Penggunaan Bahasa Isyarat Malaysia (BIM) di dalam terjemahan maksud surah al-Fatihah

Bahasa isyarat merupakan suatu bentuk komunikasi yang digunakan oleh golongan kurang upaya pendengaran (GKUP) kerana penggunaan bahasa isyarat memudahkan komunikasi golongan kurang upaya pendengaran dan memberi peluang kepada GKUP untuk meluahkan rasa, pendapat, idea, perasaan dan sebagainya. Bahasa Isyarat Malaysia (BIM), menurut Lim (2006) merupakan bahasa utama untuk orang kurang upaya pendengaran di Malaysia. Sehubungan itu, kajian ini bertujuan untuk mengenal pasti penggunaan BIM dalam terjemahan maksud surah Al-Fatihah. Kajian ini melibatkan 10 orang golongan kurang upaya pendengaran (GKUP) yang berkemahiran dalam mengaplikasikan BIM dalam terjemahan surah Al-Fatihah. Surah Al-Fatihah dijadikan sebagai satu surah pilihan dalam kajian ini kerana surah ini merupakan ummul kitab atau ibu dalam Al-Quran. Kajian ini dijalankan secara temu bual separa struktur dengan 10 orang kurang upaya pendengaran. Dapatan kajian menunjukkan terdapat dua persepsi GKUP terhadap kepentingan BIM dalam terjemahan Surah Al-Fatihah iaitu BIM dapat memberi kefahaman kepada golongan kurang upaya pendengaran terhadap terjemahan maksud Surah Al-Fatihah. Selain itu, BIM dapat memberi penghayatan kepada GKUP terhadap terjemahan maksud surah Al-Fatihah. Oleh itu, kepentingan kajian ini menunjukkan bahawa penggunaan BIM amat membantu GKUP perlu mempelajari Al-Quran kerana ia memberi impak yang besar dalam pemahaman dan penghayatan terhadap isi kandungan Al-Quran

Arabic Sign Language Adaptation In Teaching Fardhu Ain To The Disabled Hearing

The purpose of this study is to review the consensus of experts in the adaptation of the use of sign language in teaching fardhu ain to the disabled hearing. This study has used the technique of fuzzy delphi to seek a consensus of experts skilled in sign language to answer the review questions. Distributed instruments includes 14 items in order to obtain a consensus of experts. The findings show that there are five items that need to be adopted in the Arabic sign language that is the sign language related to the pronouncement of the Shahadah, beliefs and tenets of islam, body cleanliness, the aurat  and prayer with the deffuzification value of 0.767

Face Validation of Learning Malaysian Sign Language Questionnaire (L-MySL-Q): Malaysian Sign Language (MySL) pro forma as a third language for adolescents

Malaysian Sign Language (MySL) uses visual-manual modalities for delivering information and communicating involving movements of the finger, hand, arm gestures, and facial expressions. A newly-developed instrument tool: Learning-MySL-Questionnaire (L-MySL-Q) from validated questionnaires [Rogers 1995; ELQ, University of Nottingham, UK] consisting of the diffusion model to gauge willingness and readiness for students to adopt MySL as a third language undergone face validation upon completion of Introduction to MySL Pro Forma leson. Findings showed positive feedback from respondents in comparison to pre-intervention among typical children and adolescents. This comprehensive pro forma inculcates a fun learning process while inculcating patriotism among learners.   Keywords: inclusive communication, Malaysian Sign Language, third language, adolescents eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI:https://doi.org/10.21834/ebpj.v7i19.327

Reka bentuk kurikulum Bahasa Isyarat Malaysia (BIM) untuk golongan pekak bagi Perkara Asas Fardhu Ain (PAFA) / Syar Meeze bin Mohd Rashid

Bahasa Isyarat merupakan satu bahasa dan bentuk komunikasi yang digunakan oleh komuniti pekak. Di Malaysia bahasa isyarat yang digunakan adalah Bahasa Isyarat Malaysia (BIM). Penggunaan BIM di dalam pengajaran Perkara Asas Fardhu Ain (PAFA) kepada golongan pekak amat penting supaya pengajaran dapat disampaikan dengan lebih baik dan berkesan. Terdapat dua isu yang berkaitan pembelajaran PAFA kepada golongan pekak iaitu kekurangan bahasa isyarat di dalam termonologi Islam dan ketiadaan kurikulum BIM untuk golongan pekak bagi PAFA. Antara rasional di dalam kajian ini ialah BIM perlu digunakan dalam pengajaran dan pembelajaran PAFA kepada golongan pekak. Selain itu, suatu bentuk kurikulum khas di dalam pengajaran BIM untuk PAFA perlu diadakan supaya dapat meningkatkan kemahiran individu yang mengajar PAFA kepada golongan pekak. Kajian ini bertujuan untuk mereka bentuk kurikulum BIM untuk golongan pekak bagi PAFA. Antara objektif di dalam kajian ini ialah mereka bentuk objektif, isi kandungan, aktiviti pembelajaran dan bentuk penilaian BIM untuk golongan pekak bagi PAFA mengikut kesepakatan pakar. Teknik fuzzy delphi digunakan bagi mendapatkan konsensus pakar dengan mengedarkan instrumen kepada 30 orang pakar yang dipilih daripada pelbagai bidang dan latar belakang bagi menjawab persoalan kajian. Instrumen terdiri daripada empat bahagian merangkumi 28 item bagi mendapatkan konsensus pakar. Dapatan kajian menunjukkan bahawa pada bahagian objektif majoriti pakar bersetuju bahawa kurikulum BIM untuk golongan pekak bagi PAFA dapat meningkatkan kefahaman dan penguasaan golongan pekak terhadap PAFA dengan menggunakan BIM sebagai alat komunikasi utama serta dapat menarik minat golongan pekak mempelajari PAFA dengan lebih baik dan berkesan (nilai deffuzzificaton : 0.72). Manakala bagi bahagian isi kandungan pula, lima item di dalam isi kandungan yang menjadi keutamaan dan persetujuan majoriti pakar iaitu bahasa isyarat yang berkaitan lafaz syahadah, rukun iman dan rukun islam, bersuci, aurat dan solat (nilai deffuzification : 0.767). Seterusnya, pada bahagian aktiviti pembelajaran majoriti pakar bersetuju bahawa aktiviti yang melibatkan penggunaan bahan visual perlu menjadi keutamaan di dalam reka bentuk kurikulum ini (nilai deffuzification : 0.78). Pada bahagian bentuk penilaian pula, majoriti pakar bersetuju bahawa bentuk ujian ekspresif dan reseptif adalah bentuk ujian yang perlu menjadi keutamaan (nilai deffuzification: 0.74). Keseluruhannya, kesepakatan pakar adalah “sangat bersetuju” dengan reka bentuk kurikulum BIM untuk golongan pekak bagi PAFA

Sign Language Learning Assessment Model Framework for Special Education Teacher

The purpose of this study is to obtain expert consensus and views on the elements of the sign language learning assessment model for special education teacher students. This study uses the Fuzzy Delphi method by using likert 5 scales to collect feedback from 30 experts in the field of pedagogical sign language in Malaysia. A total of 4 main elements of the questionnaire were given to the experts for evaluation. The Fuzzy Delphi method has been used to analyze the data. The data were analyzed using triangular fuzzy number and ranking with each model element determined by the “defuzzication” process. Analytical results of expert agreement and expert consensus have reached a very good consensus. The elements agreed upon by the experts on consensus are arranged in order of importance, expressive and receptive judgments, interaction assessments and written assessments. DOI: http://dx.doi.org/10.17977/um029v5i12018p02

Exploring the Potential Usage of Mobile Technologies Among the Hearing-Impaired Students in Learning English as a Second Language (ESL)

With the emergence of mobile technologies in education, the special needs students are gaining the infinite benefits that could enhance their learning sessions. Numerous studies are conducted on the usage of mobile technologies    among the special needs students including their acceptance towards the technologies, its advantages as well as the obstacles on the utilisation of mobile technologies. However, fewer studies are done on the usage of mobile technologies among the hearing-impaired (HI) students. There is a need for more studies on that as the number of hearing-impaired people are increasing continuously around the globe. Hence, the aims of the study are to explore the hearing-impaired students’ perspectives on the usa of mobile technologies in learning ESL. In-depth interviews are conducted among the selected ten hearing-impaired students from four different secondary schools in Malaysia and the notable finding demonstrates the majority of them believed that mobile technologies assist them in learning. This study provides the insights for the education stakeholders, especially the policy makers and inventors to create the solutions and improvise the features of mobile technologies that are more user-friendly towards the hearing-impaired students

Challenges and Elements Needed for Children with Learning Disabilities in Teaching and Learning the Quran

People with disabilities have the same right to access education and, therefore, the space and opportunity to study the Quran as other groups. However, there are some issues regarding the teaching of the Quran to students with special learning needs, such as from the aspects of the level of readiness of teachers, the mastery of Islamic Education among teachers who teach Special Education, and the use of teaching aids to teach the Quran. Therefore, this study aimed to identify the challenges, the need to develop a model of teaching and learning the Quran, elements to be included in the development of Quranic teaching, and a learning model for children with learning disabilities. A qualitative methodology was adopted using a case study design. The sample consisted of eight informants who volunteered to be involved in this research. The results show that there are seven main challenges in the teaching and learning of children with learning disabilities, i.e., a lack of stimulus materials, a lack of knowledge, limited time, uncontrolled behavior, traditional teaching, disabilities, and a lack of parental commitment. Thereafter, three themes arose in terms of identifying why it is necessary to develop Quran teaching and learning models for children with learning disabilities, such as the lack of an up-to-date model and the right to education. In addition, there were four themes concerning the elements that need to be included in the development of teaching and learning models for the Quran for children with learning disabilities, i.e., digital teaching aids, visual, audio, and kinesthetic learning styles, activities graded by the level of ability, and sensory support. It is hoped that this study will provide guidance to teachers to further strengthen the teaching profession pertaining to educating children with learning disabilities

Data_Sheet_1_Designing the content of religious education learning in creating sustainability among children with learning disabilities: A fuzzy delphi analysis.PDF

Teachers found it is hard to figure out what are the best approach and strategies shall be employed to create an effective learning activity that can benefit the children. Children with learning disabilities have distinctive learning difficulties, depending on each individual. Therefore, this requires modification and adaptation in the learning activities to make sure they can learn effectively. Teachers need to make adjustment to the instructions, learning materials, assessments, and activities to accommodate the children with learning disabilities. Therefore, the objective of this research is to develop the content of religious education for children with learning disabilities using fuzzy delphi. This research used method of design and developmental research approach which have three phases. In this research, the researchers focus on the second phase of fuzzy delphi. There were 20 panel experts involved in this research to rank the elements in developing religious education model. Findings showed that, all the elements such as learning style, rights of people with disabilities manners and universal design were above 70% that considered suitable and applicable. It is hoped that this model can assist and guide teachers in teaching religious education for children with learning disabilities.</p