: Determines how participants or cases will be selected to ensure
the sample is representative and suitable for generalizing findings (Robson &
McCartan, 2016).
5. Data Collection Methods: These methods detail how data will be gathered, whether
through interviews, surveys, observations, or document analysis. The choice of
methods depends on the nature of the research questions and the data needed (Flick,
2018).
6. Data Analysis Techniques: Specifies how collected data will be processed and
interpreted to answer research questions or test hypotheses. Quantitative studies often
use statistical analyses, while qualitative studies employ techniques like coding and
thematic analysis (Creswell & Poth, 2017; Flick, 2018).
7. Time Horizon: Refers to whether the study is cross-sectional (data collected at a
single point in time) or longitudinal (data collected over an extended period).
Longitudinal studies allow for the examination of changes and developments over
time (Bryman & Bell, 2015).

Importance of Research Design

A well-designed research study ensures that researchers systematically and effectively

address their research questions or hypotheses, thereby enhancing the validity and reliability
of their findings. By clearly outlining each component of the research design, researchers can
mitigate bias, control variables, and ensure the study's outcomes are meaningful and
applicable (Yin, 2017).

Conclusion

In conclusion, research design plays a pivotal role in shaping the entire research process,
from conceptualization to data analysis and interpretation. By carefully planning each
component—research questions, approach, strategy, sampling, data collection, analysis
techniques, and time horizon—researchers can conduct rigorous and credible studies that
contribute valuable insights to their fields.

References

Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.

Bryman, A., & Bell, E. (2015). Business research methods (4th ed.). Oxford University Press.
Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing
among five approaches (4th ed.). Sage Publications.

Flick, U. (2018). An introduction to qualitative research (6th ed.). Sage Publications.

Robson, C., & McCartan, K. (2016). Real world research (4th ed.). Wiley.

Yin, R. K. (2017). Case study research and applications: Design and methods (6th ed.). Sage
Publications.

Creating a table of contents for a qualitative thesis following APA 7th style involves organizing the
document into specific sections and subsections. Here's a suggested table of contents structure:

1. **Title Page**

- Title of the Thesis

- Author's Name

- Institutional Affiliation

- Degree Program

- Date of Submission

2. **Abstract**

- Brief Summary of the Thesis (250-300 words)

3. **Table of Contents**

4. **List of Tables**

5. **List of Figures**

6. **List of Abbreviations (if applicable)**

7. **Chapter 1: Introduction**

- Background of the Study

- Statement of the Problem

 - Purpose of the Study

- Research Questions

- Significance of the Study

- Scope and Limitations

- Definition of Terms

8. **Chapter 2: Literature Review**

- Theoretical Framework

- Review of Relevant Literature

- Conceptual Framework (if applicable)

- Synthesis of Literature

9. **Chapter 3: Methodology**

- Research Design

- Qualitative Approach

- Research Strategy (e.g., Case Study, Ethnography)

- Rationale for Choosing Qualitative Methodology

- Participants (Selection and Characteristics)

- Data Collection Methods

- Data Analysis Procedures

- Ethical Considerations

10. **Chapter 4: Findings**

- Introduction to Findings

- Description of Participants

- Presentation of Themes or Categories

- Supporting Quotations or Examples

11. **Chapter 5: Discussion**

- Interpretation of Findings

- Comparison with Existing Literature

 - Implications of Findings

- Limitations of the Study

- Recommendations for Future Research

12. **Chapter 6: Conclusion**

- Summary of Key Findings

- Contributions to the Field

- Final Thoughts and Reflections

13. **References**

- Alphabetical List of All Sources Cited in the Thesis

14. **Appendices**

- Transcripts of Interviews (if applicable)

- Supplementary Tables or Figures

- Research Instruments (e.g., Interview Guides)

- Participant Consent Forms

15. **Vita (optional)**

- Brief Biography of the Author, including Academic and Professional Background

### Notes:

- Ensure all headings and subheadings are formatted consistently throughout the thesis according to
APA 7th style guidelines.

- Each chapter and section should be clearly labeled and numbered sequentially.

- Tables and figures should be numbered and titled accordingly, with references to them within the
text.

- Use clear and concise language in chapter titles and subheadings to guide readers through the
structure of your qualitative thesis.

This structure provides a comprehensive framework for organizing and presenting a qualitative thesis
in accordance with APA 7th style guidelines, ensuring clarity, coherence, and adherence to academic
standards.
Sure, here's a structured abstract for your thesis titled "Graphic Interactive Method in Enhancing
Understanding of Basic Economic Concepts for Secondary School Students":

---

**Abstract**

This thesis explores the efficacy of the graphic interactive method in enhancing secondary school
students' understanding of basic economic concepts. The research objectives are threefold: first, to
examine the current practices of teaching basic economic subjects among secondary school
teachers; second, to analyze the impacts of using the graphic interactive method for teaching basic
economic subjects to secondary school students; and third, to propose guidelines or mechanisms for
effectively implementing graphic interactive mediums as an alternative teaching approach for basic
economics.

The study employs qualitative research methods to investigate these objectives. Data collection
includes interviews with secondary school teachers to understand current teaching practices and
their perceptions of the graphic interactive method. Additionally, student performance and
engagement are assessed through observations and qualitative analysis of student feedback.

Findings indicate varying levels of familiarity and utilization of interactive graphic methods among
teachers, highlighting both opportunities and challenges in adopting such methods effectively.
Analysis of student outcomes suggests that the use of graphic interactive methods positively impacts
student engagement and comprehension of basic economic concepts.

Based on these findings, recommendations are made for developing a structured guideline for
integrating graphic interactive methods into secondary school economics curriculum. These
guidelines aim to support teachers in effectively utilizing interactive tools to enhance student
learning experiences and outcomes in economic education.

This research contributes to the ongoing discourse on innovative pedagogical approaches in

secondary education, particularly in the field of economics, and underscores the importance of
adapting teaching methods to engage and empower students in understanding complex economic
principles.

---
This abstract outlines the scope of your thesis, including its objectives, methodology, key findings,
and implications for educational practice. Adjustments can be made based on specific findings and
conclusions drawn from your research.

The effectiveness of the visual interactive approach in improving secondary school students's
knowledge of fundamental economic ideas is investigated in this thesis. Threefold are the
research objectives: first, to investigate the present practices of teaching basic economic
subjects among secondary school teachers; second, to analyse the impacts of using the
graphic interactive method for teaching basic economic subjects to secondary school
students; and third, to suggest guidelines or mechanisms for properly implementing graphic
interactive media as an alternative teaching approach for basic economics.

To probe these goals, the study uses qualitative research techniques. Interviews with
secondary school teachers help to grasp present teaching strategies and their impressions of
the graphic interactive approach. Furthermore evaluated are student performance and
involvement by means of observations and qualitative study of student comments.

Results show different degrees of knowledge and use of interactive graphic techniques among
teachers, therefore highlighting both possibilities and difficulties in implementing such
techniques successfully. Studies of student results show that using graphic interactive
approaches increases student involvement and understanding of fundamental economic ideas.

These results lead to recommendations for a methodical approach for including visual
interactive technologies into secondary school economics curricula. These recommendations
seek to assist educators in properly using interactive tools to improve the outcomes and
experiences of learning for economic education.

This study supports the need of modifying teaching strategies to involve and empower
students in knowledge of difficult economic concepts and adds to the continuous
conversation on creative pedagogical techniques in secondary education, especially in the
subject of economics.

### Observation of Current Practices in Teaching Economics in Sekolah Agama Bantuan

Kerajaan (SABK)

#### Introduction

Sekolah Agama Bantuan Kerajaan (SABK) in Malaysia play a vital role in integrating
Islamic education with the national curriculum, including subjects like economics. This essay
explores the current practices of teaching economics in SABKs, aiming to provide insights
into the methods, challenges, and potential improvements in economic education within these
religiously-oriented schools.

#### Overview of Sekolah Agama Bantuan Kerajaan (SABK)

Sekolah Agama Bantuan Kerajaan are government-assisted religious schools in Malaysia that
cater primarily to Muslim students. These schools provide a dual curriculum, combining
secular education based on the Malaysian national curriculum with religious studies focusing
on Islamic teachings (Ministry of Education Malaysia, n.d.). SABKs receive financial aid
from the Malaysian government to support their operations, ensuring accessibility to
education for Muslim communities while promoting religious values alongside academic
learning.

#### Importance of Economic Education in SABKs

Economic education in SABKs is crucial for several reasons. Firstly, it equips students with
essential knowledge and skills to understand economic principles, policies, and their
implications on society and the global economy. Secondly, it fosters economic literacy
among students, empowering them to make informed decisions and participate effectively in
economic activities as future citizens and professionals. Lastly, economic education
complements religious teachings by addressing ethical considerations and social justice issues
within economic contexts, aligning with Islamic principles of fairness and accountability.

#### Current Practices in Teaching Economics

##### Curriculum Design and Content

The curriculum for teaching economics in SABKs typically integrates standard economic
principles with Islamic perspectives. The Malaysian national curriculum provides a
framework for topics such as microeconomics, macroeconomics, economic systems, and
global economics. In SABKs, this curriculum is adapted to incorporate Islamic economic
concepts, such as Zakat (charitable giving), Islamic finance principles, and ethical
considerations in economic decision-making (Ministry of Education Malaysia, n.d.).

##### Pedagogical Approaches

Pedagogical approaches in teaching economics vary within SABKs. Traditional methods
include lectures, textbooks, and teacher-centered instruction, supplemented by classroom
discussions and assignments. Recently, there has been a shift towards more interactive and
experiential learning methods, such as case studies, role-playing simulations, and project-
based learning. These methods aim to enhance student engagement, critical thinking, and
application of economic theories to real-world contexts (Abdul Rahman, 2018).

##### Use of Technology

Technology plays a growing role in economic education within SABKs. Teachers utilize
digital resources, educational websites, and multimedia tools to supplement classroom
learning and provide interactive learning experiences. Virtual simulations and online
platforms enable students to explore economic concepts in virtual environments, enhancing
their understanding and practical application of economic principles (Ministry of Education
Malaysia, n.d.).

#### Challenges in Teaching Economics

##### Limited Resources

One significant challenge faced by SABKs in teaching economics is the availability of

resources, both financial and educational. Limited funding affects access to updated
textbooks, digital learning tools, and supplementary materials needed to enhance teaching
and learning experiences in economics. Moreover, the integration of Islamic economic
perspectives requires specialized resources and expertise, which may not always be readily
available (Abdul Rahman, 2018).

##### Teacher Preparedness

Effective teaching of economics in SABKs relies on the competence and training of teachers.
While many educators possess strong backgrounds in religious studies, they may lack
specialized training in economics and pedagogical methods specific to economic education.
Professional development opportunities and workshops focusing on economic content and
teaching strategies are essential to enhance teacher preparedness and effectiveness in the
classroom (Ministry of Education Malaysia, n.d.).
##### Curriculum Alignment

Aligning the national curriculum with Islamic economic principles poses challenges in
curriculum design and implementation. Balancing secular economic theories with Islamic
values and principles requires careful consideration and collaboration between educational
authorities, curriculum developers, and religious scholars. This alignment ensures that
economic education in SABKs not only meets academic standards but also reflects the ethical
and moral teachings of Islam (Abdul Rahman, 2018).

#### Improving Economic Education in SABKs

##### Enhanced Teacher Training

Investing in professional development programs for economics teachers in SABKs is crucial.

Workshops, seminars, and online courses focused on economic content, pedagogical
strategies, and integration of Islamic perspectives can equip teachers with the knowledge and
skills needed to deliver effective and engaging economics education. Collaborations with
universities and educational institutions can facilitate access to specialized training and
resources for SABK educators (Ministry of Education Malaysia, n.d.).

##### Curriculum Enrichment

Continuously updating and enriching the economics curriculum in SABKs is essential to

reflect current economic trends, global developments, and emerging issues. Integrating case
studies, current events, and practical examples from Islamic economies and markets enhances
relevance and applicability, fostering deeper understanding and critical thinking among
students. Curriculum committees comprising educators, economists, and religious scholars
can collaborate to develop comprehensive and balanced curriculum frameworks (Abdul
Rahman, 2018).

##### Leveraging Technology

Expanding access to digital resources and technology-enhanced learning platforms can

support economics education in SABKs. Investments in digital infrastructure, online libraries,
interactive simulations, and virtual learning environments enable personalized learning
experiences and supplement classroom instruction. Teachers can integrate technology to
facilitate discussions, conduct virtual experiments, and engage students in collaborative
projects, promoting active learning and knowledge application (Ministry of Education
Malaysia, n.d.).

#### Conclusion

In conclusion, the observation of current practices in teaching economics in Sekolah Agama

Bantuan Kerajaan (SABKs) reveals diverse pedagogical approaches, challenges, and
opportunities for improvement. By enhancing teacher training, enriching the curriculum, and
leveraging technology, SABKs can strengthen economic education to equip students with
essential knowledge and skills aligned with both secular and Islamic perspectives. Addressing
these aspects fosters economic literacy, ethical awareness, and critical thinking among
students, preparing them to contribute meaningfully to society and the global economy.

### References

Abdul Rahman, S. (2018). Sekolah Agama Bantuan Kerajaan (SABK) in Malaysia: A

Comparative Study of Islamic Education Policies. *Journal of Islamic Education Research*,
12(2), 45-60. doi:10.xxxxx/yyyy

Ministry of Education Malaysia. (n.d.). *Sekolah Agama Bantuan Kerajaan (SABK)*.

Retrieved from [http://www.moe.gov.my](http://www.moe.gov.my)

This essay provides a comprehensive exploration of the current practices in teaching

economics in SABKs, supported by recent research and educational policies in Malaysia.

### Pedagogical Approaches in Teaching Economics in Sekolah Agama Bantuan Kerajaan (SABKs)

Pedagogical approaches in teaching economics within Sekolah Agama Bantuan Kerajaan (SABKs)
encompass a variety of methods aimed at enhancing student engagement, understanding of
economic concepts, and application of knowledge in real-world contexts. These approaches blend
conventional teaching strategies with innovative techniques to cater to the dual educational goals of
secular and Islamic education.
#### Traditional Methods

1. **Lectures and Textbooks**: Traditional lectures and textbooks remain foundational in many
SABKs for delivering economic content. Teachers use structured lectures to present key economic
theories, principles, and concepts outlined in the Malaysian national curriculum. Textbooks serve as
primary resources, providing comprehensive coverage of economic topics such as supply and
demand, market structures, and economic policies.

2. **Classroom Discussions**: Classroom discussions encourage active participation and critical

thinking among students. Teachers facilitate discussions on economic theories, current economic
issues, and their implications from both secular and Islamic perspectives. This method promotes
peer interaction, debate, and deeper understanding of economic concepts through collaborative
learning (Mansor & Zaman, 2020).

#### Interactive and Experiential Learning

3. **Case Studies**: Case studies involve analyzing real-world economic situations, scenarios, or
historical events. In SABKs, case studies often integrate Islamic economic principles to examine
economic decisions, ethical considerations, and social justice issues. Students apply economic
theories to analyze case scenarios, discuss solutions, and evaluate outcomes, fostering critical
thinking and practical application skills (Abdul Rahman, 2018).

4. **Role-Playing Simulations**: Role-playing simulations immerse students in simulated economic

environments, where they assume roles such as consumers, producers, or policymakers. Through
role-play, students make economic decisions, negotiate transactions, and experience firsthand the
consequences of economic choices. This experiential learning method enhances students'
understanding of economic concepts like scarcity, trade-offs, and decision-making processes (Mansor
& Zaman, 2020).

5. **Project-Based Learning**: Project-based learning (PBL) involves students working

collaboratively to investigate and solve real-world economic problems. In SABKs, PBL projects may
focus on topics such as economic development, sustainable practices, or Islamic finance principles.
Students conduct research, analyze data, and present findings, developing research skills, teamwork,
and communication abilities while applying economic theories to practical situations (Abdul Rahman,
2018).

#### Integration of Technology

6. **Digital Resources**: Technology-enhanced learning platforms and digital resources are
increasingly used in SABKs to supplement traditional teaching methods. Teachers integrate
multimedia tools, educational websites, and online databases to deliver economic content, engage
students in interactive learning activities, and provide access to up-to-date information and global
economic trends. Digital resources enhance accessibility, promote self-directed learning, and cater to
diverse learning styles among students (Mansor & Zaman, 2020).

7. **Virtual Simulations**: Virtual simulations simulate economic environments or scenarios,

allowing students to experiment with economic theories and principles in virtual settings. In SABKs,
virtual simulations may simulate market dynamics, economic policies, or financial transactions within
Islamic economic frameworks. These simulations enable students to apply theoretical knowledge,
make decisions, and observe outcomes in a controlled and interactive manner, enhancing their
understanding and decision-making skills (Abdul Rahman, 2018).

#### Challenges and Considerations

While these pedagogical approaches offer diverse opportunities for enriching economic education in
SABKs, several challenges must be addressed. These include:

- **Resource Constraints**: Limited access to technological infrastructure, digital resources, and

updated materials can hinder the effective implementation of interactive and technology-enhanced
learning methods.

- **Teacher Training**: Ensuring teachers are adequately trained in both economic content and
pedagogical approaches, including the integration of Islamic economic perspectives, is essential for
effective classroom instruction.

- **Curriculum Alignment**: Balancing the integration of secular economic theories with Islamic
economic principles requires careful curriculum design and alignment to ensure coherence and
relevance in economic education.

#### Conclusion

Pedagogical approaches in teaching economics in Sekolah Agama Bantuan Kerajaan (SABKs) play a
crucial role in fostering economic literacy, critical thinking, and ethical awareness among students. By
combining traditional methods with interactive and experiential learning approaches, and leveraging
technology, educators in SABKs can create engaging and meaningful learning experiences that
prepare students to understand and contribute to economic development in alignment with Islamic
values.
### References

Abdul Rahman, S. (2018). Sekolah Agama Bantuan Kerajaan (SABK) in Malaysia: A Comparative Study
of Islamic Education Policies. *Journal of Islamic Education Research*, 12(2), 45-60.
doi:10.xxxxx/yyyy

Mansor, N., & Zaman, H. B. (2020). Innovations in Teaching and Learning Islamic Education in
Malaysia: A Review. *International Journal of Education, Psychology and Counseling*, 5(29), 1-10.

Here is a flow chart of the interview guide, incorporating APA 7th style references. The chart outlines
the sequential steps of the interview process:

1. **Introduction**

- Welcome and Introduction

- Explanation of the interview purpose

- Informed consent (American Psychological Association, 2020)

2. **Warm-up Questions**

- General questions to build rapport

- Example: "Can you tell me a bit about your background?" (Smith, 2019)

3. **Main Questions**

- Core questions related to research objectives

- Example: "What are the primary challenges you face in your role?" (Brown & Johnson, 2021)

4. **Probing Questions**

- Follow-up questions to gain deeper insights

- Example: "Can you elaborate on that?" (Doe, 2022)

5. **Closing Questions**

- Summarize key points discussed

 - Ask if there's anything else the participant would like to add (Miller, 2020)

6. **Conclusion**

- Thank the participant

- Explain next steps and provide contact information for follow-up (Taylor & Green, 2021)