Persepsi guru dan murid di MITS Selangor terhadap penggunaan teknologi maklumat (ICT) dalam pengajaran tahfiz
The perception of MITS Selangor teachers and students towards the use of information technology (ICT) in teaching
DOI:
https://doi.org/10.53840/alirsyad.v6i1.139Keywords:
al-Quran, Tahfiz, ICT, TMKAbstract
Artikel ini bertujuan membincangkan senario penggunaan ICT dalam pengajaran tahfiz al-Quran. Umum mengetahui bahawa pendidikan tahfiz di Malaysia bukan lagi pendidikan yang asing dan ia mula diterima sejak 10 tahun sebelum ini. Pengajaran tahfiz perlu kepada perubahan bertepatan dengan pendidikan abad ke-21 iaitu dengan memperkasa penggunaan ICT. Justeru objektif kajian ini adalah menilai tahap kesedian guru dan pelajar MITS di Selangor terhadap penggunaan ICT dalam proses pengajaran hafazan al-Quran. Oleh itu, kajian deskriptif ini menggunakan pendekatan kuantitatif sebagai data utama. Data diperolehi melalui instrumen soal selidik yang diedarkan kepada 279 orang pelajar dan 59 guru di MITS sebagai pemilihan subjek dalam kajian ini. Kemudian data dianalisis menggunakan perisian Statistical Product and Service Solutions 22.0 (SPSS 22.0). Hasil kajian menunjukkan kesedian guru terhadap penggunaan ICT dalam pengajaran tahfiz pada tahap min keseluruhan 3.81 dan s.p 0.775 berada pada tahap interpretasi sederhana tinggi. Manakala bagi murid min keseluruhan adalah 3.33 dan s.p 0.736 berada pada tahap interpretasi sederhana tinggi. Walau bagaimanapun, persepsi majoriti guru setuju dan sangat setuju terhadap kepentingan penggunaan ICT dalam pengajaran tahfiz namun tahap penggunaannya masih di peringkat sederhana. Sedangkan dalam masa yang sama permintaan murid-murid terhadap penggunaan ICT dalam pengajaran dalam interpretasi sederhana tinggi. Pengajaran tahfiz berasaskan ICT harus diperkasakan sebagai satu alat pengajaran yang sangat efektif melalui pembentukkan persekitaran pembelajaran yang menyokong keperluan, minat dan situasi peribadi mereka. Selain itu, turut menyokong kepada keinginan murid yang mengikut peredaran zaman. Ini selari dengan tuntutan Kementerian Pendidikan Malaysia (KPM) iaitu melahirkan huffaz yang bukan sahaja menghafaz dengan lancar malah memiliki perkembangan potensi jasmani dan rohani secara menyeluruh.
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