Keunggulan kaedah elektik sistematik dalam pengajaran dan pembelajaran Bahasa Arab kepada pelajar Melayu

This study was conducted to compare the effectiveness of three methods of teaching the Arabic language namely the Taqlidiyah, the al-Sam’iyat al-Safawi’yah and the Eclectic Systematic. The purpose of this study was to determine which of the three methods was more effective in achieving proÞciency in the four language skill (listening, speaking, reading, and writing). The study was carried out using a quasi experimental design. Six groups of 50 students each from the matriculation centre of the International Islamic University were used as sample for this study. The Taqlidiyah method used some techniques of TAFL (Teaching Arabic As First Language), the al-Sam’iyat al-Shafawiyah method used some of the techniques of TASL (Teaching Arabic As A second Language). While the Eclectic Systematic method used the combination techniques of Taqlidiyah and al-Sam’iyat al-Safawi’yah method. The curriculum for six groups of students used in this study were controlled in terms of gender, nationality, basic Arabic language skills and Arabic language training outside classrooms. This study has identiÞed the characteristics and the procedures of the Eclectic Systematic teaching method, which was found suitable for the teaching of Arabic language for Malay student at the matriculation of the International Islamic University. Results of the study showed that the Taqlidiyah method was effective in teaching reading comprehension and writing skill for both the elementary and intermediate levels. The al-Sam’iyat al-Shafawiyah method was effective in teaching listening comprehension and speaking skill for both the elementary and intermediate levels. The Eclectic Systematic method was effective in teaching all four language skills for both the elementary and intermediate level

Adjektif bahasa Arab dan Melayu: satu analisis kontrastif

Previous studies have shown that mastery of Malay students of Arabic Language is at a low and unsatisfactory level.Malay Students will not be able to get away from doing mistakes, especially during translation and understanding Arabic adjectives that have many differences and similarities. For example during translation, students will be confused about whether a word is an adjective or a noun. This is the factor that makes the researcher interested in doing the contrasting analysis. This study aims to identify the characteristics of Malay and Arabic adjectives, and to analyze their similarities and differences. The systematic analysis was then performed. The findings revealed that there are many similarities and differences that need to be known by educators of both languages so that they are able to understand the problems and confusion faced by the students, especially those related to adjectives Malay and Arabic such as the sentence’s structure whereas adjectives should be. For example adjective in Malay can be predicate directly such as ‘Kucing itu comel’ but in Arabic there must be another word as predicate and adjective should be added later such as ‘القطّ حيوان جميل ’ .It is also proven that the word ‘yang’ which means ‘that’ undeniably plays an important role in translating Malay-Arabic adjectives and avoiding confusion in translation for exmple ‘Itu seekor kucing yang comel, ذلك قطّ جميل so that it it will not be misunderstood as ‘Kucing itu comel, ذلك القطّ جميل ’

THE BASIC PHILOSOPHY AND POLICY IN INTEGRATED ISLAMIC EDUCATION: EXPERIENCE OF MALAYSIA

Abstract: The basic philosophy of Integrated education covers all the sciences between religion and world science. Integrated education means education that integrates fardhu ain and fardhu kifayah knowledge. The integration of Islamic education also means integrating useful knowledge or aqli knowledge with naqli knowledge.The objective of integrated education is to create a moral balance and spiritual development to achieve knowledge that is the goal of the pursuit of knowledge. Thus, the concept of science which is based only on rational (intellect), empirical and scientific reasoning fails to produce humans with high moral values and morals. The concept of integrated education is also based on four elements: (i) creativity, (ii) reflectivity, (iii) cooperation (reciprocity) and (iv) responsibility. All of these elements are a pillar that shapes the integration of knowledge from the standpoint of innovation and in line with modern technology. Education has changed from time to time. Islamic education is also a requirement in educational institutes that have Muslim students. The development and changes of Islamic education in Malaysia in line with the policies set by the Ministry of Education in accordance with the National Philosophy of Education and the Philosophy of Islamic Education.The methodology of this study is library research. This article aims to explain the basic philosophy and policies of integrated education in global shape, integrated education in terms of pedagogy and integrated education in Malaysia. Besides it, the policy of Integrated Islamic Education explain 4 basic pillars according to Philosophy of Islamic Education. Then, the policies of integrated education in Malaysia are based on factors such as religious, social, political, economic, individual and universal factors.The concept of integrated education in Malaysia based on the National Education Philosophy and its policy in accordance with Islamic Education Philosophy to form and implement pure values based on the Quran and as-Sunnah.Keyword: Philosophy, Policy , Islamic Education, Integrated Education

Students’ perceptions on parental background and their academic performance in Islamic studies in Nigeria

Parental background and academic performance have been a major research area carried out by numerous researchers. Many studies have focused on different variables that can encumber academic grades of students like Mathematics, English; among others. This current study investigates the perceptions of Islamic Studies’ students based on parental background such as education, occupation, income and involvement and their academic performance in Islamic Studies in north-central Nigeria. A sample of 384 students offering Islamic Studies in secondary school in the country served as respondents for this study. The data collected were analysed using SPSS version 23.0. Based on statistical finding on dimension of parental background that influences students’ academic performance in Islamic Studies; the majority of the students strongly perceived that, their parental background such as education with a mean of 3.47, occupation with a mean of 2.85, income with a mean of 2.68 and involvement with a mean of 3.47 greatly influenced their academic performance in Islamic Studies in north-central Nigeria. In conclusion, school management, teachers and parents should collaborate in enhancing students’ academic performance in Islamic Studies in various public secondary schools in north�central in particular and the country in general

Systematic Steps in Teaching and Learning Islamic Education in the Classroom

AbstractThis paper explained eight steps of systematic process in teaching and learning Islamic Education in the classroom. This eight steps of Islamic Education teaching and learning process would consider four pedagogical factors in its implementation Once the systematic steps were applied in the systematic teaching and learning, the knowledge taught becomes more understandable and students could gain more experience and enable them to achieve the objectives of language teaching and learning in the classroom

The impact of metacognitive strategy (MCS) in reading Arabic text among SMK Agama Students in Seremban

Although the study of Arabic text reading is growing in Arab and other countries, it is still not as commonplace in Malaysia. Thus, this study focused on the use of Arabic metacognitive strategy (MCS) which was used by form 4 students at SMK Agama in Seremban. Apart from that, this article aimed to investigate the effects of MCS use of Arabic text in comprehension and Arabic vocabulary. Based on stratified sampling, 60 respondents were taken from SMKA in Seremban to undergo this study. This group was divided into two groups, with 30 in the experimental group and 30 in the control group. This study is a quantitative research and is a numericalbased research method that used the ANCOVA test. In this study, training was provided between pre-test and post-test. Eventually, after quasi-experimental studies were done, the finding showed that there is a significant difference in the Arabic comprehension and Arabic vocabulary post-test between the experimental group and control group. The experimental group indicated higher levels than the control group. This study contributes to the field of Arabic education from the perspective of the comprehension and vocabulary in MCS reading Arabic text

Isu Terkini Pendidikan Islam Di Era Pandemik Covid 19 Di Malaysia

Pendidikan telah berubah dari masa ke semasa terutama dalam era pandemic Covid-19 ini. Persoalan kajian dalam artikel ini berfokus kepada isu terkini pendidikan Islam di Era pandemik. Pendidikan Islam dari sudut Falsafah Pendidikan merupakan keperluan dalam institut pendidikan yang mempunyai pelajar beragama Islam khasnya. Kemajuan dan perubahan pendidikan Islam di Malaysia berpandukan Falsafah Pendidikan Kebangsaan dan Falsafah Pendidikan Islam serta Pelan Pembangunan Pendidikan Malaysia (PPPM). Metodologi kajian ini adalah berbentuk kepustakaan dan pemerhatian secara terlibat. Artikel ini bertujuan untuk; (i) mengenalpasti pendidikan Islam dari sudut falsafah Pendidikan, (ii) mengenalpasti pendekatan amalan pendidikan secara amnya di era pandemik (iii) mengenalpasti pendekatan amalan pengajaran Pendidikan Islam di era pandemik Covid-19 di Malaysia. Pendidikan Islam di Malaysia di bawah naungan Kementerian Pendidikan Malaysia (KPM) bersedia dengan kehadiran isu dan cabaran dari masa ke semasa mengikut peredaran masa dengan berpandukan Pelan Pembangunan Pendidikan Malaysia (PPPM 2013-2025) yang kini memasuki gelombang ke tiga. Pelan pembangunan yang disediakan ini jelas bagi pengajaran dan pembelajaran terutama dalam strategi pengajaran berpusatkan murid berbanding strategi konvensional atau pemusatan guru terutama dalam pengajaran pendidikan Islam. Adapun pendekatan dan strategi pendidikan dalam era pandemik ini menjurus kepada pengajaran dan pembelajaran abad ke-21 yang berasaskan teknologi dan disampaikan secara optimum. Ini membawa kepada pendekatan amalan pengajaran dalam Pdp pendidikan Islam dalam era pandemik secara maksimum. Hasil kajian mendapati cabaran pandemik memberi implikasi terhadap guru terutama guru pendidikan Islam dalam mengharungi Pdpr sebagaimana dirancang serta sentiasa bersedia meningkatkan kemahiran teknologi dalam pengajaran secara kreatif dan inovatif

Effective Implementation Of The Integrated Islamic Education

This study is aqualitative research on the implementation of Integrated Islamic Education. The Pioneer Schools (Sekolah Rintis) and the Integrated Islamic Education systems are solid evidence that not only Malaysia, but also Brunei has decided to settle on in promoting comprehensive education path for their future generations. However, some problems surface later, which are thought to impede a fully successful implementation of the Integrated Islamic Education in the country. This work aims to examine the extent of the implementation of the Integrated Islamic Education system and to evaluate whether there is ev[dence which requires revision of the current system. This research has identified, however, the need to look into the implementation of two main solutions to successfully accomplish the vision of assimilating the Integrated Islamic Education system in the country in the light of (i) the implementation of the Thoughtful Schooling system or the concept of Integrated Islamic Education system and (ii) the Educator’s capability to prepare and practice a good lesson plan, according to the ‘Eight Steps of the Teaching Learning Process’ in the classroom by focusing on the four factors on the Heart-mind concept of the Integrated Islamic Education system

Evaluation on the implementation of KTSP curriculum based on stake’s countenance model in Arabic subject in the Madrasah Aliyah GUPPI Kota Jambi 2012/2013

Level of Education Curriculum Unit (KTSP) or Curriculum 2006 are planned and implemented by the education unit, aimed to make schools autonomous. Arabic subjects as compulsory subjects taught religious school at all levels, starting from the Madrasah Ibtida'iah (MI), Madrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA), including private madrasah (MAS) GUPPI in the City of Jambi. The focus of assessment in this study is to evaluate the implementation of intrinsic evaluation KTSP covering curriculum components and identify teachers' understanding of curriculum, planning, learning Arabic in MAS GUPPI Jambi city. Methods used in data collection is to use observation, interviews, and document analysis. Qualitative data were analyzed using an evaluation Stake’s Model (Stake’s Countenance Model-CSM), which consists of description matrix and judgement matrix. The results showed that the implementation of the MAS GUPPI KTSP Jambi City has done well. Starting from the operational readiness of human resources, planning documents KTSP, and also the ability of teachers in making the syllabus and Teaching Program Plan (RPP) in learning Arabic