Amalan pengajaran dan pembelajaran kelas pengajian fardu ain kepada masyarakat orang asli

The teaching and learning practices for the indigenous community's fard ain studies class

Abstract

Kajian ini meneliti amalan pengajaran dan pembelajaran kelas Pengajian Fardu Ain dalam kalangan masyarakat orang asli (MOA) di Negeri Melaka, dengan tumpuan kepada Teknik pengajaran guru. Kerangka teori kajian merangkumi pedagogi kontekstual, komunikasi dakwah berperspektif al-hikmah, dan prinsip taysir dalam fiqh, menekankan penyampaian ilmu yang inklusif, fleksibel, dan sensitif terhadap latar budaya komuniti. Kajian menggunakan pendekatan kuantitatif deskriptif, dengan soal selidik sebagai instrumen utama. Seramai 132 responden dari dua daerah di negeri Melaka dipilih melalui kaedah persampelan rawak mudah (simple random sampling). Data dianalisis menggunakan statistik deskriptif bagi menilai tahap penerimaan pelajar terhadap kaedah pengajaran guru. Dapatan menunjukkan guru yang disukai pelajar adalah guru yang memulakan kelas dengan bacaan Surah al-Fatihah, menerangkan konsep dengan jelas, dan mewujudkan suasana selesa. Kaedah pengajaran berasaskan visual dan pemberian hadiah kurang mendapat sambutan, menunjukkan penekanan kepada pendekatan tradisional, interaksi bersemuka, dan naratif. Hasil ini sejajar dengan literatur terdahulu mengenai pedagogi kontekstual dan komunikasi dakwah. Keberkesanan pengajaran Fardu Ain dalam komuniti orang asli bergantung kepada kualiti interaksi guru-pelajar, kesesuaian pedagogi, dan prinsip taysir. Kajian ini memberi implikasi praktikal untuk pembangunan modul pengajaran berkesan dan strategi pendidikan Islam kontekstual kepada masyarakat orang asli. 

 This study examines the teaching and learning practices of Fardu Ain classes among the orang asli community (MOA) in the state of Melaka, with particular emphasis on teachers’ instructional techniques. The theoretical framework integrates contextual pedagogy, al-hikmah-oriented da‘wah communication, and the principle of taysir in fiqh, highlighting the importance of inclusive, flexible, and culturally sensitive knowledge transmission. The study adopts a descriptive quantitative approach, employing a questionnaire as the primary research instrument. A total of 132 respondents from two districts in Melaka were selected using simple random sampling. Data were analysed using descriptive statistics to assess students’ levels of acceptance of teachers’ instructional methods. The findings indicate that students tend to favour teachers who begin lessons with the recitation of Surah al-Fatihah, explain religious concepts clearly, and create a comfortable learning environment. In contrast, visually based teaching methods and the provision of rewards received relatively limited responses, suggesting a stronger preference for traditional approaches, face-to-face interaction, and narrative-based instruction within this community. These results are consistent with earlier literature on contextual pedagogy and da‘wah communication. Overall, the effectiveness of Fardu Ain instruction among the orang asli community is closely associated with the quality of teacher–student interaction, pedagogical appropriateness, and the application of the principle of taysir. This study offers practical implications for the development of effective instructional modules and contextually grounded Islamic education strategies for the orang asli community.