DEVELOPMENT OF TAHFIZ AND FARDHU AIN TEACHING MODULE YEAR 4: TAHFIZ AND FARDHU AIN CLASS AT AL-AZIM MOSQUE, MALACCA NUR FATIN FARHANAH BINTI MAT SAAD UNIVERSITI SAINS ISLAM MALAYSIA
DEVELOPMENT OFTAHFIZ AND FARDHU AIN TEACHING MODULE YEAR 4: TAHFIZ AND FARDHU AIN CLASS AT AL-AZIM MOSQUE, MALACCA NUR FATIN FARHANAH BINTI MAT SAAD (Matric No: 1191678) Academic project report submitted in fulfillment for the degree of BACHELOR OF QURANIC STUDIES WITH MULTIMEDIA WITH HONOURS Faculty of Quranic and Sunnah Studies UNIVERSITI SAINS ISLAM MALAYSIA Nilai February 2023
i ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ DECLARATION OF THESIS/ UNDERGRADUATE PROJECT PAPER AND COPYRIGHT ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Author’s Full Name: NUR FATIN FARHANAH BINTI MAT SAAD Student’s Number: 1191678 Title: DEVELOPMENT OF TAHFIZ AND FARDHU AIN TEACHING MODULE YEAR 4: TAHFIZ AND FARDHU AIN CLASS AT ALAZIM MOSQUE, MALACCA. Academic Session: 2022/2023 I hereby declare that the work in this thesis/ project paper is my own except for quotations and summaries which have been duly acknowledged. I acknowledged that Universiti Sains Islam Malaysia reserves the right as follows: 1. The thesis/ undergraduate project paper is the property of Universiti Sains Islam Malaysia. 2. The library of Universiti Sains Islam Malaysia has the right to publish my thesis/ undergraduate project paper as online open access (fulltext) and make copies for the purpose of research or teaching and learning only. .......................................... .......................................... (Signature) (Signature of Supervisor) 000418-09-0040 Dr Muhammad Hafiz Bin Saleh ......................................... .......................................... (MyKAD No./ Pasport No.) (Name of Supervisor) Date: 13/02/2023 Date:
ii ACKNOWLEDGEMENT The submission of this project paper is to fulfil the requirements for a bachelor’s degree from the Universiti Sains Islam Malaysia (USIM). I agree to make this project paper as reference material in the library. I also agree that permission to make copies in whole or in part for academic purposes must obtain permission from my supervisor or in his absence, such permission may be obtained from the Dean of the Faculty of Quranic and Sunnah Studies (FPQS). Any copying, publication, and use of the whole or use of part of this project paper is not permitted without the written permission of the researcher. Reference inquiries to researchers and Universiti Sains Islam Malaysia (USIM) must be stated in the form of references in this project paper.
iii APPROVAL PAGE I verify that I have supervised and read this research, and in my opinion, it confirms to the acceptable standard of scholarly presentation and is full adequate, in scope and quality, as an academic project paper for the Bachelor of Quranic Studies with Multimedia with Honours. ……………………………… Dr Muhammad Hafiz Bin Saleh Supervisor
iv APPRECIATION All praise be to Allah, blessings and peace be upon the great Prophet Muhammad SAW, I am grateful to Allah SWT has allowed and facilitated all my affairs in carrying out this project paper to be able to complete it as planned. Therefore, I would like to say a million thanks to the supervisor of this project paper, Dr Muhammad Hafiz Bin Saleh for guiding and assisting me in preparing the project paper as well as facilitating my affairs in carrying out this project paper. A special thanks to all members of the Faculty of Quranic and Sunnah Studies, the dean, academic staff, classmates, administrative and support staff where I received direct and indirect guidance in completing the study of this project paper. A big thanks also due to the authors of the works who served as my materials and references in developing this study. Thank you very much to the teachers that are involved in this study, especially the Islamic Education teachers for giving me the opportunity to conduct this study. Finally, I hope that this study Development of Tahfiz and Fardhu Ain Teaching Module Year 4: Tahfiz and Fardhu Ain Class at Al-Azim Mosque, Malacca can be beneficial to all readers. Hopefully, many studies on the research of the Tahfiz Al-Quran and Fardhu Ain will be produced by future researchers in terms of quantity and quality, in accordance with the purpose of the revelation of the Quran as a cure, guidance and blessing for all the worlds.
v ABSTRAK Pada era globalisasi ini, Ibu bapa mula sedar akan pentingnya pendidikan Islam bagi anak-anak mereka supaya dapat mendalami ilmu akhirat seperti Al-Quran, tajwid, feqh, aqidah dan lainlain sejak dari kecil lagi. Selaras dengan permintaan ibu bapa, maka wujudnya Kelas-Kelas Agama dan Fardhu Ain di Malaysia. Matlamat yang paling utama adalah untuk memastikan kanak-kanak Islam di Negara ini dapat mempelajari dan mengamalkan perkara-perkara asas Fardhu Ain serta memperkukuh asas Pendidikan Al-Quran dengan menggunakan modul khas yang sesuai mengikut silibus dan tahap murid seperti menekankan kemahiran amali praktikal bagi tujuan membimbing murid mengenai Al-Quran serta melaksanakan ibadah khusus. Justeru, pengkaji menjalankan kajian di Masjid Al-Azim, Melaka. Selain daripada menjadi tempat beribadah, masjid ini juga membuka Kelas Tahfiz dan Fardhu Ain untuk kanak-kanak. Namun, masih tiada modul khas untuk pengajaran. Oleh itu, kajian ini bertujuan untuk membangunkan Modul Pengajaran Tahfiz dan Fardhu Ain Tahun 4 bagi kegunaan guru dan pelajar di Masjid Al-Azim supaya dapat melaksanakan pengajaran secara sistematik serta dapat memenuhi piawaian kurikulum mengikut sukatan pelajaran Kelas Al-Quran dan Fardhu Ain (KAFA) yang mudah untuk difahami. Untuk menghasilkan modul yang komprehensif, proses pembangunan modul perlu dilakukan secara sistematik dan berperingkat. Proses pembangunan modul melibatkan tiga fasa iaitu (1) Fasa Analisis Keperluan, (2) Fasa Reka Bentuk dan Pembangunan, dan (3) Fasa Pelaksanaan dan Penilaian. Reka bentuk kajian ini adalah kualitatif iaitu pengkaji menggunakan kaedah pemerhatian, kajian perpustakaan, analisis dokumen dan Focus Group Discussion (FGD). Hasil kajian menunjukkan guru dan pelajar menerima dengan baik Modul Pengajaran Baharu yang dihasilkan dari sudut reka bentuk, kemudahan penggunaan, dan kesesuaian maklumat. Kajian lanjutan dalam pembangunan pengajaran dan pembelajaran di kelas tahfiz masih boleh diterokai pada masa hadapan bagi memastikan pendidikan Tahfiz Al-Quran dan Fardhu Ain yang lebih berkualiti berdasarkan sukatan pelajaran yang sama seperti Sekolah Rendah Kerajaan yang berdaftar di bawah Jabatan Kemajuan Islam Malaysia (JAKIM). Kata Kunci: Modul Pengajaran, Al-Quran dan Fardhu Ain, Kelas Tahfiz
vi ABSTRACT In this era of globalization, parents are beginning to realize the importance of Islamic education for their children so that they can learn the knowledge of the hereafter such as the Al-Quran, tajwid, feqh, aqidah and others from a young age. In line with parents’ requests, there are many Religious and Fardhu Ain Classes in Malaysia. The most important goal is to ensure that Muslim children in this country can learn and practice the basic things of Fardhu Ain as well as strengthen the basis of Al-Quran Education by using special modules that are suitable according to the syllabus and student level such as emphasizing practical skills for the purpose of guiding students about the Al-Quran as well as performing specific acts of worship. Thus, the researcher conducted a study at Al-Azim Mosque, Malacca. Apart from being a place of worship, this mosque also opens Tahfiz and Fardhu Ain Classes for children. However, there is still no special module for teaching. Therefore, this study aims to develop a Tahfiz and Fardhu Ain Teaching Module Year 4 for use by teachers and students at Al-Azim Mosque. So that they can implement teaching systematically and meet the curriculum standards according to the Kelas Al-Quran and Fardhu Ain (KAFA) syllabus which is easy to understand. To produce a comprehensive module, the module development process needs to be done systematically and in stages. The module development process involves three phases, namely (1) Requirements Analysis Phase, (2) Design and Development Phase, and (3) Implementation and Evaluation Phase. The design of this study is qualitative in that the researcher uses observation methods, library research, document analysis and Focus Group Discussion (FGD). The results of the study show that teachers and students accept well the New Teaching Module produced from the point of view of design, ease of use, and suitability of information. Further studies in the development of teaching and learning in tahfiz classes must be explored in the future to ensure higher quality Tahfiz Al-Quran and Fardhu Ain education based on the same syllabus as the Government Primary Schools registered under the Jabatan Kemajuan Islam Malaysia (JAKIM). Keywords: Teaching Module, Al-Quran and Fardhu Ain, Tahfiz Class
vii CONTENT PAGE ACKNOWLEDGEMENT .........................................................................................................ii APPROVAL PAGE ..................................................................................................................iii APPRECIATION...................................................................................................................... iv ABSTRAK ................................................................................................................................. v ABSTRACT.............................................................................................................................. vi CONTENT PAGE....................................................................................................................vii INTRODUCTION.............................................................................................. 1 1.1 RESEARCH BACKGROUND ...................................................................................... 1 1.2 PROBLEM STATEMENT............................................................................................. 2 1.3 RESEARCH OBJECTIVES ........................................................................................... 4 1.4 RESEARCH QUESTIONS ............................................................................................ 4 1.5 RESEARCH SIGNIFICANCE....................................................................................... 5 1.6 RESEARCH LIMITATION ........................................................................................... 6 1.7 DEFINITION OF TERMS ............................................................................................. 6 1.7.1 Teaching Module.............................................................................................. 6 1.7.2 Tilawah Al-Quran............................................................................................. 7 1.7.3 Fardhu Ain........................................................................................................ 7 1.7.4 Tahfiz Class...................................................................................................... 8 1.8 SUMMARY OF CHAPTER........................................................................................... 8 LITERATURE REVIEW.................................................................................. 9 2.1 INTRODUCTION .......................................................................................................... 9 2.2 IMPORTANCE OF USING TEACHING MODULE.................................................... 9 2.3 NECESSARY OF USING THE TEACHING MODULE............................................ 11 2.3.1 Tahfiz Teaching Module ................................................................................ 11 2.3.2 Al-Quran Teaching Module............................................................................ 11 2.3.3 Fardhu Ain Teaching Module......................................................................... 12 2.3.4 Teaching Module (Others).............................................................................. 14 2.4 SUMMARY OF CHAPTER......................................................................................... 15
viii RESEARCH METHODOLOGY................................................................... 16 3.1 INTRODUCTION ........................................................................................................ 16 3.2 RESEARCH DESIGN.................................................................................................. 16 3.3 DATA COLLECTION ................................................................................................. 17 3.3.1 Method of Data Collection ............................................................................. 17 3.3.2 Tools of Data Collection................................................................................. 20 3.3.3 Population and Sampling................................................................................ 20 3.4 DATA ANALYSIS....................................................................................................... 21 3.4.1 Method of Data Analysis................................................................................ 22 3.4.2 Tools of Data Analysis................................................................................... 23 3.5 SUMMARY OF CHAPTER......................................................................................... 24 FINDINGS AND DISCUSSION .................................................................. 25 4.1 INTRODUCTION ........................................................................................................ 25 4.2 DATA ANALYSIS AND RESEARCH FINDINGS ................................................... 25 4.2.1 Front Cover..................................................................................................... 25 4.2.2 1 st Subject: Tajwid.......................................................................................... 27 4.2.3 2 nd Subject: Feqh ............................................................................................ 45 4.2.4 3 rd Subject: Aqidah ......................................................................................... 58 4.3 SUMMARY OF CHAPTER......................................................................................... 74 SUMMARY AND RECOMMENDATIONS................................................. 75 5.1 INTRODUCTION ........................................................................................................ 75 5.2 SUMMARY.................................................................................................................. 75 5.3 RECOMMENDATIONS.............................................................................................. 78 5.4 SUMMARY OF CHAPTER......................................................................................... 79 REFERENCES......................................................................................................................... 80 APPENDICES.......................................................................................................................... 83
1 INTRODUCTION 1.1 RESEARCH BACKGROUND Effective teaching means that the teacher is skilled in delivering lessons in a relaxed, easy to understand, memorable and fun way. Furthermore, the teacher must deliver the teaching content in a systematic and neat manner, using simple and concise words, accurate explanations, conveying relevant matters, emphasis on the important content of teaching and learning and trying to relate it to the knowledge and experience of the students existing and using teaching aids to help explain the theme of the lesson (Abdullah et al., 2020). Accordingly, this study was conducted to develop a module that can produce knowledge in a more practical pedagogical form for teachers to use. Based on constructivist and interactionist learning theories, this module is produced to help teachers apply the theory in the form of teaching practice. These theories are used as a basis to produce teaching and learning activities that include strategies, methods, and techniques for teachers to use in a student-centred classroom environment (Augustine, 2019). This study aims to develop a Tahfiz and Fardhu Ain Teaching Module Year 4 for use by teachers of the Tahfiz and Fardhu Ain Class at Al-Azim Mosque, Malacca so that teachers can implement the teaching of the Tahfiz Al-Quran and Fardhu Ain in a systematic way and can meet the curriculum standards according to the Kelas Al-Quran and Fardhu Ain (KAFA) syllabus. According to (Mahamod, 2018) the module development process involves three phases, namely (1) Requirements Analysis Phase, (2) Design and Development Phase, and (3) Implementation and Evaluation Phase. The requirements analysis phase uses observational methods to determine module specifications. The design and development phase involves
2 preparation of materials, expert review, and validation of module content. The module is then reviewed by an expert (supervisor) who is skilled in the field of Tahfiz Al-Quran and Fardhu Ain for Primary School children and other Focus Group Discussion (FGD) members. The implementation and evaluation phase involves testing the usability of the module by an expert. Kelas Al-Quran and Fardhu Ain (KAFA) is a program to strengthen the basics of Islamic Education for children aged 7 to 12 years. This program is to ensure that they can master the recitation of the Quran well, learn and practice the basic things of Fardhu Ain in life in addition to the Islamic Education curriculum followed by students in national schools. Jabatan Kemajuan Islam Malaysia (JAKIM) is the central agency that is responsible as the coordinator of the KAFA Program at the Federal level, including aspects of policy, curriculum, textbooks, assessment methods and others. This program uses curriculum and textbook by JAKIM which emphasizes practical skills to guide students on the Tahfiz Al-Quran and perform specific acts of worship in addition to the mastery of aspects of faith, humanity, society, and nationhood. This curriculum focuses on the basic education of Al-Quran recitation, Aqidah formation, Fardhu Ain guidance, fostering Fardhu Kifayah practices and Adab practices based on Islamic morals which covers from Year 1 to Year 6 (JAKIM, 2021). 1.2 PROBLEM STATEMENT Problems related to teaching modules that are not organized, complete, and systematic have been increasing since the past until now, especially in primary schools or private classes. Most of these private classes use their own teaching modules that do not follow the syllabus standards established by the superiors. For example, the correct teaching module is according to Kelas Al-Quran dan Fardhu Ain (KAFA) syllabus under the management of the Jabatan Kemajuan Islam Malaysia (JAKIM). And there are also private schools or classes that do not
3 use any teaching modules for teaching and learning sessions. If not taken seriously, this problem will continue in the future and these students may not be able to experience the same learning experiences, benefits, and input as students in other primary schools who follow the correct syllabus standards. Al-Azim Mosque in Malacca has established a Tahfiz Al-Quran and Fardhu Ain Class. Open to children aged 7 to 12 years who can read the Al-Quran well, memorize any surah from Juzuk ‘Amma and are able to read and write Jawi well (Melaka, 2023). After the module developed by Al-Azim Mosque, the researcher found that the module was well organized according to the subject, however the teaching content from one class to another was different and still did not meet the requirements of the teaching module specific to the teaching and learning session. So here the mosque needs to take action to get specific modules so that learning becomes orderly, systematic, and focused. Therefore, the researcher found that there is a need to develop a specific teaching module for this class. The characteristics of a suitable teaching module for primary school children are (1) complete, systematic, and focused (2) explaining learning outcomes (3) learning notes using short, simple, and easy-to-understand sentences (4) providing reinforcement exercises in each subtopic for each subject. The purpose of this qualitative study is to identify the importance of using Teaching Modules in a teaching and learning session that are in line with school standards at school or private study classes. Next, to analyse the necessary and develop a Tahfiz and Fardhu Ain Teaching Module Year 4 according to the KAFA syllabus for the Tahfiz and Fardhu Ain Class at Al-Azim Mosque, Malacca. Finally, researcher hoped that the development of new teaching module can help improve the teaching and learning session of Tahfiz and Fardhu Ain Class at Al-Azim Mosque, Malacca in systematic way.
4 1.3 RESEARCH OBJECTIVES Overall, this study aims to Developing Tahfiz and Fardhu Ain Teaching Module Year 4: A Case Study on Tahfiz and Fardhu Ain Class at Al-Azim Mosque, Malacca. Specifically, this study aims to achieve the following objectives of the study: 1) Identify the importance of using Teaching Modules in a teaching and learning session that are in line with school standards at school or private classes. 2) Analyse the necessary to develop a Tahfiz and Fardhu Ain Teaching Module Year 4 for Tahfiz and Fardhu Ain Class at Al-Azim Mosque, Malacca. 3) Develop a Tahfiz and Fardhu Ain Teaching Module Year 4 according to the KAFA syllabus for the Tahfiz and Fardhu Ain Class at Al-Azim Mosque, Malacca. 1.4 RESEARCH QUESTIONS To achieve the aims and objectives that stated above, this study is designed to answer some of research questions as follows: 1) What is the importance of using Teaching Modules in a teaching and learning session that are in line with school standards at school or private classes? 2) Is it necessary to develop a Tahfiz and Fardhu Ain Teaching Module Year 4 for Tahfiz and Fardhu Ain Class at Al-Azim Mosque, Malacca? 3) What is the best solution to improve the teaching and learning methods of the Tahfiz and Fardhu Ain Class at Al-Azim Mosque, Malacca?
5 1.5 RESEARCH SIGNIFICANCE This study has many benefits and importance to all Muslims in particular, Tahfiz AlQuran and Fardhu Ain teachers, primary school students, and researchers. This study will be a sign to contribute important factors that are thought to affect student achievement in school, especially learning using specific Teaching Modules in teaching and learning sessions. This is because the results of this study can identify the importance of using Teaching Modules in teaching and learning sessions that are in line with school standards in schools or private classes. Next, analyse the need to develop the Tahfiz and Fardhu Ain Teaching Module Year 4 and at the same time develop the Teaching Module according to the KAFA syllabus for Tahfiz and Fardhu Ain Class at Al-Azim Mosque, Malacca. The importance of this study to the mosque is to enable related parties to closely identify the performance and teaching practices of teachers in the classroom, detect weaknesses and complexities that occur as well as identify problems that plague teachers because they do not have a specific teaching module to teach. Through the exposure and information obtained, the mosque can see the real situation that is happening. This can help the teachers involved to plan and complete various teaching and learning needs and facilities such as the Tahfiz and Fardhu Ain Teaching Module Year 4 according to the KAFA syllabus standards. The results of this study related to the relationship between the factors of the teaching module and the teacher with teaching practice and student achievement can also help the teachers of the Tahfiz and Fardhu Ain class at Al-Azim Mosque to evaluate the teaching and learning process of the Tahfiz Al-Quran and Fardhu Ain that has been done where it can affect or not the student’s learning and mastery of skills. This study can strengthen the teaching and learning of Tahfiz Al-Quran and Fardhu Ain. Likewise, this study can help the mosque improve the quality of Islamic Education and can systematically monitor in detail the learning and
6 teaching process that takes place in the Tahfiz and Fardhu Ain Classes by using the new teaching modules that have been developed. 1.6 RESEARCH LIMITATION This study only involves the mosque and the teachers who conduct and teach Tahfiz Al-Quran and Fardhu Ain classes for primary school children at Al-Azim Mosque, Malacca. Therefore, the students were not involved in this study because the researcher only investigated the teaching methods and teaching modules used by the teachers provided by the mosque during the Tahfiz Al-Quran and Fardhu Ain teaching and learning sessions. While aspects of teacher experience and external teacher education are not included in this study because they are not related to the purpose of the study to analyse the need for teaching modules and the development of new teaching modules according to the correct syllabus and teaching standards. 1.7 DEFINITION OF TERMS This study was conducted using several theories and concepts formulated into several definitions of terms as below: 1.7.1 Teaching Module (Rusell, 1974) has defined a module as a complete teaching unit that is used to achieve the stated learning outcomes to enable a student to master a unit of lesson content first before moving on to another lesson unit. The definition given is consistent with the definition of a module stated by (Poslethwaite, 1985) who have defined a module as a set of teaching and learning packages complete with learning outcomes, teaching materials, learning activities and assessment and the procedure of using it in a
7 systematic and orderly manner to enable the students to be able to follow the learning step by step to master a lesson unit. 1.7.2 Tilawah Al-Quran Tilawah Quran in this study refers to the teaching and learning of Tilawah Quran in Islamic Education (KSSM) which has been defined by the Department of Islamic and Moral Education (JAPIM), Ministry of Education Malaysia. The objective in teaching and learning Tilawah Quran in school is to emphasize the skills of reading (recitation of the Quran), understanding the Quran (interpretation of the Quran) and memorizing the Quran (tahfiz al-Quran), bring out the laws of tajwid, explain the meaning of Quranic verses, appreciate, and take lessons from a verse that has been read (KPM, 2003). 1.7.3 Fardhu Ain Fardhu Ain means “Fardhu” obligatory and “Ain” individual. It means that the knowledge of Fardhu Ain MUST be learned by every human being, the law of not learning it is a great sin said the scholars. Fardhu Ain knowledge is knowledge that must be learned and practiced by every Muslim who is mature and intelligent. Fardhu Ain is an individual responsibility. Before he does it, it remains obligatory for him to do it. An example is like praying five times a day and night. The science of Fardhu Ain is divided into three parts, namely Aqidah, Feqah, and Tasawwuf knowledge (AlTa'alim, 2020).
8 1.7.4 Tahfiz Class The Tahfiz Class is based on the memorization of the Al-Quran which is as many as thirty juzuk and some other subjects such as Tajwid, Fiqh and Tauhid. The study curriculum at that time, was not bound by any study standards at the government level. All students are required to memorize Al-Quran 30 juzuk and must complete it within a period of three years or six semesters. Students will be evaluated through semester exams (Azmil Hashim, Ab. Halim Tamuri, 2012). 1.8 SUMMARY OF CHAPTER This study is divided into 5 chapters. The current chapter focuses on introducing an overview of the background of this research, its objectives, questions, significance, scope, and definitions of terms. Analysis of past literature reviews related to this study is discussed in Chapter 2. The procedures and methods to be used in this research are defined and explained in Chapter 3. This involves research design, data collection using population and sampling methods and instruments, as well as analysis data. In Chapter 4, researcher will present about the findings and discussion. And last in Chapter 5, will explain about summary and recommendations for this study.
9 LITERATURE REVIEW 2.1 INTRODUCTION The fundamental reason for this literature review is to discover and survey past scholarly exploration about development of Tahfiz and Fardhu Ain Teaching Module Year 4 according to the KAFA syllabus for the Tahfiz and Fardhu Ain Class at Al-Azim Mosque, Malacca. This was complete to deal the preferred research area in depth, to see capability of research, question, and objectives as well as to get extensive perspectives on the current needs that related to the research topic. 2.2 IMPORTANCE OF USING TEACHING MODULE An Overview on Importance of using Teaching Module that are in line with school standard. According to (Aliza Ali, Zamri Mahamod, 2018) we must develop a module for preschool teachers so that teachers can implement language teaching in a student-centred manner while also meeting curriculum standards. The module development process involves three phases, namely (1) Requirements Analysis Phase, (2) Design and Development Phase, and (3) Implementation and Evaluation Phase. The results of the study show that this theorybased and evidence-based module can contribute to the development of teachers’ knowledge. Training, briefings, demonstrations, and module exposure have also improved teachers’ knowledge, skills, and practices about student-centred teaching. The development of knowledge in this module is expected to increase the professionalism of teachers in facing curriculum changes and the education of the next generation. (Muhammad, 2021) The Modular Approach is one of the strategic recommendations highlighted by the Curriculum Development Division, Ministry of Education Malaysia in the
10 Catch-Up Plan of the KPM PerkasaKU Program. The purpose of the implementation of the Catch-Up Plan is to increase students' mastery of the current year’s teaching content optimally and provide teaching support to teachers to implement teaching and learning sessions in any mechanism. The content of the module is designed to link learning needs, objectives, results, learning resources, techniques and PdP strategies as well as assessment criteria. Among the advantages of the modular approach is that the teacher can control the student’s learning more easily, and the teacher can assess whether the student has mastered the topic being studied. The findings of this study found that this approach is one of the PdPc methods that can facilitate learning. Therefore, this modular approach can have a good impact because it can stimulate the active involvement of students and teachers and provide PdP that suits the current needs and needs of students. In a study by (Ngali, 2019) explain that the word pedagogy is derived from the Latin language, which means the method of teaching children. However, in accordance with or in line with the progress of the world of education today, the concept of pedagogy also develops and is used in the context of teaching at all levels of school up to the university level. A more accurate definition is that pedagogy is understood as teaching skills used by teachers to deliver teaching and learning, especially in a field. To ensure that the teaching and learning sessions are meaningful, a teacher needs to have very good pedagogical knowledge. In summary, this pedagogy explains overall that it is very important for a teacher to have high teaching skills. This is because teaching skills are very broad, and many methods need to be mastered by a teacher. Pedagogy needs to have good and neat planning to ensure that teaching and learning sessions run well and smoothly.
11 2.3 NECESSARY OF USING THE TEACHING MODULE An Overview on Necessary of using the Teaching Module for teaching and learning sessions in schools or private study classes. 2.3.1 Tahfiz Teaching Module Recent development explained by (Noor Hisham Md Nawi, Nasrun Hakim Salleh, 2017) shows that tahfiz schools are getting special attention from the Muslim community in Malaysia. Each school offers a variety of schooling systems and curriculums. 14 tahfiz schools in Peninsular Malaysia were selected to represent the diversity of selected aspects. This study applies four methods: dialectic philosophical approach, analysis of comparative curriculum, survey, and deductive-inductive methods. Based on conclusions drawn from each objective, the researchers constructed 20 guidelines in developing tahfiz institution model by considering the local context and needs. Based on those 20 guidelines, the researchers then suggested four models of tahfiz institutions. Developing tahfiz institute is a noble deed and should be supported by all parties. However, efforts to establish tahfiz institutions that can achieve the real goal of Islamic education is much more crucial. 2.3.2 Al-Quran Teaching Module This study focuses on a new model of teaching the Qur’an using the method of Iqra’ explained by (Shahrulanuar Mohamed, Mohd Zulfadzli Abd Wahab, Nooraini Sulaiman, Mariam Abd. Majid, 2021). The objective of this study is to identify new teaching models that are suitable and relevant in improving the mastery of Iqra’ method. The respondents of this study consisted of 100 Islamic Education Teachers in the district of Muar. The findings of the analysis found that the students’ mastery in the
12 method of Iqra’ is at a weak level and needs to be further improved. The study found that there are several factors that contribute to the condition. Therefore, researchers have proposed a new model that is more structured and easier to use Iqra’ method to improve students’ mastery of the Qur’an which in turn can help the Ministry of Education Malaysia to produce students who can complete the Qur’an before going to secondary school. (Muhamad Nasir Mohamad Salleh, Zaharah Hussin, Mohd Faisal Mohamed, 2020) explain that the design of Taranum al-Quran Teaching Model for Higher Education Institutions (MPTQ-IPT) requires a clear, orderly, and effective modeling framework. Therefore, the objective of this study is to present selected teaching models as a conceptual framework for the formation of MPTQ-IPT. In this study, the researcher has identified three appropriate teaching models, namely the Al-Quran Teaching Model according to al-Qabisi, the Basic Teaching Model according to Robert Glaser and the supporting model which is the Taranum Teaching Model according to Mazhair Shahroz Muhasip. The unique result of the combination of the three teaching models produces six main components of taranum teaching. Overall, the formation of MPTQ-IPT through research on the models presented is an effort to ensure the process through systematic study procedures, debates, and expert evaluations towards transforming the teaching methods of taranum lecturers from time to time. 2.3.3 Fardhu Ain Teaching Module According to (Ahmad Zulfiqar Shah Abdul Hadi, Mohd Abdul Nasir Abd Latif, Muhammad Hasbi Abdul Rahman, 2018) the development of computerized technology has transformed teaching and learning scenarios in the classroom. It has become essential learning tool to improve and enhance the quality of teaching and learning
13 process. Thus, the quality of teaching and learning for religious classes Fardhu Ain (KAFA) should be upgraded too through computerised information visualization technology. This research aims to design a computerized information visualization for KAFA class especially for UPKK exams. Then, this courseware will be assessed through perceptions of students and teachers based on four aspects namely the design, ease of use, compatibility of information and satisfaction. The results indicated that students and teachers accept this courseware in the form of its design, ease of use, compatibility of information and satisfaction of use. Hence, advanced studies in context of the development of teaching and learning in KAFA class can still be explored in the future to ensure a better quality of KAFA education. In another study according to (Amiratul Munirah Yahaya, Shofiyyah Moidin, Mohd Asmadi Yakob, Hajarul Bahti Zakaria, Murihah Abdullah, 2022) the COVID-19 pandemic has changed all the educational landscape including Al-Quran and Fardu Ain (KAFA) class education. Prior to the pandemic classes were conducted face-to-face, but during the pandemic face-to-face learning has shifted to virtual learning (elearning). The virtual teaching and learning techniques become more challenging when creativity and innovation are needed to deal with this situation to provide solutions to new norms. The findings showed that there was a positive paradigm shift in the preparation of the KAFA syllabus virtually and there was an effort by the KAFA education waqf by the government (waqf irsod) virtually through the KAFA online programme which was broadcast on the al-Hijrah TV show in collaboration with JAKIM. It is also undertaken by private individuals who also contribute teaching materials in the virtual realm to be used together. As a result, teaching and learning through KAFA’s comprehensive waqf education model can be done continuously even
14 if not face-to-face and strengthen the understanding of Islam at the basic level in an easy and effective manner so that it can be used by the next generation. 2.3.4 Teaching Module (Others) Historical resources are an important element in history discipline that cannot be separated in the process of teaching and learning history. Students must study History subjects from Year Four to Form Five through the Primary School Standard Curriculum (KSSR) and the Secondary School Standard Curriculum (KSSM). The findings showed that there is a need for the development of the teaching and learning activities modules based using of historical resources as the references in introducing historical resources in the process of teaching and learning History, while providing meaningful learning experiences through analysis of historical resources activities to develop the deep interpretation and understanding among the students. The implication of this study is provided a reference of the aspects which have been given attention on process of development an effective teaching and learning modules such as student’s ability, teaching approach, relevance teaching material and others (M.Kaviza, 2022). (Norhazleyna Hamzah, Harozila Ramli, Mohd. Zahuri Khairani, 2022) This study focuses on the importance of E-Modules in the teaching and learning of Visual Arts Education (PSV). The use of teaching aids using Information and Communication Technology (ICT) has proven to be effective and able to create an active classroom environment and teachers can plan Teaching and Learning (PdP) in an organized and quality manner. The findings of previous studies found the importance of E-Modules in the Teaching and Learning (PdP) of Visual Arts Education (PSV) namely: improving the pedagogy of PSV teachers, conform to 21st Century learning, reduce classroom problems, teacher guides and references convey information, increasing the level of
15 knowledge and mastery of students. This study provides inspiration and benefits to Visual Arts Education teachers to further strengthen the use of teaching aids based on Information and Communication Technology (ICT) and improve the quality of teacher pedagogy in line with the changes of 21st Century globalization. 2.4 SUMMARY OF CHAPTER In this chapter, the researcher discusses the concepts, theories and studies that are constructed in this research. This will be focus of the study on importance of using teaching module that are in line with school standards and overview on necessary of using the teaching module for teaching and learning sessions in schools or private classes. Consist of 4 types of modules such as Tahfiz Teaching Module, Al-Quran Teaching Module, Fardhu Ain Teaching Module, and others Teaching Module.
16 RESEARCH METHODOLOGY 3.1 INTRODUCTION In Chapter 3, researcher will propose the method of conducting this research which are research design, research sample and research tools. Research methodology simply refers to the practical “how” of any given piece of research. More specifically, it is about how a researcher systematically designs a study to ensure valid and reliable results that address the research aims and objectives (Derek Jansen and Kerryn Warren, 2020). In this regard, this study provides a qualitative approach to the study. In addition, the researcher will explain about the variables and data collection procedures that will be performed and managed. Finally, all the data obtained will be analysed according to the established procedures, namely reduction data analysis. 3.2 RESEARCH DESIGN This study uses a qualitative research design. Qualitative research aims to get a complete picture of something according to the human view studied. Qualitative research is related to ideas, perceptions, opinions, or beliefs of the person that being studied. All of them cannot be measured by numbers. For qualitative research, there are a few common designs can choose such as case study, narrative, and content analysis. In line with the nature of the qualitative approach, the methods that you can utilise to collect data are interview, document analysis and observation. (Merriam, 2009) mentions that if a researcher is interested in understanding the meaning of a phenomenon for the people involved, then the design is basic qualitative. Basic Qualitative design is rather direct, simple, and very suitable for novice researchers interested in the qualitative approach.
17 In more detail, the research using Basic Qualitative design focus on how people make sense of their experiences and how they construct their worlds. In this study, the module development process involves three phases, namely (1) Requirements Analysis Phase, (2) Design and Development Phase, and (3) Implementation and Evaluation Phase. The requirements analysis phase uses observational methods to determine module specifications. The design and development phase involves preparation of materials, expert review, and validation of module content. The module is then reviewed by an expert (supervisor) who is skilled in the field of Quran and Fardhu Ain for Primary School children and other Focus Group Discussion (FGD) members. The implementation and evaluation phase involves testing the usability of the module by an expert. 3.3 DATA COLLECTION Data collection techniques allow researchers to systematically gather information about the objects of their study (humans, structures, phenomena) and about the environment in which they occur (Cln, 2013). According to the author, the researcher must be careful in collecting data, because it is difficult for him to answer the question conclusively if collecting data arbitrarily. In education and the humanities, data collection is an important part of the research process. This argument is evidenced by a general arrangement of scientific methods followed by educational studies. 3.3.1 Method of Data Collection Data collection methods are dependent on the type of research, including reviewing documents, observing, questioning, measuring, or a combination of different methods (Abawi, 2017). In addition, data collection methods can also be classified based on the
18 methods used. Basic and applied studies may be quantitative or qualitative or even both. Quantitative analysis focuses on the measurement or calculation of quantity. In terms of one or more quantities, one process is described or described below. Qualitative research is concerned with quality related qualitative phenomena. It is descriptive, not numerical, uses logic and uses terminology. The goal is to get the meaning, the feeling and the important part is the situation defined. Based on this concept of the meaning of quantitative versus qualitative research helps to identify the reasons of separate use of each tool and the ongoing debate among researchers about the relative importance of each approach (Goundar, 2012). Data collection techniques are the methods that used by researcher to obtain as well as collect the data needed for answer research problems. In this study, the researcher collected data by: i. Observation The researcher undertakes observations about the necessity for the development of the Tahfiz and Fardhu Ain Teaching Module Year 4 in the Tahfiz and Fardhu Ain Class at Al-Azim Mosque, Malacca. Observations are made based on information obtained from the mosque. The researcher also made observations on the syllabus that had been developed by the mosque. By doing observation, can help the researcher to analyze the document, related information, and run focus group discussion before moving to the next stage of study and develop new teaching module.
19 ii. Document Analysis Document analysis is a systematic procedure for reviewing or evaluating documents both printed and electronic (computer-based and Internettransmitted) material. Like other analytical methods in qualitative research, document analysis requires that data be examined and interpreted to elicit meaning, gain understanding, and develop empirical knowledge (Toolkit, 2016). Documents that may be used for systematic evaluation as part of a study take a variety of forms. They include research papers, books, diaries, journals, and others. In this study, researchers use past research paper for write the literature review according to the research topic. And most importantly, the researcher used printed textbooks and digital textbooks as a reference in developing the Quran and Fardhu Ain Teaching Module Year 4 for the Tahfiz Class of Al-Azim Mosque in Malacca. For example, UPKK Textbook, PAFA Textbook, KAFA JAKIM Syllabus Year 4 Textbook and e-Book, and JAIS Year 4 Textbook and e-Book. iii. Focus Group Discussion (FGD) Focus group discussions can also be considered a type of interview, but it is conducted in a group discussion setting. Usually, the focus group consists of 8 – 10 people (the size may vary depending on the researcher’s requirement). The researchers ensure appropriate space is given to the participants to discuss a topic or issue in a context. The participants are allowed to either agree or disagree with each other’s comments (Fasehah, 2022).
20 In this study, expert discussions were conducted after the module development process was completed for the first time. The supervisor and friends of a group who developed this module gave comments and improvement ideas for the Quran and Fardhu Ain teaching module in year 4. This action is to form a better module after getting some comments and ideas from experts. 3.3.2 Tools of Data Collection The meaning of data collection tools according to (Abawi, 2017) is reliable and systematic data collection. And it uses tools to describe the collection of information allowed to gather information about our study participants that we want to collect. In addition, instrumentation can vary in complexity, perception, design, and administration. Each instrument is suitable for collecting specific types of data. Based on the description described above the data collection methods are library research, document analysis and focus group discussion (FGD). 3.3.3 Population and Sampling The total population that involved in this study are teachers and primary school students of Tahfiz and Fardhu Ain Classes at Al-Azim Mosque, Malacca. The population who will use Tahfiz and Fardhu Ain Teaching Module Year 4 according to KAFA syllabus standards. This study was conducted for Al-Azim Mosque in Malacca. This Teaching Module is compulsory for all students in primary school for Muslim students and for the use of government or private religious primary schools or private classes. Besides, sample selection was made based on purposive sampling method. The researcher used this kind of method because it is straightforward. This sampling also
21 enables researchers to squeeze a lot of information out of the data that they have collected. This allows researchers to describe the major impact their findings have on the population. Further, the numerous technique options outlined above make purposive sampling a versatile research method that can be tailored to enhance a survey’s effectiveness. In addition, it can be used only if the situation requires it and not because you want an easy way to find the participants. It works well in the initial stage of your research, for example in the preliminary study, you just want to find out about the perception of people on certain issues before you generate your research questions or determine the direction of your study (Fatimah, 2022). 3.4 DATA ANALYSIS Data analysis is a way to present facts and statistics to solve research issues. Finding answers to research questions is important. Interpretation of data, drawn from data analysis, making the field of study, and drawing conclusions, is another important part of research. It is also difficult to determine the raw data at times, in which case the data must be analysed, and the results of the analysis inferred cited by (Ashirwadam, 2014). According to (Hamid, 2014) in his title slide “Data Analysis Techniques” explains the data analysis approach to synthesize data, details, and factual elements to answer research questions and methods of assembling numbers to solve research problems. Also, a systematic process uses data to address research questions. There are various categories of data analysis such as narrative (law and art), descriptive (social sciences), statistics (pure or applied science), audio optical (telecommunications) and others. Most research uses narrative and statistical analysis to analyse, predict and adopt data. Whereas by applying descriptive to the most popular analysis in pure, applied, and social science studies. Therefore, there are three main methods
22 of data analysis namely statistical analysis, descriptive, and analytical analysis that can be used in the study. 3.4.1 Method of Data Analysis In this type of qualitative research, data processing is not necessary performed after the data is collected or data processing is completed. In this case, temporary data collected, existing data can be processed and performed data analysis simultaneously. Data analysis in this study uses data reduction method to answer the research questions and further achieve the objectives for this study: i. Reduction Data Data reduction is a process of selection, concentration on the simplification, abstraction, transformation of the rough data emerged from field research (Weka, 2022). The steps that took were analysis, classify or categorize into each problem through brief descriptions, disposing of unnecessary, and organize data so that it can be retrieved and verified. The data reduction will give a better picture specific and make it easier for researchers to collect data further as well as looking for additional data if needed. The longer researchers are in the field then the amount of data will be more, increasingly complex, and complicated. Therefore, data reduction is necessary done so that the data does not pile up and not to complicate the next analysis.
23 3.4.2 Tools of Data Analysis Appropriate data for subsequent analysis should be collected from the data collection phase and stored in data storage. Based on the explanation given in the tools of data collection regarding data collection tools using observation. Observation is watching with a purpose. You can observe a class but need to specify what you are observing. You can observe an event, but you need to know what you want to look for. In this study, researcher observe the necessary to develop a Tahfiz and Fardhu Ain Teaching Module Year 4 for Tahfiz and Fardhu Ain Class at Al-Azim Mosque, Malacca. This is because, looking at the deficiencies in the teaching and learning process of Tahfiz and Fardhu Ain Class at Al-Azim Mosque when using existing teaching modules that are not systematic and do not follow the KAFA, JAKIM syllabus teaching standards. Meanwhile, the second tools, Fuzzy Delphi Method (FDM). The fuzzy Delphi technique has been used as a tool to get expert agreement for the development of the Quran and Fardhu Ain teaching module Year 4. According to (Chang, Hsu & Chang, 2011) the strength of this technique is that it can reduce the long study period by reducing the delphi rounds. The use of fuzzy elements integrated into the delphi technique can analyse expert agreement in just one round. If seen this technique is also related to Focus Group Discussion (FGD). Where the researcher collects a few participants (expert discussion) to talk about an issue or discuss the experience they have gone through. Whether you want to conduct one-toone, or one-to-many depends on the objectives of the research. If you want to explore the view, beliefs, experiences, and motivations of an individual, then, you should conduct a one-to-one interview. On the other hand, if the purpose is to gather data based on group dynamics, then, FGD should be utilized (Morgan, 1996).
24 3.5 SUMMARY OF CHAPTER In this chapter, the researcher has presented the methodology or research method that is the research design, research location, population and sampling method, research instruments, method of data collection and data analysis procedures. All data analysis were planned by the researcher so that this research could be meaningful.
25 FINDINGS AND DISCUSSION 4.1 INTRODUCTION This chapter will present the findings from the research that has been conducted. This chapter explains what is contained in the module and the results of the Tahfiz and Fardhu Ain Teaching Module Year 4. This module starts with the front cover, followed by the main title, subtopics, and reinforcement exercises which are mind test questions for each subtopic. All these things will be explained further and clearly in this chapter. 4.2 DATA ANALYSIS AND RESEARCH FINDINGS This study was conducted on teachers and student’s year 4 at Al-Azim Mosque, Malacca. From the results of this study, a module was developed which is "Tahfiz and Fardhu Ain Teaching Module Year 4". 4.2.1 Front Cover First, on the front of the module it will start with the front cover. This front cover is very important before entering the teaching and learning topics. Furthermore, this front cover is an essential element that should be present in any printed or digital book and module. Below is the front cover of the Tahfiz and Fardhu Ain Teaching Module Year 4.
26 Front cover of the Tahfiz and Fardhu Ain Teaching Module Year 4
27 4.2.2 1 st Subject: Tajwid First, for the subject of Tajwid is divided into 4 main titles along with its subtopics, which are Hukum Mad, Division of Hukum Mad, Division of Mad Asli, and Division of Mad Farie. It is shown more clearly, as in the table below: TAJWID 1) Hukum Mad i. Definition of Mad ii. Mad Letters iii. Lin Letters 2) Division of Hukum Mad i. Mad Asli ii. Mad Farie 3) Division of Mad Asli i. Mad Asli Kalimi ii. Mad Asli Harfi iii. Mad Tamkin 4) Division of Mad Farie i. Mad Jaiz Munfasil ii. Mad Wajib Muttasil iii. Mad Badal Main Titles and Subtopics of Tajwid
28 1) Hukum Mad Hukum Mad (Page 1) Definition of Mad (Page 2)
29 Letters of Mad (Page 3) Letters of Lin (Page 4)
30 Strengthening Exercises of Hukum Mad (Page 5)
31 2) Division of Hukum Mad Division of Hukum Mad (Page 6) Part of Hukum Mad (Page 7)
32 Definition of Mad Asli (Page 8) Part of Mad Asli (Page 9)
33 Strengthening Exercises of Mad Asli (Page 10) Definition of Mad Farie (Page 11)
34 Part of Mad Farie (Page 12) Strengthening Exercises of Mad Farie (Page 13)
35 3) Division of Mad Asli Division of Mad Asli (Page 14) Definition of Mad Asli Kalimi (Page 15)
36 Strengthening Exercises of Mad Asli Kalimi (Page 16) Definition of Mad Asli Harfi (Page 17)
37 Letters of Mad Asli Harfi (Page 18) Strengthening Exercises of Mad Asli Harfi (Page 19)
38 Definition of Mad Tamkin (Page 20) Examples of Mad Tamkin (Page 21)
39 Strengthening Exercises of Mad Tamkin (Page 22)
40 4) Division of Mad Farie Definition of Mad Wajib Muttasil (Page 24) Division of Mad Farie (Page 23)