JURNAL ILTIZAM

ILTIZAM Journal of Educational Research 2021

Perbincangan dan Dapatan Kajian

Berdasarkan jadual 1, kesemua 15 panel pakar menunjukkan bahawa tahap persetujuan pakar
terhadap item tersebut untuk unsur-unsur Bharatanatyam. Semua item menunjukkan nilai
ambang ≤ 0,2 kecuali untuk item 1, yang menunjukkan nilai 0,207. Ini memenuhi konsensus
pakar iaitu melebihi 75% di mana hasilnya adalah 94.5%. Sebagai tambahan nilai d untuk setiap
pakar dan item, majoriti menunjukkan hasil ≤ 0,2 kecuali untuk pakar 8 di mana tidak ada
persetujuan untuk item 1,8,9,10,11,12,13,14,15 , 16 dan 17, pakar 1 tidak setuju pada item 7 dan 17
dan terakhir pakar 10 tidak setuju pada item 5. Secara ringkas, tahap kesepakatan antara pakar
telah mencapai konsensus yang baik dan tidak diperlukan untuk Fuzzy Delphi berulang kerana
hasil yang dicapai berjaya memenuhi peraturan dan keperluan menggunakan teknik seperti yang
disebutkan dalam Jadual 2 di bawah.

ITEM

PAKA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
R
1 0.22 0.16 0.14 0.16 0.12 0.14 0.44 0.14 0.10 0.14 0.14 0.16 0.14 0.14 0.12 0.10 0.42
13332383233333228
2 0.08 0.14 0.16 0.14 0.18 0.16 0.16 0.14 0.10 0.14 0.16 0.14 0.14 0.16 0.18 0.10 0.12
53333333233333322
3 0.08 0.16 0.14 0.16 0.12 0.14 0.14 0.16 0.20 0.16 0.14 0.16 0.16 0.14 0.12 0.10 0.12
53332333433333222
4 0.22 0.14 0.16 0.14 0.18 0.16 0.16 0.14 0.10 0.14 0.16 0.14 0.14 0.16 0.12 0.20 0.18
13333333233333243
5 0.22 0.14 0.16 0.14 0.18 0.16 0.16 0.14 0.10 0.14 0.16 0.14 0.14 0.16 0.18 0.20 0.18
13333333233333343
6 0.22 0.16 0.14 0.16 0.12 0.14 0.14 0.16 0.10 0.16 0.14 0.16 0.16 0.14 0.12 0.10 0.12
13332333233333222
7 0.22 0.14 0.16 0.14 0.18 0.16 0.16 0.14 0.10 0.14 0.16 0.14 0.14 0.16 0.18 0.20 0.18
13333333233333343
8 0.96 0.16 0.14 0.16 0.12 0.14 0.14 0.46 0.50 0.46 0.44 0.46 0.46 0.44 0.42 0.40 0.42
23332338988888878
9 0.08 0.14 0.16 0.14 0.18 0.16 0.16 0.14 0.10 0.14 0.16 0.14 0.14 0.16 0.18 0.20 0.18
53333333233333343
10 0.08 0.16 0.14 0.16 0.42 0.14 0.14 0.16 0.10 0.16 0.14 0.16 0.16 0.14 0.12 0.10 0.18
53338333233333223
11 0.22 0.14 0.16 0.14 0.18 0.16 0.16 0.14 0.10 0.14 0.16 0.14 0.14 0.16 0.18 0.20 0.18
13333333233333343
12 0.22 0.14 0.14 0.14 0.12 0.14 0.14 0.14 0.10 0.14 0.16 0.14 0.14 0.16 0.18 0.20 0.18
13332333233333343
13 0.08 0.14 0.16 0.14 0.18 0.16 0.16 0.14 0.10 0.14 0.16 0.14 0.14 0.16 0.18 0.10 0.18
53333333233333323
14 0.08 0.16 0.14 0.16 0.12 0.14 0.16 0.16 0.20 0.16 0.14 0.14 0.16 0.14 0.12 0.10 0.12
53332333433333222
15 0.08 0.16 0.14 0.16 0.12 0.14 0.14 0.16 0.20 0.16 0.14 0.16 0.16 0.14 0.12 0.10 0.12
53332333433333222

Nilai 0.20 0.15 0.15 0.15 0.17 0.15 0.17 0.17 0.14 0.17 0.17 0.17 0.17 0.17 0.17 0.16 0.19
d 72221241914114136

setia
p

item

Jadual 2: Threshold Value

Unsur-unsur Bharatanatyam, Elemen tarian adalah ruang, waktu, berat, dan aliran (Laban,
1960). Unsur-unsur Bharatanatyam sebagai bentuk tarian, membantu anak-anak untuk fokus
dan menyedari pergerakan tubuh mereka dalam ruang, waktu, berat dan aliran. Elemen adalah
petunjuk penting yang sesuai digunakan sebagai alat untuk mengajar pergerakan kreatif di

ILTIZAM Journal of Educational Research 2021

kalangan kanak-kanak prasekolah. Pergerakan badan, gerakan tangan, ekspresi wajah adalah
elemen untuk mengajar pergerakan kreatif di kalangan kanak-kanak prasekolah.
Lebih-lebih lagi, anak-anak sangat ekspresif melalui mata, wajah, kedudukan badan dan gerak
tubuh mereka. Ramai guru tarian yang berjaya bersetuju bahawa tindak balas kreatif pelajar
membantu mengembangkan kreativiti mereka sendiri (Jane, 1980). Setiap penemuan, penemuan
atau ekspresi artistik bergantung pada tahap pemikiran kreatif.
Bagi pembelajaran pergerakan kreatif, kanak-kanak bersifat dinamik dan spontan. Kanak-kanak
belajar tentang dunia di sekeliling mereka dengan pergerakan (Maida, 1980). Pergerakan kreatif
adalah seni tarian yang tidak kompetitif merangkumi empat elemen pergerakan kreatif: badan,
ruang, masa dan hubungan. Dalam pergerakan kreatif kanak-kanak bebas untuk meluahkan
keperibadian, fikiran dan perasaan mereka. Kajian lepas menunjukkan bahawa kemampuan
belajar anak dapat ditingkatkan dengan pergerakan kreatif. Kanak-kanak akan mula belajar
bagaimana badan mereka bergerak; kanak-kanak secara aktif menggunakan kemahiran belajar
kognitif ketika mereka mengembangkan kemahiran psiko-motor (Laban, 1960). Penari lebih peka
dan menyedari tubuh mereka berbanding dengan orang lain yang tidak menari atau belajar
tarian. Mereka memiliki 'set kemahiran luar biasa seperti / seperti koordinasi anggota badan,
postur, keseimbangan, gerak tubuh, ekspresi wajah, persepsi dan tindakan secara berurutan yang
menciptakan makna dalam masa dan ruang dan dengan usaha' (Jan Dunn, 2016).

Kesimpulan
Secara keseluruhan, semua elemen Bharatanatyam dan kepentingan pergerakan kreatif di
kalangan kanak-kanak prasekolah akan memberi kesan yang sangat baik kepada perkembangan
holistik kanak-kanak. Ia memastikan otak kanak-kanak tetap aktif; meningkatkan kemahiran
psikomotor kanak-kanak, kemahiran bersosial; meningkatkan keupayaan belajar aktif dan badan
dan minda yang sihat. Terdapat banyak kelebihan untuk kanak-kanak secara fizikal dan mental.
Tarian menolong anak-anak mempersiapkan diri untuk menjalani kehidupan yang baik,
kehidupan yang akan mereka jalani, sosialisasi, persefahaman di kalangan kanak-kanak
berkembang. Di antara anak-anak, mereka akan mempunyai pertandingan yang sihat untuk
menunjukkan prestasi yang baik, mengajar di antara rakan, berkongsi antara rakan dan belajar
dari rakan. Jadi, semua ini adalah kreativiti kanak-kanak dengan meniru orang lain dan belajar.
Mereka belajar kemahiran antara satu sama lain. Semua ini adalah kelebihan aktiviti untuk
mengajar pergerakan kreatif berdasarkan Bharatanatyam di kalangan kanak-kanak prasekolah.
Obesiti di kalangan kanak-kanak adalah masalah di seluruh dunia sehingga ketika anak-anak
aktif menari, itu dapat menjadi penawar dan penyelesaian untuk masalah kegemukan ini di
kalangan anak-anak. Secara tidak langsung, ia membantu anak-anak untuk aktif dan cemerlang
dalam pendidikan juga.
Hasil dapatan kajian ini menunjukkan bahawa Bharatanatyam dapat dijadikan alat untuk
mengajar pergerakan kreatif pada kanak-kanak prasekolah. Hasil kajian ini memberikan
sumbangan kepada dunia praktikal dan akademik. Hasil kajian ini dapat dijadikan panduan oleh
pelbagai pihak seperti guru, pensyarah “institut Pendidikan Guru Malaysia”, pengurusan
prasekolah dan pengamal untuk merumuskan strategi mereka yang berkaitan dengan
penyesuaian Bharatanatyam.

ILTIZAM Journal of Educational Research 2021

Rujukan

Ananda Coomaraswamy & Gopala Kristnayya Duggirala. (1970). The Mirror of Gesture. New
Delhi: Munshiram Manoharlal.

Gardner, H. (1983). Frames of Mind. New York: NY: Harper Collins.
Georgios Lykesas, Aggeliki Tsapakidou, Eleni Tsompanaki. (2014). Creative Dance as a Means of

Growth and Development of Fundamental Motor Skills for Children in First Grades
ofPrimary Schools in Greece. Asian Journal of Humanities and Social Studies.
John Robert, B. (2013). Brain Theory From A Circuits And Systems Perspective. New York:
Sringer.
Judith Lynne, H. (1979). To Dance is Human a Theory of Nonverbal Communication. London:
University of Texas Press.
Judith, L. H. (2015). The Brain's Cognition, Emotion and Movement. London: Rowman &
Littlefield Publishing Group.
Kalpana, I. M. (2015, September 18). Bharatanatyam and Mathematics: Teaching Geometry
Through Dance. Academic Journals, 5(2), 6-17. doi:DOI: 10.5897/JFSA2015.0031
Karthika, K. (1980). Natya Throughout The Ages. Chennai: Paari Putthaka Pannai.
KPM. (2017). Dokumen Standard Kurikulum dan Pentaksiran Semakan 2017. Puterajaya:
Kementerian Pendidikan Malaysia.
Laban, R. (1960). The Mastery Of Movement. London: Macdonald & Evans Ltd.
Mayesky, M. (1998). Creative Activities for Young Children. United States: Delmar Publisher.
Mrinalini, S. (1965). Understanding Bharata Natyam. Baroda: The Maharaja Sayajirao
University of Baroda.
Norsiah Fauzan, Norfarahin Mat zaini. (2015, July). CREATIVE THINKING AMONG
PRESCHOOL CHILDREN. International Journal of Technical Research and
Applications, 22(Special Issue ), 86-93. Didapatkan dari www.ijtra.com
Premalatha, T. (2007, June 1). Bharata Natyam: A Study on the Historical Perspective,
Practice and Development in Malaysia. Kuala Lumpur, Malaysia: DISS, Universiti
Malaya.
Revathi, M. (2014, September 14). The Star. Didapatkan dari The Star:
https://www.thestar.com.my/news/education/2014/09/14/making-strides-in-
danceeducation
Riolama Lorenzo-Lasa, Roger I Ideishi, Siobhan K Ideishi. (2007, August). Facilitating
Preschool Learning and Movement through Dance. Early Childhood Education Journal,
35(1). doi:DOI: 10.1007/s10643-007-0172-9
Robertson, M. B. (2004). The Description of Movement-Based programs for Preschool.
Salmah, A. (1992). Pergerakan Kreatif Dan Pendidikan. Petaling Jaya: Flo Enterprise Sdn.Bhd.
Sarabhai, M. (1965). Understanding Bharata Natyam. Baroda: The Maharaja Sayajirao
University of Baroda.
Tee & Mariani. (2018). EXPLORING ISSUES ON TEACHING AND LEARNING IN MALAYSIAN
PRIVATE PRESCHOOLS. MOJEM, 6(2), 67-82. Didapatkan dari
https://doi.org/10.22452/mojem.vol6no2.4
Tsompanaki, E. (2019, April 10). The Effect of Creative Movement Dance on the Development of
Basic Motor Skills of Pre School Children. Review of European Studies. Canadian Center
of Science and Education. doi:doi:10.5539/
Yovanka B. Lobo and Adam Winsler. (2006, August). The Effects of a Creative Dance and
Movement Program on the Social Competence of Head Start Preschoolers. 15, 501-519.

ILTIZAM Journal of Educational Research 2021

ILTIZAM Journal of Educational Research

Journal website: www.iltizamjournal.com
ISSN 2229-8444

A Review on the Multidimensional Facets of Perceived
Risk in Online Shopping Environment

K. A. Ismail1 & N. A. Wahid2
1Graduate School of Business, Universiti Sains Malaysia, Pulau Pinang, Malaysia

Article Info Abstract

Received: Perceived risk has been proven as one of the leading reasons on why
01 Mei 2021 consumer stops shopping online. Hence, it has become an important
Accepted: factor to be considered when investigating consumer online shopping
15 Mei 2021 behaviours. Past studies investigating consumers online shopping
Publish: behavior focusing on perceived risk influence reveal that many
20 Dec 2021 researchers operationalized it more as a single rather than a
E-mail adress: multidimensional construct. A problem observed with such application
*corresponding Author is that when shopping online, consumer is exposed to different types of
: *[email protected] risk and that each of the risk can pose different level of fear to them.
ISSN 2229-8444 Hence why conceptualizing perceived risk as a multidimensional
construct is arguably more suitable. The study’s review of the literature
managed to identify twelve facets of perceived risk in online shopping
studies. This review is expected to benefit future scholars when
deciding on possible risk dimensions selection in the investigation of
consumer online shopping behaviour.

Keywords : E-Commerce, Online Shopping, Online Shopping
Behaviour, Perceived Risk.
__________________________________________

Introduction
Online shopping is an essential instrument used by businesses to communicate with their
potential consumers. To date, online shopping that continues to develop worldwide has been the
attraction point for more consumers to purchase through available online channels (Dabrynin &
Zhang, 2019). Its importance is more to date due to the pandemic caused by COVID-19 (Koch,
Frommeyer, & Schewe, 2020). However, despite its promising growth, online shopping is
recognized as a risky activity (Almousa, 2011) and was mentioned to generate more risk and
uncertainty compared to traditional shopping (Tran, 2020). When shopping online, consumers
might encounter several issues such as wrong product delivery or even no delivery at all despite

ILTIZAM Journal of Educational Research 2021

already completing the payment process to the online retailer (Ariffin et al., 2018). This cause
consumers to perceive a higher degree of risks when they shop at online stores. The concept of
perceived risk was first introduced in 1960 by Bauer who defined it as “the unpredictable results
that consumers perceive when they engage in purchasing behaviour; these results may have a
negative influence on the consumer” (Pentz, du Preez, & Swiegers, 2020).
Perceived risk has received much attention in the literature; studies have been highlighting its
long-lasting impact on business (Dabrynin & Zhang, 2019). Perceived risk for instance has been
identified as one of the factors consumers consider in their decision making (Amirtha et al., 2020;
Ashoer & Said, 2016); it has also been proven as one of the leading reasons why consumer stops
shopping online (Sharma, 2017). If consumers perceived a high degree of risk while shopping
online, it will push them to seek out for more information on the products before continuing to
shop. This will affect their purchasing decision on purchases that tends to be more complex and
time consuming hence causing them to stop buying it altogether (Ashoer & Said, 2016).
Therefore, the importance of perceived risk must be acknowledged, and it must not be neglected
as a concept that can help explain consumer behaviours (Ashoer & Said, 2016).
Taking note of its importance, this study reviews relevant literature found on perceived risk as to
identify how it was operationalised by past researchers that investigated risk dimensions in online
shopping studies. The electronic search of several journal databases and google scholars using a
set of twelve (12) keywords and their combinations (online shopping, e-commerce, e-shopper,
perceived risk, consumer risk perception, risk barrier, perceived risk dimensions, multifaceted,
multidimensional, online shopping behaviours, online consumer behaviour, and online purchase
intention) as well as scoping to articles published between 2010 to 2020 only led to thirteen (13)
articles for further review. The articles were mainly from respective journals (Journal of Asian
Finance, Economics and Business, Journal of Theoretical and Applied Electronic Commerce
Research, Journal of Research in Interactive Marketing, International Journal of Marketing
Studies, Journal of Electronic Commerce Research, African Journal of Business Management,
International Journal of Quality & Reliability Management, Journal of Promotion Management,
and Societies) in addition to conference papers and postgraduate thesis (e.g. Sharma, 2017;
Ashoer & Said, 2016; Ariff et al., 2014) that examine similar topics of multidimensional facets of
perceived risk in online shopping environments as part of the study review.
It is expected that results from the review would be able to provide an insight for scholars when
they attempt to conceptualize perceived risk; for instance, whether to treat it as a single or
multiple construct in the investigation of consumer online shopping behaviour. The findings will
also benefit businesses as they could be used in their marketing strategy by minimizing or
avoiding identified risks that consumers may have on their product and/or organizations.

Literature review
While some studies investigating the adoption and acceptance of online shopping have treated
perceived risk as a unidimensional construct (e.g. Batbayar et al., 2018), other scholars (e.g.
Amirtha et al., 2020; Ariffin et al., 2018; Al-Rawad et al., 2015; Dai, Forsythe & Kwon, 2014) have
highlighted the importance of considering it as a construct with multidimension. As shown in
previous literature, when perceived risk is treated as a multidimensional construct, each of the
dimension bring consumers with a different degree of fear when they engage in online shopping.
Al-Rawad et al.’s (2015) study for example identified performance risk as the risk consumers are
most worried about when they are shopping online, followed by financial, physical, security,
information, opportunity cost, after sale, delivery, time and lastly, social risk. In another study by

ILTIZAM Journal of Educational Research 2021

Ariffin et al. (2018), out of six risks investigated, financial, product, time, security, and
psychological risks were the five that were found significant with negative impact on consumer’s
online purchase intention while social risk was not. Both AlRawad et al. (2015) and Ariffin et al.
(2018) studies provide proof that perceived risk is multidimensional in nature. The findings also
indicate that consumers perceive and deal with each risk differently depending upon the level of
fear they have of the risk in question as well as relevancy of each risk in their situation. Some risk
dimensions may be perceived to be important enough that consumers may be very concerned and
to worry during the online shopping process, while other risks may be inconsequential to even
warrant a concern to them. In addition, perceived risk or its dimensions may be the reason behind
why some consumers stop engaging themselves with online shopping as they fear the risk(s).
From these findings, it is quite clear why scholars should investigate the impact of perceived risk
towards consumer online shopping behaviours from the multidimensional perspective.
The literature also observed suggestions made by researchers for online retailers on perceived
risk. For instance, Zheng, Favier, Huang & Coat (2012) study suggests online retailers to identify
which risk dimensions their consumers are most concerned if they want to lower consumer
perceived risk and to boost the likelihood of them purchasing online. By properly identifying the
key areas of perceived risk, it is possible to choose the most effective alternative to manage the
risks that serve as a threat towards the online transaction (Ashkan, Farideddin & Amin, 2016).
Further reviews on online shopping literature indicate no consensus have been reached on
perceived risk dimensions (Amirtha et al., 2020). Previous online shopping studies, namely, Dai
et al. (2014), Ariffin et al. (2018) and Amirtha et al. (2020) have proposed three, six, and even ten
dimensions respectively for perceived risk. According to Amirtha et al. (2020), the difference in
terms of number of dimensions operationalized is due to the different situations and study
contexts. Hence why the literature has reported various type of risk dimensions recognized,
proposed, and operationalized by the scholars.

Findings
From the review made on the thirteen articles related to online shopping environments including
recent ones by Amirtha, Sivakumar & Hwang, (2020), Tran (2020), and Nawi et al. (2019), this
study has managed to identify 12 dimensions of perceived risk. They are product risk, financial
risk, privacy risk, security risk, source risk, time risk, delivery risk, physical risk, psychological
risk, social risk, opportunity cost risk, and after sale risk.
Product Risk

Product risk is risk that is related to the performance or function of the product. It is defined as
the probability of the item failing to meet the performance requirements originally intended
(Amirtha et al., 2020; Sharma, 2017; Ashoer & Said, 2016; Ariff et al., 2014; Al Rawad et al., 2015;
Dai et al., 2014; Zheng et al., 2012).
As explained by Sharma (2017), this risk focuses on the chances that the product consumers
purchase online will malfunction and will not perform as it was advertised and designed, hence
it is unable to deliver the desired benefits consumers expected of it. In general, consumers have
desire to personally touch and try the product before purchasing it. While consumers are able to
do these in conventional retail shops, shopping online makes consumers to be fully dependent on
information provided for them on the online vendor websites. In other words, consumers are not
able to touch, see or experiment with the product they intend to purchase (Ashoer & Said, 2016).

ILTIZAM Journal of Educational Research 2021

According to Ariffin et al. (2018), the inability to do so might lead to potential loss if the product
does not meet consumer’s expectations in terms of product standard and quality (Ariffin et al.,
2018), particularly when possibility whereby the product’s colour, shape, or outlook may not be
the same as what was displayed on the website when consumers receive the product after the
online purchase has been made. Once an order has been made and if the product delivered does
not match with consumer’s expectations, it is more likely that consumer would consider that the
product does not worth the amount of money spent on it. The consequence is consumers consider
that they incurred a lost in the purchase.
From review on past literature, product risk is the most frequently reported reason behind
consumer’s refusals to shop online (Ariffin et al., 2018; Dai et al., 2014); it is also ranked as the
strongest dimension of online shopping risk (Amirtha et al., 2020; Han & Kim, 2017; Al-Rawad,
2015). Product risk causes negative influence on consumer’s satisfaction (Tran, 2020) as well as
on consumer’s trust (Han & Kim, 2017). In Malaysia, product risk was found to show negative
impact on consumer’s attitude (Ariff et al., 2014). Reducing product risk causes consumer’s
confidence and intent to purchase online to increase (Tran, 2020; Ariffin et al., 2018; Han & Kim,
2017).
Financial Risk

Various definition on financial risk can be found in the literature. While Dai et al. (2014) defines
it as the likelihood of one suffering a monetary loss from a purchase, according to AlRawad et al.
(2015), it is the possibility that the product will not be worth the financial price as it could be
bought at cheaper price elsewhere. As for Zheng et al. (2012), financial risk is the potential loss
of current cost as well as additional charges in the future (e.g., possibility that the product may
need to be repaired, delivery risk).
From these definitions, in general, financial risk is a risk that focuses more on financial
(monetary) loss that consumer may experience when they engage in online shopping. Such fear
is real as an unscrupulous online seller may sell a product at a price that does not matches quality;
consumers sometimes are forced to spend more for product repair (Soltanpana, Shafe'ei &
Mirani, 2012) after online purchase.
Financial risk is frequently included in consumer online shopping behaviours studies (e.g. Ariffin
et al., 2018; Dai et al., 2014; Al-Rawad et al., 2015; Zheng et al., 2012). This could be contributed
to the fact that financial lost is one of the important risks that consumers are concerned about
when they are about to shop online (Ariffin et al., 2018) as they are afraid of losing money when
they shop online. Al-Rawad et al. (2015) identify financial risk as the second most important risk
that consumer is concerned with when they shop online. Past studies identified financial risk as
a powerful risk dimension that impact on consumer’s online purchase intentions (Ariffin et al.,
2018; Sharma, 2017; Ashoer & Said, 2016) with negative influence over consumer’s online
purchase behaviours (Nawi et al., 2019). In addition, it is a strong predictor for consumer’s
information search, and the frequency of their purchasing activities (Ariffin et al., 2018).
Privacy Risk

Privacy risk is defined as the probability of having personal information disclosed as a result of
online transactions (Dai et al., 2014). Privacy risk was also defined as the potential loss of control
over personal information, when it was used without permission (Amirtha et al., 2020; Sharma,
2017; Ashoer & Said, 2016; Al-Rawad et al., 2015). Overall, this risk dimension focuses on the

ILTIZAM Journal of Educational Research 2021

potential loss related to the private information that consumer provided to online retailer when
they shop online. Consumers will be afraid to shop online if their private information is not
properly protected and is used without their permission. For instance, after providing their
private information to the online retailer, consumer email might receive an advertisement from
an unknown party as their email address information have been disseminated by the online
retailer without their permission. Because of this, consumers faced with the possibility that their
private information might not be kept safe when they submit it to the online retailer hence making
them afraid to purchase through online shop. Privacy management have become a very important
concern to consumers. Regardless of the online sales growth, many online shoppers still continue
to become very concerned towards privacy issue when shopping online (Dai et al., 2014).
Therefore, privacy risk is among the important risk dimensions that scholars should considers
when they are investigating consumer online shopping behaviours. Consistent to this point,
previous studies such as Tran (2020) and Sharma (2017) have found a significant negative
relationship between privacy risk and consumer online purchase intention. Subsequently, privacy
risk was also found to impact consumer satisfaction towards online shopping in negative
direction (Tran, 2020).

Security Risk

Security risk is defined as a potential loss due to online fraud or hacking, which exposes the
security of an internet transaction or online user (Ariffin et al., 2018; Soltanpanah et al., 2012).
Consumer’s worry for instance that their bank account such as the credit and debit card
information that they use for product payment are not fully protected. A concern is also triggered
when the website consumers use for online shopping is not secured and easily hackable (Ariffin
et al., 2018). In other words, this risk dimension focuses on the concern consumers have towards
the security protection of the online seller website; this is associated with the fear that important
information on them might fall in the hand of third party in the case that the website is not
secured. Such fear led them to believe that it is dangerous for them to provide their bank and
financial information as they might be exposed and used without their knowledge. The review on
past literature finds that consumer intent to purchase online can drop without sufficient
information provided on the website’s security (Ariffin et al., 2018). This is why security risk is
identified as the main contributor that prevent consumers from purchasing through online
channel (Ariffin et al., 2018). Security risk also shows negative affect on consumer’s satisfaction
of online shopping (Tran, 2020). In Jordan, security risk was ranked fourth most important risk
to consumers when shopping online (Al-Rawad et al., 2015). Additionally, Han & Kim (2017)
study in china reported that security risk negatively impacted on consumer’s trust in a purchase
involving a low involvement product (e.g. highlight pen). This could be caused due to consumer
is unable to see low involvement product as a good value exchange for giving their credit card or
any other payment related information (Han & Kim, 2017). As such they did not trust the website
enough to give their financial information just to purchase a low involvement product.

Source Risk

Source risk is defined as the level of website credibility and reliability (Zheng et al., 2012).
Amirtha et al. (2020) meanwhile defined it as the concern over whether the prospective shopper
can trust the online vendors and feel comfortable in doing business with them. Some consumers
did not trust the online seller that they purchase the product from. The reason behind this is the
lack of validity or them perceiving online seller as unreliable (Soltanpanah et al., 2012). In sum,
this risk dimension focuses more on the negative consequences that consumers will face if they
purchase from the untrustworthy online seller. For example, some online seller might disappear
and no longer able to be reached once the consumers made the payment for the products, hence

ILTIZAM Journal of Educational Research 2021

preventing the consumers from receiving the products despite already paying for it. Previous
study by Amirtha et al. (2020) found that while source risk is not considered important by young
women, it becomes a dominant risk among women who reach the latter life cycle. This could be
contributed to the fact that women who are in their earlier life cycle are still young hence are able
to obtain great recommendation on online shop website from their peers thus reducing the source
risk. On the other hand, women in the late lifecycle are older, and there is only a small number of
people from their generation that shop online, making it harder to identify a trustworthy online
shop to purchase from. Due to this, source risk is more dominant among women in their late
lifecycle (older woman) than women in their earlier lifecycle (younger women) (Amirtha et al.,
2020).

Time Risk

In general, time risk is defined as the possibility that a purchase will take too long or will waste
too much time (Amirtha et al., 2020; Al-Rawad et al., 2015). Specifically, it is defined either as
the possibility of time wasted on researching information and purchasing when the purchase
turns out bad (Zheng et al., 2012); or as the possibility of time loss due to various inconvenience
during transaction process (Ashoer & Said, 2016). In sum, this risk dimensions focus more on
consumers concerned towards the loss of time they might face when they engage in online
shopping.

According to Ariffin et al. (2018), consumers generally perceive online shopping as a waste of
time. Inadequate search engine optimization that can cater consumer’s specific product desire for
instance cause consumers to spend more time to search for the right websites that can satisfy
their needs. Consumers also found that they waste time when there is complication in placing
their online order. Time spent waiting time for the product ordered to reach them is an additional
time risk element. As such, time has been identified as one of the important risk dimensions that
negatively impact on consumer’s online purchase intention (Ariffin et al., 2018; Sharma, 2017).
Its significance is especially high for personal-risk averseness online shoppers (Zheng et al.,
2012). In a study conducted by Amirtha et al. (2020) to examine Indian woman behaviours, the
importance of time risk is particularly significant to women compared to men. Amirtha et al.
(2020) reasoned that Indian women need to spend more time in taking care of their households
and nurturing their children, thus why they are more careful on how they spend their time and
why wasteful time management is a great concern to them.

Delivery Risk

Delivery risk is defined as the potential loss of delivery associated with goods lost, goods damaged
and goods being sent to the wrong place after shopping (Zhang et al., 2012). It was also defined
as the risk associated with not receiving the product on time, long delivery time, or product being
damaged during delivery (Amirtha et al., 2020; Al-Rawad et al., 2015; Ariff et al., 2014; Zheng et
al., 2012). Delivery risk is one of consumer’s biggest concerns when they decide to purchase a
product online (Ariff et al., 2014). Although this risk dimension shares some similarity with the
time risk, a clear difference between them is that time risk is a concern about the loss of time
when consumer is engaging with online shopping (Al-Rawad et al., 2015) while delivery risk
focuses more on the issue associated with the product delivery (Ashoer & Said, 2016; Zhang et al.,
2012) such as losing of product ordered or it is delivered to the wrong address by the courier. Ariff
et al. (2014) identified this risk dimension as one of the important barriers that negatively impacts
consumer attitude. A study by Zheng et al. (2012) found that consumer groups consisting of
experienced risk takers is particularly concerned with the delivery risk during online shopping.
Additionally, Ashoer & Said (2016) find that consumers online purchase intention is reduced in

ILTIZAM Journal of Educational Research 2021

the presence of delivery risk. Moreover, a study conducted in china identify a negative
relationship between perceived delivery risk and consumer online purchasing behaviours (Zhang
et al., 2012).

Physical Risk

Physical risk is defined as the potential threat to an individual’s safety, physical health, and
wellbeing (Amirtha et al., 2020; Al-Rawad et al., 2015; Zheng et al., 2012). Meanwhile,
Soltanpanah et al., (2012) refer to physical risk as the product or the presented service is harmful
to people’s health. In addition, this dimension focuses on risk caused to the user’s body due to the
product usage (Amirtha et al., 2020). Overall, this risk dimension focuses on consumer’s
concerned that purchasing online or using the product purchased online might cause harm to
their health. In an interview conducted by Zheng et al. (2012), it was found that physical risk is
one of the important risks Chinese consumers perceive during online apparel purchase due to the
product quality. The importance of physical risk to consumers was confirmed in Al-Rawad et al.’s
(2015) study when it was identified as the third most concerned risk dimensions consumers have
when shopping online.

Psychological Risk

Psychological risk is defined as the potential loss of one’s self-esteem (ego loss) from frustration
of failing to achieve a buying goal (Zheng et al., 2012). The latest definition is provided by Amirtha
et al. (2020) focusing on the concern consumers have about psychological discomfort and tension
that may arise because of online shopping. This risk is also related to an individual’s
disappointment in themselves if they are met with a situation where they make a poor choice on
the product, online shop, and service selection (Sharma, 2017). In sum, this risk is related to the
psychological damage that consumers will feel when they face a loss during online shopping as
they blame themselves for the poor shopping choice and for not meeting their purchasing goal.
Psychological risk can also be high in situation where consumer is concerned that the product
they purchased online will not be delivered properly like in the case of poor packaging of the
goods ordered (Ariffin et al., 2018). Ariffin et al. (2018) explain how consumers will become very
frustrated and disappointed with the quality of online purchase product if it did not meet their
expectation as per advertised; or how consumers may be at risk of getting addicted to online
shopping due to eye-catching offers and advertisements. Consumers may regret the impulsive
purchase decision made in the case whereby they bought products that they do not need or want.
This is why psychological risk is believed to be one of the significant risk dimensions in
consumer’s online shopping. Previous studies found that psychological risk has a negative
relationship with consumer’s online purchase intention (Ariffin et al., 2018; Sharma, 2017) and
online purchase behaviours (Nawi et al., 2019). Additionally, psychological risk was also found to
be more relevant and important as consumers enter their later life cycle (Amirtha et al., 2020).

Social Risk

Social risk is defined as the concerned with an individual’s ego and the effect that a purchase will
have on the opinions of reference groups (Amirtha et al., 2020; Ashoer & Said, 2016; AlRawad et
al., 2015). It is also defined as the potential loss of status in one’s social group which resulted from
a product or service purchase (Zheng et al., 2012). Overall, social risk is associated with the
opinions of consumers friends, family, and their dear ones when they purchase online (Sharma,
2017). Amirtha et al. (2020) state that consumers will perceive high social risk when they are not
confident with their peer group acceptance towards technology. In the case where their peer
group avoid or refuse to shop online, consumers will become more averse to adopt it as they are

ILTIZAM Journal of Educational Research 2021

afraid of the social repercussion from their family and friends. For example, consumers become
reluctant to shop through online channel when their reference group refuses to shop online;
consumers mainly perceive that it may lead them to the consequences where the consumer are
scolded, mocked, and have their evaluation by the other party drop for doing it. The negative
consequences of social risk can be observed in the findings of previous studies. Amirtha et al.
(2020) find that women who are in their later life cycle to be highly concerned about social risk
when they shop online. Meanwhile, Zheng et al. (2012) identified social risk as the risk
dimensions that was deemed important by experienced risk-taking e-shoppers and personal-risk
averseness e-shoppers. Additionally, Nawi et al. (2019) confirmed the negative impacts of social
risk on consumer’s online purchasing behaviours.
Opportunity Cost Risk
Opportunity cost risk is defined as the possibility that the “the best alternative is not chosen” (Al-
Rawad et al., 2015). This risk focuses on the potential lost that consumer would face if they made
a choice that was deemed as not the best when they engage in online shopping. For example, the
product they selected might not be the best one, as they are other products that may better satisfy
them. In addition, they could also obtain the product at a better price elsewhere. Previous study
by Al-Rawad et al. (2015) found that consumers have ranked this risk dimensions as the sixth
most important risks to be concerned about when they shop online.
After Sale Risk

After sale risk is defined as the potential loss of after-sales service associated with product
problems, commercial disputes, and service guarantee (Amirtha et al., 2020; Ashoer & Said,
2016; Zhang et al., 2012). This risk dimension focuses more on the consequences of lost that
consumer might face after they complete the online purchase. For example, consumers are
concerned that the product they purchased online may have an issue which will inconvenience
them as they have to submit a complain to the sellers after purchase. This risk dimension has
been identified as one of the important risks with negative impacts on consumer’s intent to
purchase online (Ashoer & Said, 2016), as well as on consumer’s online purchasing behaviours
(Nawi et al., 2019; Zhang et al., 2012). This risk dimension is found to be more dominant for
women only in their earlier life cycle stages as it becomes insignificant when they reach their later
life cycle (Amirtha et al., 2020).

Conclusion and implication
While the development of online shopping worldwide has been attracting consumers to purchase
through online stores, online shopping is still perceived as a risky activity. It is suggested that
when consumer intend to shop online, they might feel a certain degree of risk. While shopping
online, consumers is exposed to different dimensions (types) of risks. Each of these risk
dimensions bring a different amount of fear and concern to them. While some risk dimensions
can make consumers worry to a point where they may drop the online transaction completely, the
other dimensions may be considered insignificant that do not warrant any concern at all.
Perceived risk affects different consumers differently. This is why it is necessary to properly
review and identify all possible perceived risk dimensions in an online shopping environment. It
is hoped that by accomplishing this, researchers investigating this topic would be more aware of
existing dimensions which would help them to decide on the next course of action in their
examination. As for online retailers (sellers), it is hoped that they can better recognise the possible
risk dimensions their consumers are exposed to in their online shopping experience leading to

ILTIZAM Journal of Educational Research 2021

better formulation of marketing strategies in reducing the perceived risks and to better e-
commerce business.
After reviewing previous articles, this study has identified twelve (12) risk dimensions that are
related to online shopping. They are product risk, financial risk, privacy risk, security risk, source
risk, time risk, delivery risk, physical risk, psychological risk, social risk, opportunity cost risk and
after sale risk. Previous scholars (e.g. Amirtha et al., 2020; Tran, 2020; Nawi et al., 2019; Ariffin
et al., 2018; Han & Kim, 2017; Sharma, 2017; Ashoer & Said, 2016; Al-Rawad et al., 2015; Ariff et
al., 2014; Dai et al., 2014; Soltanpana et al., 2012; Zhang et al., 2012; Zheng et al., 2012) have
identified and investigated several of the risk dimensions in their studies; and confirmed that
some of them showed negative affect on consumer’s online shopping behaviours. For instance,
Ariffin et al.’s (2018) study reported five perceived risks, namely, financial risk, product risk,
security risk, time risk and psychological risk to influence negatively on consumer’s intent to
purchase through online channel while, Nawi et al. (2019) found four risks showing negative
influences (after sales risk, financial risk, psychological risk, and social risk) on consumer’s online
purchase behaviour in Malaysia.
The findings confirmed perceived risk as a multidimensional construct. They further indicate that
perceived risk dimensions to have the potential in influencing consumer’s behaviour (negatively
or positively) towards online shopping. Therefore, investigating perceived risk as a single
construct would limit scholar’s ability to identify other significant risk dimensions that play a role
in consumer’s online shopping behaviours which would be avoided when it is investigated as a
multidimensional construct. As such, scholars should apply perceived risk as a multidimensional
construct instead of unidimensional when investigating its impacts on consumers online
shopping behaviours following past researchers. The review implies that consumers may drop the
entire online shopping transaction as a way to avoid them facing any potential loss and
consequences that are associated with it. Acknowledging specific dimensions of perceived risk is
useful in predicting and explaining reasons behind consumer’s refusal to shop online.
It is believed that the outcomes of this review contributed to both theoretical and practical
perspective. From the theoretical perspective, the identification of the different dimensions of
perceived risk in online shopping context as proposed and examined by previous scholars lead
researchers to refine the concept of perceived risk particularly, within the online shopping
environment when they build on their models to explain the behaviours pertaining to this
variable. Future scholars can choose and include the risk dimensions found to be the most
applicable to their study issue, settings, and populations. Meanwhile, from the practical
perspective, this study review allows marketers to gain more insight on the impacts of various
risk dimensions on consumers online shopping behaviours which they can apply to develop a
more effective marketing strategies that will allow them to lower consumers perceived risks and
better assure consumers of their business ability to prevent consumers from facing loss during
online shopping. In sum, the ability to identify what perceived risk consists of will lead
researchers, practitioners, and policy makers to take the appropriate next course of actions in
dealing with consumer’s behavior particularly in the Covid 19 situation.

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ILTIZAM Journal of Educational Research 2021

ILTIZAM Journal of Educational Research

Journal website: www.iltizamjournal.com
ISSN 2229-8444

Augmentative and Alternative Communication Mobile
Applications for Students with Complex

Communication Needs in Educational Settings

R. Kalaimath1 L. Hui-Min2 & B. Siti-Mastura2
1Universiti Sains Malaysia, Pulau Pinang, Malaysia

Article Info Abstract

Received: Perceived For decades Augmentative and alternative
01 Mei 2021 communication (AAC) strategies and technologies have been
Accepted: helping those in need in special education. More evidence-based
15 Mei 2021 researches are emerging due to the increased demand in the field of
Publish: AAC. In Malaysian educational settings, AAC practices involving
20 Dec 2021 high-tech AAC systems are still at the infancy level. The integration
E-mail adress: of the AAC system and mobile technology led to the inventions of
*corresponding Author : AAC mobile applications that positively impact the lives of
*[email protected] individuals with complex communication needs. This paper
*[email protected] investigates the evolution of AAC in Malaysia, the need for AAC
[email protected] mobile apps for students with complex communication needs,
barriers and challenges, and recommendation for integrating AAC
ISSN 2229-8444 apps into the educational system for children with complex
communication needs in Malaysia.

Keywords : Augmentative and alternative communication(AAC),
Children with complex communication(CCN), Mobile applications
(apps).
__________________________________________

Introduction

Children establish social interaction among others by communicating effectively using a mode of
communication that others can comprehend. Most children acquire a mode of communication. In
their early years of development, most children develop a means of communication that allows
them to express their needs and wants, interact socially with others, and serve as a basis for
learning more advanced language and literacy skills (Light & Drager, 2007; Romski & Sevcik,
2005). Unfortunately, around 97 million people worldwide have some disability that impedes

ILTIZAM Journal of Educational Research 2021

their speech development and, as a result, prevents them from participating in education,
employment, healthcare, family life, and community activities in some way (Light et al., 2019).
Complex communication needs (CCN) is a term that is commonly used to describe
communication difficulties in people with various motor, sensory-perceptual, cognitive, or
language disorders (Nissen, 2019). Complex communication is caused by several reasons,
including neurological problems, physical structures, genetic abnormalities, and developmental
disabilities (Fonte & Boesch, 2019), such as cerebral palsy, autism spectrum disorder (ASD),
Down syndrome, or other developmental disabilities (Light & Drager, 2007; Romski & Sevcik,
2005). Children with complex communication needs may experience social isolation and
frustration due to their inability to make themselves understood by others. For these children who
cannot communicate either permanently or temporarily, an augmentative and alternative
communication (AAC) system could help them communicate effectively (Aldabas, 2019;
Calculator, 2009). AAC practises in Malaysia are also confined to clinical environments in general,
and not much emphasis was given in educational settings (Singh et al., 2011). Therefore, this
article will look at how these AAC applications may be used to aid students in Malaysian special
education classrooms for students with complex communication needs.

High-tech AAC
The augmentative and alternative communication system (e.g., signs, communication boards,
speech-generating devices, mobile technology with AAC applications) offers a great deal of
potential in assisting children with complex communication needs communicate effectively (Light
et al., 2019). AAC is an area of clinical and educational practices that provides a range of tools and
technology to help individuals with complex communication needs convey their thoughts, needs,
and ideas (Radici et al., 2016). Some use an AAC as their primary mode of communication, while
others use it to clarify and enhance their speech (Fatimah et al., 2017). AAC can be categorised
into two groups: aided and unaided. Unaided forms of communication are gestures, facial
expressions, manual signs and American Sign Language (Aldabas, 2019; Romski & Sevcik, 2005;
Tegler et al., 2019). Low-tech and high-tech gadgets that require additional assistance are
categorised into aided versions. Communication boards and paperbased symbols are examples of
low-tech devices, whereas dedicated speech generating devices, personal computers, mobile
phones, and tablets are examples of high-tech devices (Alzrayer & Banda, 2017; Radici et al.,
2016). A speech-generating device (SGD) is a computer that "speaks" for its user, whether the
speech is synthesised or digitised natural speech (Romski & Sevcik, 2005). The high-tech devices
display visual-graphic symbols that indicate or represent what a child wants to convey (Romski &
Sevcik, 2005).

In December 2015, the iTunes Store had more than 350 apps labelled for AAC use (Radici et al.,
2016). The AAC mobile apps could easily transform any touch-screen devices into a
speechgenerating devices. By installing AAC apps, mobile devices will perform exactly as the
dedicated speech-generating devices at a fraction of the cost. In recent years, the usage of AAC
mobile applications on touch-screen devices such as tabs, tablets, and iPads has surged
(Mcnaughton & Light, 2013; Radici et al., 2016). Children could easily access AAC through the use
of "apps" compared to a few years ago when only bulky and pricey dedicated-AAC devices were
available (Romski et al., 2015). This could be attributed to the capabilities of touch-screen devices
not found in other AAC systems (Alzrayer et al., 2017). The multimodal properties of touch-screen
devices, such as colours, sounds, images, and visual motions, could quickly capture children's
interest (Neumann & Neumann, 2015). Moreover, children's interest in these devices is also
influenced by touch-based gestures such as tapping, swiping, pinching, and interactive
components of these touch-screen devices (Neumann et al., 2018).

ILTIZAM Journal of Educational Research 2021

AAC in Malaysia

Even though AAC dates back to the late 1950s and early 1960s, it was not extensively embraced
by the community until the 1970s. For the following two decades, Western countries have
experienced numerous significant advancements in AAC and an increase in the quality of services
given to persons with severe communication impairments (Zangari et al., 1994). When the rest of
the world was making tremendous progress in AAC, Malaysia, as a young nation at the time, was
still lagging behind. As a result, there appears to be a shortage of literature on the history of AAC
in Malaysia. Yet, at the same timespan, in Malaysia, the speech-language pathologists who
received their training in the United States and the United Kingdom were responsible for
disseminating AAC (Singh et al., 2011, 2017) to those in need back in the 1960s (Lian & Abdullah,
2001). Based on this background, it is reasonable to believe that AAC began about this time in
Malaysia. In the 1980s, computer technology was advancing rapidly, and the development of user-
friendly AAC devices equipped with speech synthesis and graphics was on the rise (Hourcade et
al., 2004). During this time, digitised voice-output AAC devices with improved visual capabilities
became increasingly popular among those who couldn't read or write (Hourcade et al., 2004;
Zangari et al., 1994). According to Singh et al. (2017), in Malaysia, speech-language pathologists
were incorporating low-tech AAC systems more commonly with their clients. The 1980s have seen
rapid growth in technical aspects of AAC, AAC assessment, intervention, and the involvement of
parents and family members in assisting AAC users. In the 1990s, the world has seen the use of
AAC systems in providing interventions to develop functional communication skills using the
Picture Exchange Communication System (PECS) (Hourcade et al., 2004). It was the Millenium
that had a dramatic impact on the AAC systems. Researchers, programmers, app creators, speech-
language pathologists, educators, parents, and students with communication disorders are
increasingly interested in high-tech AAC applications with AAC mobile apps that provide multiple
languages and larger storage capacity for graphics. Mobile technology's pervasiveness allows
people from a wide range of backgrounds to adopt this technology with ease (Neumann et al.,
2018).

Need for AAC Apps

It is widely agreed that communication and behaviour are closely intertwined. Oral
communication deficits are a well-known issue linked to aggressiveness and challenging
behaviour (Fodstad et al., 2018; Muharib & Alzrayer, 2018). The challenging behaviour is often
acting as a means of communication, and students with complex communication needs are more
likely to engage in challenging behaviour due to their inability to communicate effectively (Walker
et al., 2018). Challenging behaviour can obstruct effective learning, social interactions, and school
inclusion. Eventually, these students will face academic failure, social exclusion, behavioural and
emotional difficulties and often get bullied (Conti-Ramsden & Durkin, 2012). Therefore, it is vital
to identify and provide a proper intervention to improve functional and social communication
skills. According to Muharib and Alzrayer (2018), increasing the opportunities for social
interactions and functional communications through the AAC system will reduce behavioural
issues.
In Malaysia, the use of the AAC system is still at the infancy level. For more than three decades,
the AAC field has been helping children and adults overcoming their communication problems
(Romski & Sevcik, 2005), however little is known about AAC practices in Malaysia (Singh et al.,
2017). Based on a survey conducted by Tan (2015) with parents of children with disabilities, it was
reported that in Penang, more than 50% of the children requiring speech and language therapy
never get the therapy they needed (Low et al., 2017). Meanwhile, another study reveals that 68
out of 900 children with disabilities are those with speech problems (Mohamad, 2016). In
Malaysia, low-tech AAC systems are more commonly used. Only a small percentage of users are

ILTIZAM Journal of Educational Research 2021

using high-tech AAC systems such as dedicated speech-generating devices or AAC mobile apps
(Singh et al., 2017).
The dedicated AAC speech-generating devices (SGD) are not easily available from educational
retailers. Moreover, the dedicated AAC SGDs are costly and need higher operational demands;
henceforth, it becomes unaffordable to most low-income parents. Contrarily, mobile touchscreen
devices installed with AAC apps are relatively low on cost (An et al., 2017) and have become more
affordable and easily accessible. The AAC mobile apps will be an alternate solution for those who
need AAC intervention. The High-tech AAC, especially the mobile AAC apps related field, is a
growing area of study for treating communication disorders and autism (Gilroy et al., 2017).
Studies show that more individuals with ASD prefer to interact with these mobile devices such as
tablets, tabs, and iPads compared to low-tech AAC systems such as picture cards (Lorah, 2016;
Lorah et al., 2014). The ongoing advancements to touchscreen technology have improved the
availability and affordability of mobile devices and mobile AAC applications. For example, the
dedicated AAC devices, once cost up to 8000 USD, have been replaced with mobile technology,
which cost as little as 49USD (Gilroy et al., 2017) and some AAC apps are available for no cost at
all. Therefore, AAC apps equipped with mobile devices that function as speechgenerating devices
are the most suitable AAC systems in schools.
Barriers and Challenges Adopting AAC Apps in Schools
Despite the numerous advancements in the field of AAC, there are still considerable barriers to
overcome to ensure that every student can participate in their classroom instructions. Most
commonly reported obstacles that could hinder the adoption of high-tech AAC system (AAC apps)
into schools are (a) lack of culturally and linguistically suitable AAC apps, (b) teachers lack of
training and awareness, and (c) lack of support and insufficient fundings. (Chua & Gorgon,
2019) lack of culturally and linguistically suitable

AAC apps

Language barriers are common in the AAC system. For example, in certain countries, more than
one language is being spoken. Malaysia is a multi-racial country with multiple languages speaking
communities that live under one roof (Singh et al., 2017), but the Malay language is the national
language of Malaysia (Fatimah et al., 2017). Fatimah et al. (2017) suggested that the development
of AAC mobile apps in the Malay language is important, especially in helping teachers, speech-
language pathologists and parents. According to a survey by Chua and Gorgon (2019), all AAC
applications are available in English and not in local languages; therefore, they are not considered
linguistically suitable for their local background in the Philippines. A similar language issue has
been highlighted by Malaysian parents in a study conducted by Singh et al. (2017). More than 50%
of the parents want the AAC mobile applications to be available in the Malay language. Similar
concerns were captured in India during a study conducted by Srinivasan et al. (2011);
practitioners in education and speech therapy want AAC technology to consider their native
language. On top of that, some AAC applications are not always suitable for all settings, especially
in culturally diversified countries such as Malaysia (Chua & Gorgon, 2019; Singh et al., 2016).
These AAC apps may lack culturally appropriate vocabularies (Singh et al., 2017; Soto & Yu, 2007).

Teachers lack of training and awareness

The implementation of AAC systems for students with complex communication needs in
Malaysian special education schools is limited (Yasin et al., 2020). This may be caused by the

ILTIZAM Journal of Educational Research 2021

limited use of AAC systems in the classroom by teachers due to a lack of AAC awareness, skills,
and training (Singh et al., 2020). Several studies have found that teachers lack awareness and
skills in AAC, likely because pre-service teacher training provides little exposure to this topic
(Aldabas, 2019; Kent-Walsh & Light, 2003; Tönsing & Dada, 2016). Teachers lack of essential
skills and knowledge about AAC could lead to poor AAC dissemination in schools.

Lack of Support and Insufficient Funding

Educators, Speech-Language Pathologists (SLPs), and parents are the key players in supporting
the use of the AAC system in assisting children in communicating effectively (Chua & Gorgon,
2019). It is customary that when a child with complex communication needs was diagnosed, he
or she will be referred to an SLP for an assessment and intervention (Mcnaughton et al., 2019).
Similarly, in Malaysia, the SLPs are in charge of introducing AAC systems for those in need (Singh
et al., 2016). SLPs are also considered to be important person in contributing training for the
caregivers. Based on the findings from studies conducted in developing countries, it is apparent
that most of the SLPs introduce unaided and low-tech AAC systems for children with complex
communication needs (Chua & Gorgon, 2019; Singh et al., 2011, 2016). In a survey by Allaire et
al. (2016), thirty-seven per cent of caregivers reported that their children were not introduced to
aided AAC system by SLPs due to children’s unreadiness. According to Chua and Gorgon (2019),
SLPs are more well-versed in low-tech AAC solutions. Similarly, Malaysian SLPs often use a low-
tech AAC system to train children with complex communication needs (Singh et al., 2017). In
Malaysia, most speech therapists have limited knowledge and skills about AAC (Singh et al., 2017).
Some reports mentioned that SLPs in developed countries believed that they are incompetent in
delivering AAC services (Chua & Gorgon, 2019). This often the case in other countries too. In
South India, more low-tech and unaided systems were recommended by SLPs mainly due to
insufficient funding, retailers, and skills (Chua & Gorgon, 2019).
Providing children with richer input and more communicative opportunities in varied contexts
will aid vocabulary building more rapidly (Tetzchner et al., 2018). Caregivers/parents play an
important role in providing such communicative opportunities (Radici et al., 2016; Singh et al.,
2011, 2017; Tetzchner et al., 2018). Nevertheless, some studies revealed that caregivers/parents
do not always use AAC devices at home or outside their homes (Tetzchner et al., 2018). This is due
to inadequate training, knowledge, and proficiency in handling these AAC devices (Radici et al.,
2016; Tegler et al., 2019). A survey revealed that 12% of caregivers reported that their children did
not use aided AAC because they were not informed about communication boards or electronic
systems (Allaire et al., 2016).
A common barrier identified from the literature is funding. Lack of funds is a significant
impediment to the expansion of the practice, research, and training. According to Singh et al.
(2017), the Malaysian government provides funding for assistive devices but not for the purchase
of AAC devices. Similarly, a shortage of funds for materials and other services was reported in
India (Srinivasan et al., 2011). According to a study conducted in the Philippines, 13% of AAC
related professionals reported a lack of funding as a barrier to AAC use.

Recommendation

Awareness campaigns about AAC systems, particularly high-tech AAC systems, could help spread
the word about the latest developments in the field of AAC in a country. Such programmes should
be taken up by stakeholders, healthcare departments, welfare departments, and private
organisations to ensure that people with specific communication needs are aware of the facilities,
funding, and resources available to them. More Malaysian mobile app developers should
collaborate with healthcare departments and Malaysian Association of Speech-

ILTIZAM Journal of Educational Research 2021

Language-Hearing (MASH) organisations to create culturally and linguistically appropriate AAC
applications that meet the needs of Malaysian students with CCN. Chua and Gorgon (2019) want
a collaboration among AAC-trained SLPs, engineers, programmers, linguists for developing such
AAC systems.
Since SLPs are the one who introduces the AAC systems, there is a need for the in-service and pre-
service SLPs to go for an ongoing professional development training related to the AAC systems
(McNaughton et al., 2008). According to Singh, Iacono, & Gray (2015), Malaysian speech
therapists must be equipped with the expertise and skills necessary to provide parents with the
information and guidance they need in order to minimise the risk of an AAC system being
abandoned. Professional development courses and seminars must be held on a regular basis to
keep Malaysian speech-language pathologists' expertise and skills up to date (Singh et al., 2011).
There is a vital need for AAC training for teachers in Malaysia because the number of SLPs is
inadequate to provide AAC facilities and supports to students with CCN in schools(Singh et al.,
2020). Teachers must undergo in-service training and professional development on how to
transform mobile devices into AAC systems, troubleshoot problems with these AAC devices, and
integrate these devices in the classroom. Teachers spend more time with students in schools; thus,
more communication opportunities are exchanged at schools than in clinical settings. By
improving knowledge and skills, teachers could provide a better environment for the students
with complex communication needs to become effective communicators.
Parents and caregivers play a critical role. Parents always want the best for their child. They are
ready to welcome new technology, including mobile devices with AAC apps. By collaborating with
SLPs and teachers, parents may help their child communicate effectively and participate in social
activities. They must get informations regarding strategies that could help their child, for that
these information must be available easily including the information regarding the funding to
acquire AAC systems. The Malaysian government must allocate more funding for the purchase
and development of high-tech AAC systems, which will disseminate the benefits of AAC to all
those in need.

Conclusion

A variety of AAC system is being used to meet daily communication needs of children with
complex communication needs. Early introduction of an AAC system to a child with complex
communication needs will support the development of early communication skills, however,
delays will cause frustration and possible abandonment of the AAC system (Singh et al., 2011).
Nevertheless, without proper guidance children will not be able to enjoy the full benefit of this
piece of technology. It is unwise to presume that the person who communicates with the child to
be an expert in all aspects of an AAC system is important to provide necessary knowledge and
training for the communication partner in any AAC intervention plan (McNaughton et al., 2008).
Every child is unique in their own way; therefore, the AAC interventions must be individualised
according to their skills and needs (McNaughton et al., 2008). Parents, SLPs, teachers, and peers
of a child with complex communication needs should assist the child in maximising the AAC
system's potential. Scientific evidence has increased professional and public awareness of AAC in
recent years. This has resulted in the initiation of AAC intervention for much younger children
with severe intellectual disabilities (Light & Mcnaughton, 2012). Professionals and academic
communities in AAC must take actions to realise the dreams of children with complex
communication needs to be active participant in the community. One must always remember that
the central focus of AAC is to increase the quality of one’s life (Odom & Upthegrove, 1997).

ILTIZAM Journal of Educational Research 2021

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ILTIZAM Journal of Educational Research

Journal website: www.iltizamjournal.com
ISSN 2229-8444

Aplikasi Model Empat Cabang untuk Terapi Batik bagi
Regulasi Emosi

M.N. Jais1 L. Hui-Min2 & A. Hamzah3
1University Science of Malaysia, Pulau Pinang, Malaysia

Article Info Abstrak

Received: Perkembangan emosi dan sosial adalah seiring dengan
01 Mei 2021 perkembangan kognitif kanak-kanak. Kajian literatur menunjukkan
Accepted: tahap regulasi emosi untuk ramai Murid. Berkeperluan Khas adalah
15 Mei 2021 pada tahap yang rendah, disebabkan oleh faktor neurologi, faktor
Publish: pertumbuhan dan perkembangan, faktor penyingkiran sosial rakan
20 Dec 2021 sebaya, faktor pengasuhan ibu bapa dan faktor efikasi guru.
E-mail adress: Kebolehan regulasi emosi merupakan kemahiran yang sangat
*corresponding Author penting untuk Murid Berkeperluan Khas kerana tahap emosi yang
: * [email protected] matang menyumbang kepada pembelajaran yang lebih berkesan.
[email protected] Dalam hal ini, Terapi Batik merupakan satu aktiviti penghasilan seni
yang berunsurkan elemen pengurusan emosi. Proses penghasilan
ISSN 2229-8444 batik yang teratur, berulang-ulang secara berdisiplin, berfokus serta
sabar mempunyai kefungsian terapi untuk membolehkan penghasil
kraf seni batik meluah dan mengawal emosi. Sehubungan itu, satu
program intervensi pengurusan emosi Murid Berkeperluan Khas
berbentuk Terapi Batik dipercayai berpotensi untuk membantu
Murid Berkeperluan Khas menguasai kebolehan regulasi emosi,
dengan mengintergrasikan unsur budaya dan psikologi. Artikel
konseptual ini membincangkan konstruk regulasi emosi dan potensi
penggunaan Terapi Batik untuk meningkatkan kemahiran regulasi
emosi Murid Berkeperluan Khas di Program Pendidikan Khas
Integrasi Sekolah Rendah.

Kata Kunci : Model Empat Cabang, Terapi Batik, Regulasi Emosi,
Murid Berkeperluan Khas, Sekolah Rendah.

__________________________________________

ILTIZAM Journal of Educational Research 2021

Pengenalan

Keseimbangan emosi merupakan persediaan untuk proses pembelajaran. Goleman (1998)
mengaitkan regulasi emosi sebagai kebolehan utama dan syarat kepada kecerdasan intelek.
Beliau berpendapat, sekiranya bahagian otak rosak akibat kecacatan kepada kefungsian regulasi
emosi, kecerdasan intelek mungkin turut terjejas sama. Pendapat ini disokong oleh pengkaji yang
lain seperti Boyd, Barnett, Bondrova, Leong dan Gomby (2005) yang menegaskan bahawa
perkembangan emosi dan sosial adalah seiring dengan perkembangan kognitif kanak-kanak.

Menurut Kementerian Pendidikan Malaysia (KPM), Pendidikan Khas merupakan satu cabang
daripada pendidikan yang mempunyai falsafah pendidikan tersendiri dan selari dengan falsafah
pendidikan negara di Malaysia. Menurut Abdullah dan Omar (2018) Murid Berkeperluan Khas
berbeza daripada kanak-kanak normal dari segi keupayaan mental, keupayaan deria, ciri-ciri
saraf, otot, fizikal, tingkah laku sosial dan emosi, keupayaan komunikasi dan pelbagai
kekurangan. Hal ini termaktub dalam Akta Orang Kurang Upaya (Akta 685) yang mendefinisikan
golongan keperluan khas adalah individu yang mempunyai kekurangan jangka panjang dari segi
fizikal, mental, intelektual mahupun deria. Akta Pendidikan (1996) mendefinisikan Murid
Berkeperluan Khas sebagai kategori murid dengan masalah pembelajaran, seperti
Ketidakupayaan Penglihatan, Pendengaran, Pertuturan, Sindrom Down, Autisme, Sindrom
Kurang Daya Tumpuan dan Hiperaktif, Kerencatan Mental dan Disleksia. Manakala Peraturan-
Peraturan Pendidikan Khas 2013 mendefinisikan Berkeperluan Khas merupakan individu yang
diperakukan oleh pengamal perubatan, Ahli Optik, Ahli Audiologi Atau Ahli Psikologi mengikut
mana-mana yang berkenaan, sama ada dalam perkhidmatan kerajaan atau tidak, sebagai murid
yang mempunyai Ketidakupayaan Penglihatan, Ketidakupayaan Pendengaran, Ketidakupayaan
Pertuturan, Ketidakupayaan Fizikal, Masalah Pembelajaran atau mana-mana kombinasi atau
ketidakupayaan serta masalah yang telah dinyatakan. Manakala Pendidikan Khas diertikan
sebagai Pendidikan bagi Murid Berkeperluan Pendidikan Khas di suatu sekolah khas atau
sekolah yang melaksanakan Program Pendidikan Khas Integrasi atau Program Pendidikan
Inklusif di peringkat Pendidikan Pra Sekolah, Pendidikan Rendah, Pendidikan Menengah atau
Pendidikan Lepas Menengah.

Pengurusan dan pengawalan emosi amat penting untuk Murid Berkeperluan Khas menyesuaikan
diri dalam lingkungan sosial. Kajian lepas menunjukkan Murid Berkeperluan Khas merupakan
individu dengan tahap regulasi emosi yang lemah. Justeru itu Ratnam, Alias dan Toran (2018)
menyarankan kerjasama pelbagai pihak adalah perlu untuk pengurusan masalah Murid
Berkeperluan Khas dari segi sosial, emosi dan tingkah laku. Inisiatif intervensi regulasi emosi
Murid Berkeperluan Khas boleh dilaksanakan oleh golongan pendidik kerana ia seiring dengan
matlamat Pelan Pembangunan Pendidikan 2013-2025 untuk memberikan akses pendidikan
berkualiti dan relevan yang sesuai dengan keperluan khusus Murid Berkeperluan Khas. Tujuan
utama intervensi awal bagi Murid Berkeperluan Khas adalah bagi membantu golongan ini
mencapai tahap perkembangan yang optimum (Toran, 2017).

Justeru itu, artikel konseptual ini bertujuan mengenal pasti sebuah intervensi untuk mengawal
dan mengurus emosi yang mengintegrasikan aktiviti kraf batik Pendidikan Seni visual akan
diusulkan dan dikaji. Kajian ini adalah unik kerana seni batik bukan sahaja terkandung dalam
kurikulum pendidikan seni visual dalam sistem pendidikan Malaysia, bahkan seni batik adalah
satu warisan budaya Malaysia, malah menjadi fesyen nusantara. Proses penghasilan batik yang
teratur, berulang-ulang secara berdisiplin, berfokus serta sabar telah dikenal pasti oleh beberapa
penyelidik nusantara sebagai satu aktiviti penghasilan seni yang berunsurkan elemen
pengurusan emosi. (Mukhlis, 2011; Putri, Karini dan Karyanta, 2014).

ILTIZAM Journal of Educational Research 2021

Sejarah berkenaan asal usul batik adalah kabur kerana seni ini terdapat di beberapa buah negara
seperti Mesir, China, Afrika, Jepun, India, Jawa dan tempat-tempat yang lain. (Samah, 1990)
menyimpulkan bahawa setiap negara mempunyai corak-corak batik yang mempunyai sifat
tersendiri.

“In Africa, batik occurs in the symmetrical tribal patterns; in India, in the ancient paisely
pattern; and in China and Japan, it has lent itself perfectly to delicate oriental designs.”
(Keller dan Ila, 1967)

Hasil batik Bouyei Batik corak Batik Corak Geometri
South -west China India
Woodin Kraal
Afrika

Hasil Batik Fatimah Chik
Rentak Nusantara (1981)

Malaysia

Di Malaysia juga, kepelbagaian bangsa dan etnik menghasilkan berbagai-bagai motif corak batik
yang merujuk kepada identiti sesuatu kaum. Di Sarawak terkenal dengan corak batik Pua
Kumbu, Orang Ulu dan sebagainya manakala di Semenanjung Malaysia pula terdapat batik
Kelantan dan Terengganu yang mempunyai perbezaan yang begitu eksklusif sekiranya diketahui.
Kepelbagaian contoh hasil corak batik daripada pelbagai negara, kaum, etnik dan bangsa
menunjukkan bahawa sehelai kain boleh dicorakan dengan penuh kreativiti tanpa batasan.
Penggunaan batik secara meluas ini mempunyai perkaitan dengan unsur terapi yang dikatakan
berfungsi menyelesaikan konflik emosi, meningkatkan kesedaran kendiri, mengembangkan

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kemahiran sosial, mengawal tingkah laku, menyelesaikan masalah, mengurangi ketakutan, hidup
dalam realiti dan meningkatkan penghargaan kendiri (Mukhlis, 2011; Case dan Dalley, 1992).

Dalam kajian lepas, Mukhlis (2011) telah mengkaji kesan aktiviti penghasilan batik dalam
kalangan banduan, manakala Putri, Karini dan Karyanta (2014) telah mengkaji kesan aktiviti
penghasilan batik dalam kalangan murid sekolah menengah. Dapatan kajian mereka mendapati
proses penghasilan batik mempunyai kefungsian terapi untuk membolehkan penghasil kraf seni
batik meluah dan mengawal emosi. Namun, mengikut dapatan tinjauan literatur yang telah
dijalankan, didapati masih tidak ada kajian tentang terapi batik untuk Murid Berkeperluan Khas
di Program Pendidikan Khas Integrasi pada tahap sekolah rendah.
Tinjauan Literatur

Tinjauan satu model teoretikal yang berkaitan dengan regulasi emosi ialah Model Empat Cabang
yang diusulkan oleh Mayer dan Salovey (1997). Menurut pengasas model ini, kecerdasan dan
emosi adalah suatu perkara yang berbeza. Emosi merujuk kepada reaksi perasaan seseorang
terhadap peristiwa yang berlaku di dalam sesuatu perhubungan. Manakala, kecerdasan merujuk
kepada kemampuan untuk menaakul sesuatu perkara berdasarkan alasan munasabah untuk
sesuatu perkara itu berlaku. Mayer dan Salovey (1997) menyatakan kecerdasan emosi
merupakan kemampuan khusus untuk mengenali emosi dengan tepat, mengakses dan menjana
emosi sehingga dapat membantu pemikiran seseorang untuk memahami emosi dan pengetahuan
emosi serta meregulasi emosi secara refleksi (renungan) bagi tujuan pertumbuhan dan
perkembangan emosi dan intelek.

Selain itu, Mayer dan Salovey (1997) telah membahagikan kecerdasan emosi kepada dua kategori
iaitu kemahiran intrapersonal dan interpersonal. Kemahiran intrapersonal merujuk kepada
kemampuan untuk mengenal diri, mengurus emosi dan memotivasikan diri manakala empati
dan mengendalikan hubungan mewakili kecerdasan emosi interpersonal. Kecerdasan emosi juga
merujuk kepada kebolehan melihat dan meluahkan emosi, menyerap emosi dalam pemikiran,
dan mengawal emosi dalam diri sendiri dan orang lain.

Pelopor model ini telah membahagikan konsep kecerdasan emosi (EQ) kepada empat tahap
bermula kepada pembentukan emosi sehingga meregulasi emosi. Di dalam model ini, seseorang
individu dikatakan mula berfikir berkenaan emosi diri sendiri dan orang lain seperti sedih,
gembira atau takut. Kecerdasan emosi seseorang akan meningkat sekiranya umur meningkat dan
pengalaman bertambah. Kemahiran ini telah disusun berdasarkan susunan asas psikologi
sehingga ke tahap tinggi dalam psikologi.

Rajah 1 memaparkan model empat cabang Mayer dan Salovey (1997). Cabang pertama
menjelaskan kepada kemampuan untuk mengenali dan mengenal pasti emosi iaitu kebolehan
untuk mengetahui perasaan diri sendiri dan individu sekeliling. Cabang kedua mentafsirkan
kepada kemampuan menggunakan emosi dalam pemikiran iaitu kebolehan untuk membina
sesuatu emosi dan menyatakan sebab mengapa emosi itu terhasil. Cabang ketiga merupakan
kemampuan untuk memahami emosi iaitu kebolehan untuk mengetahui rangkaian emosi dan
emosi yang kompleks serta mengetahui bagaimana tahap perubahan sesuatu emosi berlaku.
Cabang keempat mewakili pengurusan emosi iaitu kebolehan untuk menguruskan emosi diri
sendiri dan orang lain. Penyelidik akan memberi fokus kepada ke empat-empat cabang pertama
dalam pembinaan modul terapi batik yang diusulkan.

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KECERDASAN Mengenali dan mengenal pasti emosi
EMOSI Menggunakan emosi dalam pemikiran
Memahami emosi

Menguruskan emosi

Rajah 1: Model Empat Cabang Mayer dan Salovey (1997)

Cabang pertama merujuk kepada persepsi dan ekspresi emosi yang menyatakan keupayaan
seseorang untuk mengenalpasti emosi dalam keadaan fizikal dan psikologi seseorang serta
mengenalpasti emosi orang lain. Pada tahap ini, seseorang individu mampu mengekspresikan
emosi dengan tepat dan mampu membezakan perasaan yang tepat dan tidak tepat. Cabang
kedua merupakan tahap pemudahcaraan pemikiran emosi yang merujuk kepada keupayaan
untuk mengarahkan dan mengutamakan pemikiran berdasarkan perasaan yang berkaitan untuk
membuat pertimbangan. Pada tahap ini, seseorang dapat memanfaatkan perubahan mood untuk
menghargai pelbagai sudut pandangan dan menggunakan kreativiti untuk menyelesaikan
kepelbagaian masalah emosi. Cabang ketiga adalah pemahaman emosi yang merujuk kepada
keupayaan untuk memahami hubungan antara pelbagai emosi dan sebab serta akibat berlakunya
sesuatu emosi. Pada tahap ini juga, seseorang itu mampu memahami perasaan yang kompleks
dan perubahan antara emosi. Cabang keempat berfokuskan kepada pengurusan emosi yang
merujuk kepada keupayaan untuk bersifat terbuka terhadap perasaan yang menyenangkan atau
sebaliknya.

Pembinaan Model Terapi Batik berdasakan Model Cabang

Daripada tinjauan literatur seperti yang dilaporkan di atas, model Empat Cabang yang diasaskan
oleh Mayer dan Salovey didapati sangat sesuai dijadikan sebagai panduan untuk pembinaan
modul Terapi Batik. Hal ini kerana, keempat-empat domain di dalam model ini mengandungi
tugasan yang bersesuaian bagi pembentukan aktiviti-aktiviti di dalam modul yang dapat
membantu Murid Berkeperluan Khas meningkatkan kemahiran regulasi emosi.

Berlandaskan kepada model ini juga, sebuah modul terapi batik bakal dibina. Modul ini
terbahagi kepada dua bahagian; iaitu (1) strategi untuk meluahkan emosi dan (2) strategi
mengelola emosi dengan integrasi kemahiran sensori serta koordinasi mata dan tangan.
Pengkaji telah mempraktikan sub konstruk mengenal dan mengenalpasti emosi bagi aktiviti
tugasan muka dan bergambar, sub konstruk menggunakan emosi dalam pemikiran bagi aktiviti
tugasan sensasi, sub konstruk memahami emosi bagi aktiviti tugas perubahan dan sub konstruk
pengurusan emosi bagi aktiviti tugasan hubungan emosi. Namun begitu pada bahagian satu
modul ini adalah fokus kepada memperkenalkan jenis-jenis emosi dan meluahkan emosi melalui
seni mewarna batik. Pada bahagian dua pula, fokus kepada memahami emosi diri sendiri dan
rakan sekeliling dengan melaksanakan perbandingan emosi serta intervensi pengurusan emosi
menggunakan kraf batik.

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APLIKASI MODEL EMPAT CABANG

DALAM
MODUL TERAPI BATIK

DOMAIN SATU DOMAIN TIGA
Mengenal dan Memahami Emosi

Mengenalpasti Emosi Changes Task

Face Task DOMAIN EMPAT
Picture Task Pengurusan Emosi
Emotional Relation
DOMAIN DUA
Menggunakan Emosi Task

dalam Pemikiran

Sensation Task

Diagram 2: Konstruk Modul

Menurut Mayer, DiPaolo, dan Salovey (1990); Salovey dan Mayer (1990) cadangan pertama
mengenai pengukuran kecerdasan emosi adalah melalui penulisan artikel pada tahun 1990.
Pembinaan MSCEIT atau dikenali sebagai Mayer-Salovey-Caruso Emotional Intelligence Test
berasaskan kepada empat domain iaitu domain mengenal dan mengenalpsati emosi, domain
menggunakan emosi dalam pemikiran, domain memahami emosi dan domain pengurusan
emosi. Namun begitu di dalam kajian ini, pengkaji hanya memberi fokus kepada beberapa sub
konstruk bagi pembinaan modul terapi batik mengikut kesesuaian objektif setiap aktiviti untuk
Murid Berkeperluan Khas.
Domain utama penilaian model empat cabang iaitu mengenal dan mengenalpasti emosi diuji
melalui tugasan muka (face task) dan tugas bergambar (picture task). Di dalam penilaian
tugasan muka, peserta akan diminta untuk mengenalpasti apakah perasaan seseorang
berdasarkan kepada ekspresi wajah mereka ketika ujian dilaksanakan. Manakala tugasan
bergambar merujuk kepada tugasan menentukan emosi yang sedang wujud di dalam muzik, seni,
persekitaran dan gambar.
Domain kedua iaitu menggunakan emosi dalam pemikiran melalui tugasan sensasi (sensation
task). Penilaian tugasan sensasi merujuk kepada ujian membuat perbandingan emosi
berdasarkan sensasi yang berbeza seperti cahaya, warna dan suhu.

ILTIZAM Journal of Educational Research 2021

Domain ketiga merujuk kepada memahami emosi melalui tugas perubahan (changes task).
Penilaian bagi tugas perubahan adalah mengukur pengetahuan peserta berkenaan perubahan
emosi. Contohnya, bagaimana kepuasan dapat berubah menjadi kegembiraan.

Domain keempat adalah pengurusan emosi melalui tugasan hubungan emosi (Emotional
Relation task). Penilaian bagi tugasan hubungan emosi adalah penilaian terhadap kepelagaian
keberkesanan tindakan bagi mencapai hasil akhir yang melibatkan orang lain.

Kaedah

Kajian ini telah menggunakan kaedah sintesis naratif bagi tujuan mengulas kajian lepas dan
pelbagai sumber pembacaan serta maklumat berbentuk data yang diperolehi. Kaedah sintesis
naratif merupakan satu cara yang dilaporkan dalam bentuk penceritaan dan naratif berdasarkan
kepelbagaian sumber maklumat yang diperolehi (Edwards dan Kaimal, 2016; Gruber dan Oepen,
2018).

Dapatan Dan Perbincangan

Gross (2002) mendefiniskan regulasi emosi sebagai kemampuan yang dimiliki seseorang untuk
menilai, mengatasi, mengelola dan mengungkapkan emosi mengikut situasi bagi mencapai
keseimbangan emosi. Analisis kajian lepas secara keseluruhannya menunjukkan bahawa model
empat cabang yang dipelopori oleh Mayer dan Salovey (1997) merupakan salah satu model
kecerdesan emosi yang mempunyai perkaitan dengan peningkatan kemahiran emosi, kognitif,
rohani dan sosialisasi.

Penelitian kajian-kajian lepas berkenaan Model Empat Cabang yang diusulkan oleh Mayer dan
Salovey (1997) di luar negara seperti Sepanyol menunjukkan pencapaian akademik murid
berlaku peningkatan di mana mereka mula menyempurnakan tugasan, menghadiri kelas dan
murid mampu menjalani kehidupan dengan baik.

Manakala kajian dalam negara iaitu Malaysia menunjukkan ada penerapan unsur kecerdasan
emosi di dalam novel remaja bagi tujuan pembentukan peribadi unggul yang berperanan
memupuk nilai moral dan akhlak yang baik. Dapatan kajian Zain (2015) menunjukkan wujud
penggunaan model kecerdasan emosi empat cabang di dalam penulisan tiga buah novel remaja.
Hasil kajian menunjukkan bahawa komponen kecerdasan emosi berperanan penting kepada
pembentukan sahsiah remaja yang unggul.

Keseluruhan tinjauan awal, pengkaji mendapati model empat cabang Mayer dan Salovey
mempunyai kriteria yang sesuai bagi pembentukan modul untuk meningkatkan kecerdasan
emosi di dalam kajian ini.

Rumusan

Regulasi emosi merupakan kemahiran yang perlu diserapkan ke dalam Pendidikan untuk Murid
Berkeperluan Khas bagi tujuan pengurusan emosi yang lebih baik bagi mencapai kesejahteraan
mental bagi mendorong kepada kecerdasan intelek, tingkah laku yang positif serta perhubungan
yang baik dengan semua orang. Kecerdasan emosi di dalam kajian ini merangkumi kebolehan
mengenali dan mengenalpasti emosi, menggunakan emosi dalam pemikiran, memahami emosi
dan menguruskan emosi melalui aktiviti terapi batik. Meskipun, kajian berkenaan terapi batik

ILTIZAM Journal of Educational Research 2021

untuk regulasi emosi Murid Berkeperluan Khas masih pada kajian awal, namun begitu terdapat
perkaitan antara kedua-duanya berdasarkan pembacaan kajian lepas.

Rujukan

Abdullah, B., Omar, W.N.W. (2018). The importance of early intervention programs on the
development of special needs individual. International Journal of Academic Research in
Business and Social Sciences, 8 (12). pp. 510-516.

Akta 685, Akta Orang Kurang Upaya 2008. Akta Pelajaran 1996
Akta Pelajaran 1961 telah dipinda kepada
(pindaan 2002)
http://www.teoeducation.com/teophotos/albums/userpics/052_Akta_Pendidikan_199
6.pdf
Boyd, J., Barnett, W.S., Bondrova, E., Deborah. J.L dan Gomby, D. (2005). Promoting Children’s
Social and emotional development through preschooleducation. National Institute for
Early Education Research. The State Of University New Jersey.
Edward, J., dan Kaimal, G. (2016). Using meta-synthesis to support application of qualitative
methods findings in practice; A discussion of meta-ethnography, narrative synthesis,
and critical interpretive synthesis. The Arts in Psychotherapy, 51, 30-35.
Goleman (1998). Emotional Intelligence. New York: Bantam Books.
Gruber, H. dan Oepen, R. (2018). Emotion Regulation Strategies and Effect in Art-Making: A

Narrative Synthesis. The Arts in Psychotherapy 59 (2018) 65-74.
Kementerian Pendidikan Malaysia (KPM) (2018). Program Pendidikan Khas Integrasi (PPKI).
dari www.moe.gov.my
Mayer, J. D., DiPaolo, M. T., & Salovey, P. (1990). Perceiving affective content in ambiguous
visual stimuli: A component of emotional intelligence. Journal of Personality
Assessment, 54, 772-781.
Mayer, J.D. dan Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter
(Eds.), Emotional development and emotional intelligence: Implications for educators
(pp. 3-31). New York, NY: Basic Books. www.unh.edu/personalitylab.
Mukhlis, A. (2011). Pengaruh Terapi Membatik Terhadap Depresi Pada Narapidana.
Psikoislamika Jurnal Psikologi Dan Psikologi Islam 8(1). Universitas Islam Negeri
Maulana Malik Ibrahim Malang.
Pelan Pembangunan Pendidikan Malaysia. Kementerian Pendidikan Malaysia. (2013-2025).

Peraturan-Peraturan Pendidikan (Pendidikan Khas) 2013. Warta Kerajaan Persekutuan.
Jabatan Peguam Negara.
Putri, A.G., Karini, S.M. dan Karyanta, N.A (2014). Pengaruh Terapi Membatik Terhadap
Peningkatan Regulasi Emosi Pada Remaja di SMK Batik1 Sukarta. Program Studi
Psikologi Fakultas Kedokteran. Universitas Sebelas Maret.
Ratnam, K., Alias, A., Toran, H. (2018). Pengetahuan dan Amalan Aktiviti Perbualan Pagi oleh
Guru Prasekolah Pendidikan Khas Bermasalah Pembelajaran (PPKBP). Jurnal
Pendidikan Malaysia SI 1(1)(2018) 59-66.
Samah, A.J.A. (1990). Batik: Sejarah dan Keistimewaan Tekniknya. Akademika 37 (Disember
1990) 73 – 90.
Toran, H. (2017). Autisme: Panduan Ibu Bapa. Kedah: Penerbitan Ryadh.
Zain, W.M.W.N. (2015). Kecerdasan Emosi Dalam Novel Remaja. Tesis Doktor Falsafah.
Universiti Malaya, Kuala Lumpur.

ILTIZAM Journal of Educational Research 2021

ILTIZAM Journal of Educational Research

Journal website: www.iltizamjournal.com
ISSN 2229-8444

Falsafah dan Kurikulum Pendidikan Islam Menurut
Pandangan Tokoh Ilmuan Islam: Imam Al-Qabisi

M.N. Muhamad-Amirul1
1Universit Pendidikan Sultan Idris Tanjung Malim, Malaysia

Article Info Abstrak

Received: Kajian ini membincangkan tentang konsep pendidikan alQabisi,
12 Mac 2021 ada beberapa pemikiran atau pandangan, iaitu tentang
Accepted: pendidikan anak, tujuan pendidikan, kurikulum, metode dan
15 Mei 2021 teknik pengajaran serta membahaskan tentang falsafah yang
Publish: dibawa oleh Al-Qabisi. Kajian ini merupakan kajian
20 Dec 2021 perpustakaan. Dan pengumpulan data dilakukan dengan
E-mail adress: menggunakan metode dokumen, iaitu melalui penulisan ilmiah
*corresponding Author : seperti buku, ensikplopedia yang mana dipanggil sebagai analisis
*[email protected] dokumen yang dapat membantu menyiakan kajian ini. Hasil
ISSN 2229-8444 kajian ini, mendapati terdapat dua bahagian kurikulum yang
dibawa oleh Al-Qabisi iaitu kurikulum ijbari dan kurikulum
iktiari. Pendidikan agama dan akhlak mulia ini sangat penting
untuk menjamin perpaduan dalam masyarakat dan bangsa.

Kata Kunci : Biografi, Falsafah, Kurikulum Pendidikan Islam.
__________________________________________

Pengenalan

Para ilmuwan Islam masa lampau menguasai bidang ilmu dengan mantap selain mereka
mempunyai keperibadianyangtinggi dan kepimpinan.Merekamerupakan guru, murabbi,
mursyid, muallim, muaddib, mudarris (5 M), da’i dan pemimpin kepada masyarakat. Sumbangan
dan pengaruh mereka melalui karya penulisan dirasai ummat sepanjang zaman. Di antara aspek
pendidikan yang sering mendapat perhatian para pemikir dan pakar pendidikan untuk
dibicarakan adalah menegenai tujuan pendidikan dan metode pengajaran. Hal ini kerana

ILTIZAM Journal of Educational Research 2021

keduadua faktor ini menjadi faktor utama pembentuk warna dan proses pendidikan yang akan
dijalankan (Muhammad Choirin, 2016).
Salah satu tokoh pendidikan dalam kalangan kaum muslimin adalah Abu Hasan Al-Qabisi yang
mana beliau adalah merupakan murid kepada gurunya iaitu Ibnu Sahnun, Ibnu Sahnun adalah
seorang tokoh pendidik angkatan pertama dalam kalangan umat Islam, sebelumnya ia dikenal
sebagai ahli Fiqh yang bermazhab Maliki. Keilmuwan Ibnu Shanun dalam bidang pendidikan
banyak menerangkan tentang tingkah laku pendidik, dan yang paling diperhatikan adalah
berkenaan dengan kecekapan guru atau pendidik itu sendiri. Selain tanggungjawab itu sendiri
dalam mengajar, seorang pendidik dituntut memiliki kemampuan atau kapasiti keilmuan yang
layak sehingga pemikirannya tentang pendidikan banyak dipengaruhi oleh gurunya. Al-
Qabisi terkenal pada masanya abad yang ke-4 dengan karyanya iaitu “Ahwalul al-Muta’allimin wa
ahkam Al-Mu’allimin wal Muta’alimin” yang menceritakan tentang pemikiran pendidikan (Ali
dan Abdul Futuh, 2002).
Banyak perkara yang seharusnya dapat dipelajari dari pemikiran pendidikan Al-Qabisi terutama
tentang konsep pendidikan dan pengajaran, dimana Al-Qabisi adalah tokoh pertama kali
membicarakan tentang permisahan atau pengasingan antara murid lelaki dan perempuan dalam
belajar sebab salah satu yang dapat menganggu masuknya dan penerapan ilmu adalah kerana
rosaknya daya berfikir dan jiwa serta perasaan akibat percampuran antara lelaki dan perempuan.
Malaysia adalah salah satu Negara Asian yang juga telah mengembangkan konsep pemikiran
pendidikan al-Qabisi, sehingga tidak hairan jika banyak buku-buku yang mengangkat konsep
pendidikan al-Qabisi yang diterbitkan secara luas.

Profil Al - Qabisi
Menurut Abdullah Amin (1995) nama sebenar dan lengkap bagi Al-Qabisi tokoh pendidikan ini
adalah Abu Hassan Bin Muhammad Bin Khalaf al-Ma’afari al-Qairawani, Abu Hassan terkenal
dengan panggilan Al-Qabisi. Gelaran atau panggilan nama ini diambil sempena nama sebuah
bandar di Tunis, yang mana merupakan tempat beliau dibesarkan. Beliau lahir pada tahun 324H
– 420 H / 913M – 1009M) iaitu pada abad ke-4 hijrah. Al-Qadhi’iyah pernah mengatakan bahawa
Abu Hasan ini bukanlah dari kafilah Al-Qabisi, tetapi disebabkan kerana bapa saudara beliau
mengenakan serban di kepalanya rapat-rapat yang bertentangan dengan kebiasaan dari orang
Qabisy, maka ia diberi nama Al-Qabisi. Sebenarnya ia adalah penduduk Qairawan. Pendapat ini
sesuai dengan keterangan As-Shafdi yang menyatakan bahawa nama AlQabisi itu diberikan
kepadanya kerana bapa saudaranya mengenakan serban terlalu ketat di kepalanya.
Golongan sastera tidak menyebut dan menyatakan tentang latar belakang kedudukan orang
tuanya. Justeru itu, Al-Qabisi juga bukanlah dari keturunan ulama yang termasyhur atau
bangsawan mahupun hartawan sehingga asal-usul keturunannya tidak banyak digambarkan
dalam sejarah, namun namanya terkenal setelah ia menjadi ilmuan yang berpengaruh dalam
perkembangan dunia Islam.
Al-Qabisi pernah sekali melawat ke wilayah Timur Islam dan menghabiskan waktu selama 5
tahun, untuk menunaikan ibadah haji dan sekaligus menuntut ilmu. Ia pernah menetap di
bandar-bandar besar seperti Iskandariyah dan Kaherah (Negara Mesir) serta Hijaz dalam waktu
yang relatif tidak begitu lama. Di Iskandariyah beliau pernah belajar pada Ali bin Zaid
AlIskandariy, seorang ulama yang masyhur dalam meriwayatkan hadith Imam Malik dan
mendalami mazhab fiqhnya. Al-Qabisi mengajar sebuah madrasah yang diminati oleh
penunutpenuntut ilmu. Madrasah ini lebih memfokuskan pada ilmu hadis dan fiqh. Pelajar-
pelajar yang menuntut ilmu di madrasah ini banyak yang datang dari Afrika dan Andalus. Murid-

ILTIZAM Journal of Educational Research 2021

muridnya yang terkenal adalah Abu Imran Al-Fasiy, Abu Umar Al-Daniy, Abu Bakar bin
Abdurrahman,
Abu Abdullah Al-Maliki, Abu Al-Qasim Al-Labidiy Abu Bakar ‘Atiq Al-Susiy dan lain-lain.
Semasa kecil dan remajanya belajar di Kota Qairawan. Ia mulai mempelajari Al-Quran, hadis,
feqah, ilmu-ilmu bahasa Arab dan Qira’at dari beberapa ulama yang terkenal di kotanya. Di antara
ulama yang besar sekali memberi pengaruh pada dirinya adalah Abu Al-Abbas AlIbyani yang amat
menguasai sepenuhnya dalam fiqh mazhab Malik. Al-Qabisi pernah mengatakan tentang gurunya
ini : “saya tidak pernah menemukan di Barat dan di Timur ulama seperti Abu Al-Abbas. Antara
guru-guru lain yang banyak beliau menimba ilmu dari mereka ini adalah Abu Muhammad
Abdullah Bin Mansur Al-Najibiy, Abdullah Bin Mansur Al-Ashal, Ziyad Bin Yunus Al-Yahsabiy,
Ali Al-Dibagh dan Abdullah Bin Abi Zaid.
Menurut pendapat Abdul Rahman Muhammad al-Dibagh (1968), Al-Qabisi banyak menimba
ilmu dari ulama-ulama yang terkenal di Iskandariah, Tunis, Qairawan dan mengembara mencari
ilmu di sekitar negara Mesir dan Afrika. Al-Qabisi adalah seorang yang amat menyintai ilmu
daripada ulama-ulama yang terkenal di Kaherah dan Hijaz dan tokoh-tokoh pemikiran semasa.
Walaupun kecacatan yang ada pada beliau yakni buta, namun beliau mempunyai ilmu agama
yang luas mencakupi ilmu pendidikan, mendalami ilmu Al-Quran, Hadis dan sanadsanadnya,
Feqah dan Usul serta Bahasa. Beliau cenderung kepada bermazhab Maliki. Al-Qabisi sangat
terkenal dan termasyur di tengah-tengah kalangan ilmuawan Islam, sangat tawaduk, warak dan
zuhud. Kebanyakkan fatwa yang dibuat oleh Al-Qabisi telah dipegang oleh penduduk-penduduk
Mesir dan Tunis.

Al-Qabisiy terkenal luas pengetahuannya dalam bidang hadits dan fikih di samping juga sastera
Arab. Ia menjadi rujukan ummat dan membolehkan beliau untuk menjawab masalahmasalah
hukum Islam, maka ia diangkat menjadi mufti dinegerinya. Sebenarnya, beliau tidak menyukai
jabatan ini, kerana beliau memiliki sifat tawaduk (merendah diri), wara (bersih dari dosa) dan
zuhud (tidak mencintai kemewahan hidup duniawi). Salah satu karyanya dalam bidang
pendidikan Islam yang sangat lama dan bersejarah adalah kitab “Ahwal al-Muta’allim wa
Ahkam Mu’allimin wa al-Muta’allimin”, sebagai kitab yang terkenal pada abad yang ke-4 dan
sesudahnya.

Tujuan Pendidikan Pandangan Al-Qabisi

Dunia pendidikan pada masa itu diwarnai oleh pemikir Islam klasik yang cenderung terhadap
masalah pendidikan, iaitu Ibn Sahnun dengan karya Adabal al-Muallimin yang banyak
mempengaruhi pemikiran Al-Qabisi. Adapun konsep pendidikan Ibn Sahnun lebih cenderung
terhadap kondisi psikologi anak iaitu dalam pemberian hukuman. Hal ini dapat dijelaskan dengan
lebih kepada konsep dasar dan teori umum.
Manakala Al-Qabisi lebih memfokuskan kepada sistem pendidikan demokrasi iaitu mengenai
metod, kurikulum, atau bahan, tata cara pembelajaran dan hal lain yang sangat berkaitan dengan
konsep pendidikan di kuttab pada ketika itu. Hal ini dapat dijelaskan lagi lebih meluas dan
mendalam.
Menurut Al-Jumbulati (2002), beliau telah mengatakan bahawa mengetahui agama secara teori
dan amali merupakan tujuan utama pendidikan kanak-kanak. Kemudian, beliau juga menyatakan
juga peeranan Institusi Keluarga dalam Pendidikan. Pendidikan bermula dari rumah dan ibu
bapa merupakan yang utama bertanggungjawab dalam mendidik anak. Pendidikan

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Melalui Institusi Pendidikan dikenali sebagai (al-kuttab). Seterusnya, kanak-kanak digalakkan
memasuki al-kuttab ketika mendapat kematangan psikologi iaitu antara umur 5-7 hingga akil
baligh. Selain itu, Al-Qabisi juga mengatakan bahawa kepentingan pendidikan yang dihubungkan
dengan Konsep Akhlak dan Agama (normatif). Hal ini adalah untuk memantapkan akhlak anak,
menanamkan rasa cinta terhadap agama dan berpegang teguh kepada ajarannya, perilaku
bersesuaian dengan nilai murni serta memiliki keterampilan serta praktikal.

Secara ringkasnya, menurut Al-Qabisi terhadap konsep pemikiran tujuan pendidikan Al-Qabisi
secara umumnya, sebagaimana dirumuskan oleh beliau iaitu,

I- Mengembangkan kekuatan akhlak anak.
II- Menanamkan rasa cinta kepada agama.
III- Berpegang teguh terhadap ajarannya.
IV- Mengembangkan tingkahlaku yang sesuai dengan nilai-nilai yang murni.

Sedangkan menurut Abudin Nata (1999) memahami tujuan pendidikan Islam Al-Qabisi adalah
bercorak normatif, iaitu mendidik anak menjadi seorang muslim yang mengetahui ilmu agama,
sekaligus mengamalkan agamanya dengan menerapkan akhlak mulia. Dengan demikian,
difahami bahawa pandangan intisari pendidikan Al-Qabisi, bahkan bukan hanya pada
pengetahuan kognitif sahaja, namun sekaligus pada sudut afektif dan psikomotor.

Pandangan Al-Qabisi Tentang Pendidikan Anak

Al-Qabisi mempunyai harapan yang serius dan memberi perhatian yang besar terhadap
pendidikan anak-anak yang belajar secara berlangsung dikuttab beliau. Menurut Al-Qabisi juga
menyatakan bahawa mendidik anak-anak merupakan keupayaan yang amat strategik dalam
rangka menjaga kesinambungan masa depan bangsa dan Negara, oleh kerana itu pendidikan anak
harus dilaksanakan dengan penuh kesungguhan dan ketekunan yang tinggi.

Menurut Al-Qabisi yang diangap sebagai ahli fiqh dan hadis mempunyai pendapat tentang
pendidikan iaitu mengenai pengajaran anak-anak di kuttab. Justeru pendapat beliau tentang
pendidikan anak-anak ini merupakan tiang yang pertama dalam pendidikan Islam dan juga bagi
pendidikan umat yang lainnya. Al-Qabisi tidak menentukan usia tertentu untuk anak-anak bagi
mendapatkan ilmu di al-Kuttab, bahkan beliau memberi galakkan diusia yang muda untuk
mempelajari ilmu dalam dunia pendidikan ini. Oleh kerana itu, pendidikan anak merupakan
tanggungjawab orang tuanya semenjak bermula anak itu dapat bercakap dengan fasih yakni pada
usia mukallaf yang wajib diajar bersembahyang (menurut hadis Nabi Muhammad SAW).
Berdasarkan hadis Nabi Muhammad SAW telah bersabda,

‫ َص‬B ‫ ﻗ <ﺎ َل رﺳﻮ ُل‬،‫ ِﻪ ﻋﻦ َج ﱢد ِە ﻗ <ﺎ َل‬4◌َ ‫ ٍﺐ ﻋﻦ أ ِب‬,ْ ‫ﻋﻦ ﻋﻤﺮو ﺑﻦ ُﺷ َﻌ‬
◌ُ ◌ُ ‫ ُﻣ ُﺮوا أ ْو َ◌ َﻻ َد ْك ُ◌ ُ◌ ِب ِ◌ل ﯨﺼ َﻼ ِة َو ْە‬: ◌ّ ◌َ ‫ َ◌ ِه َو َس ﯨ َﻞ‬Gْ H < ‫ ﻋ‬Bُ ‫ﯨ ﱠﻞ‬

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‫س‬W ◌ْ ◌ْ ‫ﺶ‬W ‫ َ◌ ْ◌<ا َو ْە ُ◌ ُ◌ أ َﺑ ْﻨ <ﺎ َء َﻋ‬Gْ H < ‫ض ْ◌ ْ◌ﺑ ُﻮ ْە ُ◌ ُ◌ ﻋ‬W ‫ َوا‬Yَ[ Z ‫س ِﻧ‬W ‫أ َﺑ ْﻨ <ﺎ ُء َس ْﺑﻊ‬
.ِ ‫ ْ◌ َ◌ َ◌ ْم ِف ِ◌ اﻟﻢ َض َ◌ا ِﺟﻊ‬Yُ[ Zَ ‫ َوف ﱢ َرُﻗﻮا ﺑ‬،Yَ[ Zِ ‫ﻧ‬

Mafhumnya : Rasulullah SAW bersabda : “Perintahlah anak-anak kalian untuk mengerjakan

solat pada waktu usia tujuh tahun dan pukullah mereka pada waktu usia sepuluh tahun serta

pisahkan tempat tidur mereka” (HR Abu Daud: 495)

Hadis ini menunjukkan bahawa ibadat solat merupakan ibadat yang asas dalam kehidupan
manusia sebagai seorang muslim. Ibadat solat diumpamakan sebagai tiang agama, yang mana
sekiranya ibadat ini gagal dilaksanakan dengan sempurna, maka seolah-olah ia telah
meruntuhkan agamanya (Al- Azim Abadi 2007).

Selain itu, hadis ini juga menunjukkan bahawa dalam aspek pendidikan, kaedah rotan adalah
dibenarkan. Hukuman rotan boleh dilaksanakan atas dasar untuk mendidik dan merupakan
pilihan terakhir. Hukuman dengan cara merotan ini tidak boleh dilaksanakan pada kali pertama
kesalahan anak atau murid. Setiap kesalahan itu haruslah terlebih dahulu dijelaskan
kedudukannya. Kemudian, penekanan kepada tindakan atau tingkah laku yang betul perlu
diberikan. Peluang untuk memperbaiki kesalahan juga perlu diberi. Pendekatan untuk
menggunakan rotan ini dapat diambil daripada hadis Nabi SAW yang disebut di atas tadi.

Berdasarkan hadis ini juga dari Nabi Muhammad SAW tersebut, dapat disimpulkan bahawa
pendidikan Islam dimulai pertamanya dirumah. Pendidikan anak di al-Kuttab hanyalah
kelanjutan daripada tugas pendidikan yang wajib ditunaikan oleh kedua orang tua di rumah.
Anak-anak yang belajar di kuttab akan mula diajar menghafal Al-Quran, kemudian diajar
menulis, dan pada waktu zohor mereka pulang ke rumah masing-masing untuk makan siang,
kemudian kembali lagi ke kuttab untuk belajar lagi sampai ke petang.

Anak-anak yang belajar dikuttab berlangsung sampai akil baligh, yang mempelajari berbagai ilmu
seperti Al-Quran, menulis, nahu dan bahasa Arab, juga seringkali belajar ilmu matematik dan
syair serta kisah-kisah bangsa Arab. Al-Qabisi telah mengatakan ilmu yang paling penting dan
diberi penekanan kepada muridnya adalah mempelajari Al-Quran yang dimulai dengan
menghafal secara individu ataupun secara berkumpulan dimana guru tersbut akan membaca
berulang kali ayat-ayat pada peringkat pertama, kemudian anak-anak membacanya berulang-
ulang mengikuti gurunya. Masing-masing murid diberi batu tulis untuk menuliskan apa yang
telah dihafal setiap harinya kerana pada zaman dahulu kekurangan alatan menulis. Dengan cara
ini jelaslah bahawa kemampuan menulis dan membaca menjadi syarat mutlak untuk memahami
Al-Quran, kemudian anak diharuskan menunjukkan apa yang ditulis di dalam batu tulisanya pada
hari berikutnya, lalu apa yang dituliskan di batu tulis yakni pembelajaran dihapus untuk ditulisi
lagi dengan ayat-ayat berikutnya pada hari seterusnya.

Metod dan Teknik Mengajar

Metod pengajaran yang telah diperkenalkan oleh Al-Qabisi dalam mempelajari Al-Quran adalah
dengan mengajar berulang kali, dan juga disertai dengan hafalan, tolong menolong antara satu
dengan yang lain untuk memantapkan hafalan, antara lain dengan menggerakkan tangan untuk
menuliskan apa yang dihafal, memfungsikan mata untuk mengamati dan membaca, serta
penggunaan daya menghafal dan mengingat, kemudian anak disuruh menunjukkan hasilnya

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dihadapan guru. Jika anak berbuat kesalahan tulisan atau lalai tidak menghafal atau kerana pergi
bermain, maka guru akan memberi hukuman kepadanya, kaedah ini sangat efektif kita jalankan
sebagai metod atau kaedah yang moden.
Antara kaedah atau caranya ialah mula-mula anak diberi nasihat, lalu diasingkan dan diberi
peringatan keras lalu diberi pukulan, sebagai hukuman tahap akhir, jika dengan melalui nasihat,
petunjuk dan peringatan tidak mempan, maka perlu diberi hukuman yang setimpal sebagai ujian
bagi mereka, pada waktu anak dapat menyelesaikan tugas menhafalkan alqur’an dengan sukses
sepanjang tahun menekuninya sampai khatam, maka guru hendaknya dapat memberikan hadiah
penghargaan dan pujian untuk mereka. Setelah selesai menghafalkan Al-Quran diberi pelajaran
tambahan yang meliputi tahap kemahiran diri seperti pertukangan, perdagangan (jual beli) untuk
mencari nafkah hidupnya sendiri disamping itu belajar untuk berdikari, dan bahkan banyak lagi
bidang kemahiran yang lain untuk dipelajari, atau mereka terus menetap belajar pada peringkat
yang lebih tinggi.
Kurikulum Al-Qabisi

Al-Qabisi telah membahagikan dua tujuan pengajaran utama, iaitu tujuan agama dan tujuan
akhlak. Al-Qabisi selalu menyeru, di manapun beliau berada, agar ummat Islam harus berpegang
teguh pada dasar-dasar agama Islam. Beliau juga selalu memperingatkan pada umat Islam untuk
memperhatikan kelebihan para pemimpin pada zaman pertama ummat Islam ini. Umat Islam
pertama amat memperhatikan Al-Quran, mencari guru-guru yang mengajar Al-Quran dan
mendalami maksud kandungan isi Al-Quran. Setelah mengajarkan Al-Quran kepada anak-anak,
diberikan pengajaran amali dan praktikal iaitu cara-cara berwuduk dan solat. Anak-anak perlu
dilatih secara berterusan untuk melaksanakan solat sampai ia merasa senang mengerjakan
ibadah dan merasa bersalah jika ia meningalkannya.
Pengajaran Al-Quran, menurut Al-Qabisi, adalah suatu ilmu yang kekal yang harus dimiliki oleh
anak-anak dan itulah kejayaan yang paling abadi jika anak memperolehnya. Pernyataan Al-Qabisi
di atas dapat difahami bahawa kalau anak-anak menghafal Al-Quran dan memahami maksudnya,
maka itu kelak akan menjadi inspirasi berharga untuk mengembangkan sejumlah ilmu
pengetahuan Islami yang dikuasainya dan tidak akan melencong atau tersasar jauh dari matlamat
dan tujuan Islam. Anak-anak dapat saja mempelajari ilmu mantiq, falsafah, ilmu Pengetahuan
umum, matematik dan sebagainya sementara ia memilki asas Al-Quran yang kuat. Maka bidang
apa saja yang dikembangkannya kelak ia selalu berlandaskan pada asas yang kuat iaitu dengan
berorientasi pada ayat-ayat Al-Quran.
Berikutan pendidikan akhlak pula, Al-Qabisiy meminta para pendidik agar berpegang pada nilai-
nilai dan prinsip-prinsip yang didasarkan kepada Al-Quran dan As-Sunnah. Al-Qabisi
menyatakan bahawa antara pendidikan dengan pengajaran saling berkait dan memerlukan.
Akhlak mesti dibina oleh keluarga, institusi pendidikan dan masyarakat umum. Kalau anak
melakukan kesalahan ataupun melakukan perkara yang buruk, itu lebih disebabkan oleh keluarga
yang tidak melaksanakan kewajiban mereka untuk membentuk dengan baik. Anak-anak yang
telah menyimpang dari tingkahlaku agama perlu diberikan hukuman serta mendidik ke arah yang
benar dan baik.
Dalam membahas isu sebuah kurikulum pendidikan, Al-Qabisi mengklasifikasi pengajaran ke
dalam dua bahagian besar iaitu ilmu-ilmu asasi atau wajib (ijbari) dan ilmu-ilmu yang bukan asasi
atau tidak wajib (ikhtiyari). Ilmu-ilmu tersebut meliputi ilmu-ilmu berikut :

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1) Al-Quran. Al-Quran merupakan mata pelajaran yang asas dan wajib dipelajari oleh
setiap anak pada setiap maahad. Al-Quran wajib dihafalkan kepada anak-anak, kerana Al-Quran
merupakan modal dasar dalam upaya mengembangkan pengetahuannya di masa yang akan
datang.

2) Feqah. Feqah yang dimaksudkan oleh Al-Qabisi adalah dasar-dasar hukum hakam
Islam yang wajib diketahui oleh setiap anak agar ia dapat melaksanakan kewajiban-kewajiban
yang dibebankan kepadanya. Guru wajib membebankan kepada mereka untuk melaksanakan
solat ketika mereka berumur tujuh tahun, demikian juga mengajarkan cara berwuduk yang benar.
Selain itu perlu juga diberikan dasar-dasar tauhid kepada mereka agar mereka mengagumi Allah
sebagai Tuhan mereka.

3) Akhlak. Akhlak sangat penting diberikan kepada anak-anak, kerana sisi ini ada
yang menyangkut dengan Allah sendiri dan ada juga terkait dengan sesama manusia. Anak-anak
perlu ditanam dalam diri mereka sifat-sifat yang baik sejak dini dan diarahkan tingkah laku
mereka pada jalan yang benar.

4) Menulis Khat, mengeja dan membaca. Anak-anak sangat perlu mempelajari khat
serta dapat mengeja dan membaca Al-Quran. Hal ini penting sekali dalam pengajaran Al-Quran.
Guru, menurut Al-Qabisi, wajib membimbing anak-anak pada asas dan cara membaca Al-Quran
sesuai dengan cara bacaan yang benar dan betul sampai mereka dapat membaca dengan bacaan
yang baik dan lancar.

5) Bahasa Arab. Apa yang dimaksudkan dengan bahasa Arab disini adalah asas-asas
ilmu nahu, namun bukan pada sudut memahami bahasanya sahaja. Tujuannya adalah agar anak-
anak dapat membaca setiap teks dengan benar dan dapat memahami kesalahan bacaan.

Sedangkan ilmu-ilmu yang tidak termasuk dalam katageri asas (ikhtiyari), sebagai berikut :
1) Ilmu Hisab (matematik). Al-Qabisi tidak menuntut pada guru untuk mengajar
mata pelajaran ini sebagai mata pelajaran yang wajib, tapi guru boleh memberi pelajaran ini
sebagai pilihan pada murid-muridnya. Ia mengaitkan kepentingan pelajaran ini dengan tujuan
keagamaan, kerana mempelajarinya akan membantu untuk memahami dalam ilmu faraid
(pembahagian pusaka).
2) Sastera Arab. Kalau asas bahasa Arab dianggap paling asas, tapi mengkaji sastera
adalah ilmu yang bukan asas lagi. Mempelajari syair, prosa dan pidato tokoh-tokoh Arab
merupakan mata pelajaran pilihan. Menghafal syair-syair dapat membantu anak-anak untuk
memngembangkan kemampuan bahasanya dan dapat berbicara dengan bahasa yang santun.
Faedah lain dari syair adalah menjadi hiburan pada waktu-waktu lapang.
3) Sejarah. Sejarah bukan mata pelajaran atau bidang yang asas menurut Al-Qabisi,
tetapi pelajaran sejarah ini dapat melatih anak-anak untuk bertingkah laku yang baik dan
berperilaku yang mulia. Sejarah orang-orang yang baik sangat berguna bagi anak-anak untuk
menjadi pedoman hidup bagi mereka. Jadi pelajaran sejarah, menurut Al-Qabisi lebih ditekankan
pada agar anak-anak bercermin pada perbuatan-perbuatan yang baik dan beramal soleh dan
solehah.

Falsafah Al-Qabisi

Mengetahui agama secara teori dan amali merupakan tujuan utama pendidikan anak-anak
menurut Al-Qabisi. Menurut beliau, kehidupan ini merupakan jalan dan perantara menuju
akhirat. Demikian setiap insan akan menghabiskan waktunya dan semua amalnya hanya untuk
jalan agama dan demi agama. Beliau meminta umat Islam mencontohi generasi pertama umat
Islam yakni generasi Nabi Muhammad SAW. Bagi generasi awal umat Islam, mereka mengajar
ilmu-ilmu Al-Quran dan dasar-dasar agama kepada anak-anak mereka. Setiap individu perlulah
berpegang teguh dengan ajaran agama, malahan beliau menerangkan bahawa agama itu
diperoleh dengan cara mencari dan mempelajarinya.

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Berdasarkan pemikiran Al-Qabisi ini dapat difahami betapa pentingnya orang Islam mempelajari
Al-Quran dan mengajar serta mendahulukannya daripada segala pelajaran dan ilmu yang lain.
Al-Qabisi mengaitkan hubungan antara pendidikan dengan adab, kerana kedua-duanya saling
memerlukan. Sumber bagi menanamkan nila-nilai akhlak bermula daripada keluarga, kemudian
disempurnakan oleh institusi pendidikan, masyarakat dan sumber yang lain.
Proses penanaman nilai berlaku melalui guru yang mengajar akhlak dan mengawal pergaulannya
dengan teman-temannya. Sebagai seorang guru atau pendidik mahupun ibu bapa, seharusnya
wajib menegur apabila akhlak yang tidak baik ditunjukkan oleh kanak-kanak. AlQabisi
menyarankan supaya pelajar lelaki dan perempuan dipisahkan ketika menuntut ilmu, kerana
menurut beliau percampuran lelaki dan perempuan menyebabkan terjadinya kerosakan akhlak.
Al-Qabisi tidak menonjolkan pendidikan dalam bidang kemahiran dan pekerjaan sebagai bekalan
kehidupan. Hal ini difahami bahawa urusan pekerjaan pada masa itu diperoleh dengan cara
taqlid. Ia termasuk dalam tanggungjawab ibu bapa dan masyarakat, bukannya termasuk dalam
tanggungjawab sekolah.

Kesimpulan
Kurikulum pengajaran pendidikan dasar Islam Al-Qabisi, dari satu sudut, relevan dengan amalan
kurikulum pengajaran pendidikan dasar Islam selama ini, terutama dapat dilihat dari dua
perkara. Pertama, aspek prinsip penyusunannya, iaitu prinsip tawâzun (keseimbangan) antara
ilmu ukhrawi dengan duniawi (aspek intelektual dengan spiritual), antara ilmu dan bidang yang
teori dengan yang praktikal, dan prinsip yang berkaitan, iaitu kesesuaian kurikulum pengajaran
tersebut dengan kebolehan dan kesesuaian masyarakat. Kedua, dari sudut aspek asas utama yang
menjadi landasan penyusunan kurikulum pengajaran, iaitu asas agama dan sosial. Pemikiran
AlQabisi tentang kurikulum pendidikan dasar Islam, khususnya berkaitan dengan prinsip dan
asas utama yang menjadi landasan penyusunan kurikulum tersebut memiliki erti penting dan
harus dipertahankan untuk dipraktikkan di institusi pendidikan dasar Islam masa kini dan akan
datang.
Rujukan
Ali Al-Jumbulati dan Abdul Futuh Al-Tuwaanisi (1994), Perbandingan Pendidikan Islam. terj.

M. Arifin. Jakarta: Rineka Cipta.
Abuddin Nata (1999). Suplemen Ensiklopedia Islam. vol. 1. Jakarta : PT Ichtiar Baru Van Hoeve.
Abdul Nasir Zakaria, Gamal (2003), Prinsip-Prinsip Pendidikan Islam. Ibn Sahnun, Al-Qabisi,

Ibn Khaldun. Pahang Darul Makmur : PTS Publications & Distributors SDN BHD.
Abd Rachman Assegaf (2013), Aliran Pemikiran Pendidikan Islam : Hadharah Keilmuan

Tokoh Klasik Sampai Modern. Jakarta: Rajawali Pers.
Abdullah al-Amin al-Nu’my (1995), Kaedah dan Tekhnik Pengajaran Menurut Ibnu Khaldun

dan Al-Qabisy, Jakarta, h.184
Al-‘Azim al-Abadi, Abi Tayyib Muhammad Shams al-Haq (2007), ‘Awn al-Ma’bud Sharh Sunan

Abi Dawud, Beirut: Dar al-Kutub al-‘Ilmiyyah.
Ahmad Mohd Salleh (1997), Pendidikan Islam: Falsafah, Pedagogi dan Metodologi. Shah Alam

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ILTIZAM Journal of Educational Research 2021

ILTIZAM Journal of Educational Research

Journal website: www.iltizamjournal.com
ISSN 2229-8444

Needs Analysis of Developing Augmented Reality
Application for Teaching Arabic Vocabularies at KAFA

Schools

A. Abdul-Rahman1, M. A. Mohamad Yusof2, W.A.A. Wan Daud3, M.T. Abdul Ghani4 , A.Z. Amiruddin5,
K. Abdul-Ghani6, A.T. Hassan7 & G. Tan-Tse8

1,3,5,6,7,8Universiti Malaysia Kelantan, 2Universiti Teknologi MARA, 4Universiti Pendidikan Sultan Idris,
Malaysia

Article Info Abstract

Received: This quantitative study aims at discovering the issues and
01 Mei 2021 challenges faced by KAFA Arabic teachers on the use of multimedia
augmented reality and discovering their needs towards using
Accepted: augmented reality application in teaching KAFA Arabic
15 Mei 2021 vocabularies at KAFA schools. A set of questionnaires was
distributed among 260 KAFA Arabic teachers in Kelantan. The
Publish: result shows that these KAFA Arabic teachers are facing main issues
20 Dec 2021 regarding the lack of facilities at KAFA schools and difficulty of the
students to remember KAFA Arabic vocabularies. However, they
E-mail adress: showed their interest to use augmented reality application as one of
*corresponding Author : the platforms to assist their students mastering KAFA Arabic
* corresponding Author: vocabularies.
*[email protected]
[email protected] Keywords : Arabic language, augmented reality, Arabic
[email protected] vocabulary, KAFA, teaching and learning
[email protected] __________________________________________
[email protected]
[email protected]
[email protected]
[email protected]

ISSN 2229-8444

ILTIZAM Journal of Educational Research 2021

Introduction
Ever since the establishment of KAFA (Quranic and Fardhu Ain Class) under the Department of
Islamic Development of Malaysia (JAKIM) in 1990, Arabic language subject or also known as
Lughatul Quran (Quranic language) has become one of the compulsory subjects taught at KAFA
schools at all states in Malaysia. The curriculum development under KAFA is slightly different
compared to the curriculum under the ministry of education. The objectives listed in KAFA
guidelines stated that all subjects taught at KAFA classes aims mainly to empower the basic
Islamic education apart from contributing to mastering Al-Quran and Fardhu Ain (Garis Panduan
KAFA, 2006).
Currently, teaching and learning system are still depending too much on the traditional methods
which is verbal method where it may not necessarily effective (Mayer, 2003). Teaching students
with single methods cannot fit all types of students as we need to take into account the needs of
those who have diverse learning styles in order to give a powerful impact on teaching and learning
(Esa et al., 2007). In fact, the ineffective methods used by teachers to deliver teaching materials
will lead to the lack of students’ interest. Thus, researchers and educators have to find the
appropriate method to deliver the teaching materials as well as providing students with better
approaches to improve their learning environment and experiences (Samah, 2012).
Teaching Arabic for non-native students, especially at the primary levels, places great emphasis
on aspects of activities throughout the teaching and learning process as they do not have basic
skills in Arabic. They need practical activities that are interesting and interactive such as learning
through multimedia so that they can learn and master Arabic language very well (Amiruddin et
al., 2017). However, this multimedia technology that has started since the implementation of
computer-based teaching and learning previously should be developed and used in the right way
in order for students to obtain optimal benefits from the use of the multimedia (Zainuddin, 2014).

Literature Review
Augmented reality technology is one of the growing multimedia platforms that has been and
currently be used in various fields including education. In the field of education, especially Arabic
language education, the use of augmented reality has the potential to help students to learn Arabic
in a more effective environment. This augmented reality technology is also able to give a positive
impact on students in terms of motivation, usability, involvement and enjoyment in their learning
process as well as able to increase students' interest in certain subject they studied in school
(Gopalan et al., 2015).
According to Scrivner and Madewell (2016), augmented reality is suitable for language teaching,
especially foreign languages in improving language skills and improving student performance for
language learning because they can imitate the pronunciation of the language apart from gaining
new and meaningful experiences. There are various objects around them that can be integrated
with the effect of augmented reality such as the use of language textbooks in the classroom or
flashcards as markers.
The integration of augmented reality technology in the education system leads to increase the
effectiveness of the teaching and learning process (Kesim & Ozarslan, 2012). One of the important
functions in the application of augmented reality in education is to explain complex concepts by
revealing educational information in reality (Majid et al, 2015), as well as to create a more active
and interactive learning environment for students (Nischelwitzer et al., 2007). All these studies

ILTIZAM Journal of Educational Research 2021

and researches proved that augmented reality as one of the multimedia platforms play an
important role to build students’ knowledge and understanding through the teaching and learning
contents that are augmented virtually in real time and real environment in order to give special
and meaningful effects for their learning process.

The augmented reality in teaching and learning Arabic language has been used widely in order
to provide better teaching and learning experience for teachers and learners. The use of this
multimedia platforms is seen to be suitable for various levels of Arabic language education
(AlHassan et. al., 2020). For the employment of augmented reality platforms for the early Arabic
language education, Hashim et al. (2017) in their study developed learning and exercise modules
with multiple multimedia elements such as 3D objects, video, audio and graphics to assist
students to learn quickly. The students showed high interest to learn in a more interactive way
through augmented reality application that was developed for their learning.

For early Arabic language education, the focus is more towards the teaching Arabic alphabets.
Munsyi & Aljojo (2020) in their research related to development of Arabic alphabet augmented
reality application towards children aged from 3-5 year-old supported multimedia learning theory
where education for children must be using multimedia platform that employs its elements such
as graphics, animation, videos as well as 3D object. Elgamal et al. (2018) explained in their
research that augmented reality assists students to learn Arabic language in an effective way by
transforming students learning process from the memorization routine to a discovery journey and
active learning.

However, there is no denying that the use of multimedia platforms such as this augmented reality
technology at the primary school level has its own challenges faced by teachers in primary schools;
most importantly lack of IT related facilities and lack of IT skills among teachers. Looking at this
issue, the challenges faced by these primary school teachers should be addressed to achieve the
objectives of teaching and learning Arabic today which is more focused on the use of the latest
technology such as the augmented reality multimedia platform (Alkhattabi, 2017).

Methodology

This quantitative research employs a structured survey through questionnaire as an instrument
in this need analysis study. A 10-point scale questionnaire was used in order to measure KAFA
Arabic teachers’ perceptions and needs towards the development of augmented reality application
in teaching KAFA Arabic vocabularies at KAFA schools. The questionnaire was established based
on four main parts, part A (demographic information), part B (KAFA Arabic teachers’ experience
in using multimedia), part C (issues and challenges faced by KAFA Arabic teachers on the use of
multimedia at KAFA school) and part D (KAFA Arabic teachers’ perceptions and suggestions
towards the use of augmented reality in teaching KAFA Arabic vocabularies in term of feature,
usability, syllabus and preferred multimedia elements).

The items for this questionnaire were adapted from the research conducted by Zainuddin (2014)
and Nawi (2014). This questionnaire consists of both Likert-scale closed ended and open ended
questions including additional suggestions and ideas on the development of augmented reality
application for teaching Arabic vocabularies. Among 1100 KAFA Arabic teachers in Kelantan, 285
respondents were selected to answer the distributed questionnaire. The respondents among KAFA
Arabic teachers were selected randomly from 316 KAFA schools at various districts in Kelantan.
The number of selected samples is based on the table for determining sample size for given
population by Krejcie & Morgan (1970). This study employs descriptive quantitative approach to
analyse the collected information and data by using IBM SPSS statistical software. This

ILTIZAM Journal of Educational Research 2021

descriptive data analysis is important to describe and explain the occurring current situation of
respondents in order to understand their issues and needs for future practice of suggested
platform for teaching and learning (Jailani et al., 2020).

Results and Discussion

This study aims at analysing KAFA Arabic teachers’ need in Kelantan for the development of
augmented reality multimedia application in teaching Arabic vocabularies at KAFA institutions.
During the period of this study, descriptive quantitative data collection procedures were
conducted for need analysis process.

The finding of this study are reported in four different categories; 1) Demographic information, 2)
KAFA Arabic teachers’ experience in using multimedia, 3) The issues and challenges faced by
KAFA Arabic teachers on the use of multimedia at KAFA school & 4) KAFA Arabic teachers’
perceptions towards the use of augmented reality in teaching KAFA Arabic vocabularies. The
tabulation of finding is reported as follows:

Table 1: Demographic Background

No Item Frequency (N) Percentage (%)
26.7
1 Gender Male Female 76 74
10.9
211 21.8
22.5
2 Age Below 25-year-old 31 15.4
29.8
26-30-year-old 31-35-year- 62 40.7
old 39.6
36-40-year-old 64 19.6
44 69.5
Above 40-year-old 85 30.5

3 Experience of teaching 1-4 years 116 34.4 65.6
Arabic language 5-10 years 113
11 years and above 56

4 Experience in using Yes 198 87
mobile device to run No

multimedia (Text/ Audio/
Graphic/ Video/
Animation)

5 Experience in using Yes No 98

multimedia elements as a 187
teaching aid

285 respondents from KAFA Arabic teachers in Kelantan have responded to this questionnaire.
(74%) of respondents are female and the rest of them are male (26.7%). The majority of
respondents were among those who are above 40-year-old (29.8%), followed by 3135-year-old
(22.5%) and 26-30-year-old (21.8%). The remaining were those in between 36-40year-old (15.4%)
and below 25-year-old (10.9%). The data appears that respondents have the experience in
teaching Arabic; (40.7%) of them with 1-4 years of experience, (39.6%) with 5-10 years of
experience and the least (19.6%) with experience of teaching Arabic for about 11 years and above.
In term of experience in using mobile device among respondents to run multimedia either from
text, audio, graphic, video or animation, the majority of the KAFA Arabic teachers are having this
experience (69.5%) in contrast with those who does not have this experience (30.5%). However,

ILTIZAM Journal of Educational Research 2021

in term of experience in using multimedia elements as a teaching aid, the majority (65.6%) does
not have this experience compared to those who have experience (34.3%) in teaching through
multimedia as a teaching aid in class.

Experience in using multimedia especially augmented reality among respondents from KAFA
Arabic teachers is important to be known in order to understand their current understanding and
practice in using any multimedia platforms especially augmented reality. The data is illustrated in
table 2 below:

Table 2: Experience in using multimedia especially Augmented Reality

No. Experience in using multimedia especially multimedia Percentage (%)
augmented reality
1
I have experience in using mobile device to prepare teaching aids 52.1 47.9
2 for Arabic teaching and learning

3 I have experience in using multimedia as a teaching aid for Arabic 46.6 53.4
4 teaching and learning
5
6 I knew about multimedia augmented reality technology 33.8 66.2

I have seen the use of multimedia augmented reality previously 32.8 67.2

I have experience in using augmented reality 11 89
I have experience in using augmented reality during Arabic 6.6 93.4

vocabularies teaching and learning

Based on the table 2 above, KAFA Arabic teachers shows that more than half of them (52.1%) have
experience in using mobile device to prepare teaching aids for Arabic teaching and learning while
another nearly half of them (47.9%) do not have that experience. However, in term of their
experience in using multimedia as a teaching aid for Arabic teaching and learning, the result
shows otherwise where these KAFA Arabic teachers about (46.6%) of them have the experience
compared to those who does not have the experience in using multimedia as a teaching aid in class
(53.4%). There are a very small percentage of them who knows about multimedia augmented
reality (33.8%) in comparison who does not know this multimedia platform (66.2%).

This result in some extend is adequate to prove the trend as the percentage of those who have seen
the use of this multimedia augmented reality previously is only about (32.8%) compared to those
who have never seen the use of this multimedia previously (67.2%). Furthermore, the percentage
of these KAFA Arabic teachers who have experience in using augmented reality is also very low
which is only about (11%) and the remaining (89%) never experience the use of augmented reality.
In specific for teaching KAFA Arabic vocabularies, a very small number of them (6.6%)
experienced in using augmented reality while the rest of them (93.4%) do not have the experience
in using it during teaching and learning.

Table 3 below explains the current issues and challenges faced by KAFA Arabic teachers on the
use of multimedia at KAFA schools that represents the gap that needs to be filled in current
practice of teaching and learning process for KAFA Arabic teachers at KAFA schools:

Table 3: Current issues and challenges faced by KAFA Arabic teachers on the use of
multimedia at KAFA Schools

ILTIZAM Journal of Educational Research 2021

No. Current issues and challenges faced by KAFA Percentage (%)

Arabic teachers on the use of multimedia at KAFA

Schools

1 My students have difficulty to remember the meaning of some 72.4
Arabic vocabularies

2 My students are less interested in learning Arabic vocabularies 35.5

3 I did not practice various activities during Arabic vocabularies 41
teaching and learning 52.1
77.6
4 I lack of exposure to various teaching activities during Arabic
vocabularies teaching and learning 57.2

5 Facilities provided in schools are limited (Ex: No
technological tools/ devices are provided in classroom to
be used during teaching and learning)

6 I only focus on the use of textbooks for teaching Arabic
vocabularies

With regard to the use of multimedia at KAFA schools, KAFA Arabic teachers were facing some
issues and challenges regarding their current practice of teaching Arabic vocabularies among
KAFA students. The highest percentage showed that the most common issue faced by KAFA
Arabic teachers are limited facilities provided at KAFA schools, such as no technological tools or
devices to be used during teaching and learning process (77.6%). The second highest percentage
regarding issue faced by KAFA Arabic teachers is their students have difficulty to remember the
meaning of some Arabic vocabularies (72.4%). Other issues faced by them are they (Arabic KAFA
teachers) only focus on using textbooks to teach KAFA Arabic vocabularies (57.2%), followed by
lack of exposure to various teaching activities during Arabic vocabularies teaching and learning
(52.1%), not practicing various activities during Arabic vocabularies teaching and learning (41%),
and lastly their students are less interested in learning Arabic vocabularies (35.5%). These issues
and challenges faced by KAFA Arabic teachers prove that there is a serious gap that need to be
filled in order to solve these issues related to teaching KAFA Arabic vocabularies among KAFA
Arabic teachers.

To develop an augmented reality application for teaching KAFA Arabic vocabularies, there is a
need to discover teachers’ need in term of elements of multimedia needed, content to be selected,
and technical concepts that need to be implemented in the development of augmented reality
application. Table 4 below shows suggestions on the development of augmented reality
application for teaching Arabic at KAFA Schools:

Table 4: Suggestions on the development of Augmented Reality application for teaching
Arabic at KAFA Schools

No Item Min
1 Augmented reality application should be easy to use 8.43
8.23
2 Augmented reality application requires the use of visual/ image element 8.27
3 Augmented reality application requires the use of audio/ sound element 8.53
4 The Arabic vocabulary used in the augmented reality application should be

selected from the KAFA textbook syllabus

ILTIZAM Journal of Educational Research 2021

5 I need a clear guideline on the use of augmented reality application in teaching 8.63
Arabic vocabularies

6 Arabic Vocabularies T&L assisted by augmented reality application should be 8.37
given a certain period of time during Arabic class.

7 Augmented reality application can be used in the current activity segment of 8.37
Arabic Vocabularies T&L

8 Interactions between students and teachers are still needed while 8.45
conducting the activity segment of T&L Arabic vocabularies through
augmented reality application

Based on table 4 above, the questionnaire items are evaluated using a 10-point scale through min
value to measure KAFA Arabic teachers' need on the use of augmented reality application for
teaching KAFA Arabic vocabularies. All items indicate high need of these KAFA Arabic teachers
towards the use of augmented reality application in teaching KAFA Arabic vocabularies. They are
in need of having an augmented reality application that is easy to use (8.43) with 2 main
multimedia elements used in the application; visual/ image element (8.23) and audio/ sound
element (8.27). They prefer the selected content from KAFA Arabic vocabularies available in
KAFA Arabic textbook syllabus (8.53). A clear guideline on the use of augmented reality
application in teaching KAFA Arabic vocabularies is needed to assist teacher on the use of that
application (8.63). In term of the way to use the augmented reality application, majority of KAFA
Arabic teachers agreed on the use of this application should be given a certain period of time
during Arabic class (8.37) and can be used in the current activity segment of Arabic vocabularies
(8.37). However, they did not deny on the importance of teacher-students interactions and
communication to conduct the activity segment of teaching and learning Arabic vocabularies
through augmented reality application (8.45).

Conclusion

This paper presents the finding and results of the need analysis study among KAFA Arabic
teachers on the development and use of augmented reality application in teaching KAFA Arabic
vocabularies. The respondents have confirmed on their experience in using multimedia
technology and some of them are even experienced in using augmented reality technology
previously. The problems and challenges in using augmented reality application at KAFA schools
can be categorized into 3 main categories which are 1) Technical factor related to limited facilities
provided at KAFA schools, 2) Teaching method factors and 3) Students' factor in term of their
interest and ability to memorize KAFA Arabic vocabularies. All these issues and challenges
represent the gap that need to be filled in order to fill the needs of KAFA Arabic teachers to teach
KAFA Arabic vocabularies at KAFA schools especially through the use of the augmented reality
application.

Overall finding manifest positive feedback among the respondents from KAFA Arabic teachers
regarding their needs in term of elements of multimedia needed, the way the augmented reality
application should be used in the teaching and learning process as well as the preferred marker
platform to be used together with the application. From the results presented in this paper, we
suggest that multimedia element from visual or image should use the visible image from the listed
vocabularies to help students understand better with the image used in the application together
with the audio or sound multimedia element from vocabulary pronunciation and the sound of
some particular characters. The development of augmented reality application and its use based
on the needs of these KAFA Arabic teachers is important to give the highest impact on the process
of teaching and learning KAFA Arabic vocabularies at KAFA schools.

ILTIZAM Journal of Educational Research 2021

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