Teaching of Qirāʾāt in the Maharat al-Quran Subject among Tahfiz Model Ulul Albab (TMUA) Teachers in Malaysian Ministry of Education Schools

Abstract

The teaching of qirāʾāt in the subjects of Maharat al-Quran is a curriculum called Tahfiz Model Ulul Albab (TMUA) that combines the Curriculum Integrated Tahfiz (KBT) and the Curriculum National. The implementation of the TMUA has entered its tenth year, and this has encouraged researchers to investigate the teaching of the field of qirāʾāt among TMUA teachers in school Ministry of Education Malaysia (KPM). The teaching qirāʾāt uses Arabic in the PdPc as well as entirely in the text book of Maharat al-Qur’an. This makes it a little difficult for the teacher to explain students in the field of qirāʾāt explaining concepts related to Quranic verses as manhaj, khilāf, ʿamali qirāʾāt, and rasm ʿUthmānī. Related to this, there are among the teachers who experience problems teaching the field of qirāʾāt due to their background of study not in the field of qirāʾāt. The provision of limited PdPc time is a restriction on teaching of qirāʾāt, especially when implementing the talaqqī reading of qirāʾāt with students. Furthermore, this research is to identify the perspectives of TMUA teachers towards teaching of qirāʾāt, explore the approach of PdPc as well as the use of BBM, and analyse the academic background that affects the teachers’ approach in the teaching of the field. The research will use a fully qualitative methodological approach with interview techniques (individual and Focus Group Discussion) and document data analysis. The interview involve 12 teachers teaching in the upper secondary based on the interview protocol formed. Document analysis will involve official and unofficial documents. Interview data will be processed into vervatim transcriptions, encoded by theme, and analysed. The data collected will be processed using Atlas. Ti 23 software to obtain coding reports in the form of matrix reviews and network connections subsequently analysed as well as formulas in the writing. The study finds that the teacher's perspective on teaching qirāʾāt is positive and accepts this curriculum as suitable and adequate for the level of students and can be mastered, but there are some aspects of improvement that need to be carried out by the authorised parties. Results of exploration of approaches and BBM show that approaches used by teachers are such as centred teachers, talaqqī, tasmīʿ, tikrār, amali, and PAK21. The results of the analysis found that the academic background greatly influenced the teaching approach of teachers. Furthermore, from the findings of this study, it is reasonable to consider it a reference by the KPM to purify this curriculum again and to improve the teaching of qirāʾāt to a higher quality in the future.