41 Examples of Mad Wajib Muttasil (Page 25) Strengthening Exercises of Mad Wajib Muttasil (Page 26)
42 Examples of Mad Jaiz Munfasil (Page 28) Definition of Mad Jaiz Munfasil (Page 27)
43 Strengthening Exercises of Mad Jaiz Munfasil (Page 29) Definition of Mad Badal (Page 30)
44 Strengthening Exercises of Mad Badal (Page 32) Examples of Mad Badal (Page 31)
45 4.2.3 2 nd Subject: Feqh Second, for the subject of Feqh is divided into 2 main titles along with its subtopics, which are Congregational Prayer, and Azan and Iqamat. It is shown more clearly, as in the table below: FEQH 1) Congregational Prayer (solat berjemaah) i. Definition of Congregational Prayer ii. Advantages of Congregational Prayer iii. Valid Condition for Congregational Prayer iv. Basis of becoming an Imam 2) Azan and Iqamat i. Definition of Azan and Iqamat ii. Pronunciation of Azan and Iqamat iii. Basis of becoming a Muazzin iv. Valid Conditions for Azan v. Circumcision of Azan vi. Difference between Azan and Iqamat vii. Important matter of Iqamat viii. Dua’ after Azan and Iqamat Main Titles and Subtopics of Feqh
46 1) Congregational Prayer (solat berjemaah) Definition and Advantages of Congregational Prayer (Page 34) Congregational Prayer (Page 33)
47 Valid Condition for Congregational Prayer (Page 35) Basis of Becoming an Imam (Page 36)
48 Strengthening Exercises of Congregational Prayer (Page 37) Strengthening Exercises of Congregational Prayer (Page 38)
49 2) Azan and Iqamat Azan and Iqamat (Page 39) Definition of Azan (Page 40)
50 Pronunciation of Azan with Answer (Page 42) Pronunciation of Azan with Meaning (Page 41)
51 Valid Condition for Azan (Page 44) Basis of Becoming a Muazzin (Page 43)
52 Circumcision Matters during Azan (Page 45) Strengthening Exercises of Azan (Page 46)
53 Strengthening Exercises of Azan (Page 47) Strengthening Exercises of Azan (Page 48)
54 Definition and Pronunciation of Iqamat with Meaning (Page 49) Pronunciation of Iqamat with Answer (Page 50)
55 Strengthening Exercises of Iqamat (Page 52) Important Matters of Iqamat (Page 51)
56 Strengthening Exercises of Iqamat (Page 53) Difference between Azan and Iqamat (Page 54)
57 Dua’ After Azan and Iqamat (Page 55) Strengthening Exercises of Azan and Iqamat (Page 56)
58 4.2.4 3 rd Subject: Aqidah Third, for the subject of Aqidah is divided into 5 main titles along with its subtopics, which are Strengthening of Rukun Iman, Strengthening of Rukun Islam, Strengthening the Mandatory Attributes for God (sifat wajib bagi Allah), the Impossible Attributes for God (sifat mustahil bagi Allah) and the Should be Attributes for God (sifat harus bagi Allah). It is shown more clearly, as in the table below: AQIDAH 1) Strengthening of Rukun Iman i. Definition of Rukun Iman ii. Number of Rukun Iman iii. Hukum believes in Rukun Iman 2) Strengthening of Rukun Islam i. Definition of Rukun Islam ii. Number of Rukun Islam iii. Hukum believes in Rukun Islam 3) Strengthening the Mandatory Attributes for God (sifat wajib bagi Allah) i. Definition of Mandatory Attributes for God ii. Mandatory Attributes for God and his opponent 4) Impossible Attributes for God (sifat mustahil bagi Allah) i. Definition of Impossible Attributes for God ii. 20 Impossible Attributes for God 5) Should be Attributes for God (sifat harus bagi Allah) i. Definition of Should be Attributes for God ii. Dalil of Should be Attributes for God iii. Hukum of believing in Should be Attributes for God iv. Effect of trusting Should be Attributes for God Main Titles and Subtopics of Aqidah
59 1) Strengthening of Rukun Iman Strengthening of Rukun Iman (Page 57) Definition of Rukun Iman (Page 58)
60 Numbers of Rukun Iman (Page 59) Numbers of Rukun Iman (Page 60)
61 Hukum believe in Rukun Iman (Page 61) Strengthening Exercises of Rukun Iman (Page 62)
62 2) Strengthening of Rukun Islam Strengthening of Rukun Islam (Page 63) Definition and Numbers of Rukun Islam (Page 64)
63 Numbers of Rukun Islam (Page 65) Hukum believes in Rukun Islam (Page 66)
64 Strengthening Exercises of Rukun Islam (Page 67)
65 3) Strengthening of Mandatory Attributes for God Strengthening of Mandatory Attributes for God (Page 68) Definition of Mandatory Attributes for God (Page 69)
66 Mandatory Attributes for God with Opponent (Page 70) Mandatory Attributes for God with Opponent (Page 71)
67 Strengthening Exercises of Mandatory Attributes for God (Page 72)
68 4) Impossible Attributes for God Impossible Attributes for God (Page 73) Definition of Impossible Attributes for God (Page 74)
69 20 Impossible Attributes for God (Page 75) 20 Impossible Attributes for God (Page 76)
70 20 Impossible Attributes for God (Page 77) 20 Impossible Attributes for God (Page 78)
71 20 Impossible Attributes for God (Page 79) Strengthening Exercises of Impossible Attributes for God (Page 80)
72 5) Should be Attributes for God Definition and Dalil of Should be Attributes for God (Page 82) Should be Attributes for God (Page 81)
73 Hukum and Effect of believe in Should be Attributes for God (Page 83) Strengthening Exercises of Should be Attributes for God (Page 84)
74 4.3 SUMMARY OF CHAPTER As we have seen above, this chapter explain more clearly and in detail about the findings of the module. This module has an orderly and systematic division and arrangement of topics for each subject. This is because, the module starts with the front cover, followed by the main titles and subtopics. Then, before moving on to the next topic, strengthening exercises are provided for each subtopic according to the subject on the next page. Furthermore, this strengthening exercise is very important for the students to measure their understanding of the topics taught by the teacher for each subject. Strengthening exercises in this module are provided in various forms. Among them, fill in the blanks, put the correct sequence of numbers, match, underline, circle and mark the correct answer. In addition, the content in this module is colourful, uses sentences that are easy to understand, contains mind maps and simple but compact content suitable to attract the attention of 4th year students in teaching and learning sessions.
75 SUMMARY AND RECOMMENDATIONS 5.1 INTRODUCTION In this chapter will focus the discussion on the summary from the research findings, research recommendations and conclusions. First, this chapter will summarize the results of the research that answers the objective of this study, which is to analyse the construction requirements for the Tahfiz and Fardhu Ain Teaching Module Year 4 at Al-Azim Mosque, Malacca and at the same time analyse the construction requirements for the Tahfiz and Fardhu Ain Teaching Module in terms of various scopes such as Tajwid, Feqh and Aqidah. Second, the researcher will share some research recommendations or suggestions from the results of the research that has been conducted as a reference for future researchers. And finally, state the conclusion for the entire study. 5.2 SUMMARY It can be summarized that; this study has explained all the objectives of this study. This is because the Tahfiz and Fardhu Ain Teaching Module is indeed required for students of the Tahfiz and Fardhu Ain Class at Al-Azim Mosque, Malacca. Furthermore, there is also a need for various scopes of teaching and learning such as Tajwid, Feqh, and Aqidah. After this study was conducted and this module was developed, it was found that this module is very suitable for use by year 4 students. This is because the content used has indeed been specialized according to the syllabus for year 4 students. This module focuses about Tajwid, Feqh, and Aqidah. 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
76 Farie. At the end of each topic, students can master the topic well and can learn something useful as mentioned below: i. Hukum Mad At the end of the lesson, students can express the meaning of Mad, recognize and list the letters of Mad and the letters of Lin. ii. Division of Hukum Mad At the end of the lesson, students can recognize and list the parts of Mad, state the meaning of Mad Asli and Mad Farie, and list the parts of Mad Asli and Mad Farie. iii. Division of Mad Asli At the end of the lesson, students can say the meaning and state the length of reading Mad Asli Kalimi, Mad Asli Harfi and Mad Tamkin, list the letters of Mad Asli Harfi with examples, and read examples of Mad Tamkin correctly. iv. Division of Mad Farie At the end of the lesson, students can express the meaning, length of the reading and read examples of Mad Wajib Mutasil, Mad Jaiz Munfasil, and Mad Badal correctly. Second, for the subject of Feqh is divided into 2 main titles along with its subtopics, which are Congregational Prayer, and Azan and Iqamat. At the end of each topic, students can master the topic well and can learn something useful as mentioned below:
77 i. Congregational Prayer (solat berjemaah) At the end of the lesson, students can express the meaning and advantages of Congregational Prayer, explain the legal conditions of Congregational Prayer (syarat sah), know the basics of becoming an Imam and perform Congregational Prayer in an Istiqamah manner. ii. Azan and Iqamat At the end of the lesson, students can explain the meaning of Azan and Iqamat, pronounce and chant Azan and Iqamat correctly, state the role of Azan and Iqamat in everyday life, and explain the wisdom of Azan and Iqamat. Third, for the subject of Aqidah is divided into 5 main titles along with its subtopics, which are Strengthening of Rukun Islam, Strengthening of Rukun Iman, Strengthening the Mandatory Attributes for God (sifat wajib bagi Allah), the Impossible Attributes for God (sifat mustahil bagi Allah) and the Should be Attributes for God (sifat harus bagi Allah). At the end of each topic, students can master the topic well and can learn something useful as mentioned below: i. Strengthening of Rukun Islam At the end of the lesson, the student can express the meaning of the Rukun Islam correctly and know the five of Rukun Islam. ii. Strengthening of Rukun Iman At the end of the lesson, the student can express the meaning of the Rukun Iman correctly and know the six of Rukun Iman. iii. Strengthening the Mandatory Attributes for God (sifat wajib bagi Allah)
78 At the end of the lesson, students can express the meaning of the Mandatory Attributes for God, and briefly mention 20 Mandatory Attributes for God. iv. Impossible Attributes for God (sifat mustahil bagi Allah) At the end of the lesson, the student can express the meaning of the Impossible Attribute of God, mention the Impossible Attribute of God briefly, and express the meaning of each of the 20 Impossible Attributes of God. v. Should be Attributes for God (sifat harus bagi Allah) At the end of the lesson, the student can express the meaning and effect of believing in Should be Attributes for God and mention the Dalil and Hukum of believing in Should be Attributes for God. 5.3 RECOMMENDATIONS Based on the research that has been conducted, the researcher would like to present and share some suggestions that future researchers need to focus on as improvements. First, researchers need to increase research for knowledge related to Kelas Al-Quran and Fardhu Ain (KAFA) and Pemantapan Amali Fardhu Ain (PAFA). This is because, the researcher found that research on this scope is less researched and taken seriously. Second, the researcher needs to further expand the study on the coordination of the scope or syllabus of Tahfiz and Fardhu Ain teaching. It should be focused on religious schools or mosques that establish private Tahfiz and Fardhu Ain classes. This aims to coordinate the scope or syllabus of teaching and learning according to the system of the Jabatan Kemajuan Islam Malaysia (JAKIM) and the Department of Religion in each state such as the Jabatan Agama Islam Selangor (JAIS) so that it becomes more systematic and at the same time has books and learning content that are suitable for the
79 level of students. Finally, the third, researchers need to diversify the reading materials in developing a module because with this, can help build a quality module. 5.4 SUMMARY OF CHAPTER This chapter explains the summarization of the study and concludes with the researcher’s recommendations. These recommendations are intended to help future researchers so that more research is done on this scope and can make improvements from this study. At the same time, research like this is must be expanded further to provide many benefits to the public regarding the Teaching of Tahfiz and Fardhu Ain.
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83 APPENDICES PAFA Textbook UPKK Textbook KAFA Textbook (Aqidah/Tauhid) KAFA Textbook (Ibadah/Feqh)
84 JAIS Textbook Year 4 (Tajwid) JAIS Textbook Year 4 (Feqah/Ibadah) JAIS Textbook Year 4 (Tauhid/Aqidah)