Pembangunan Model Homeschooling Kelas Al-Quran dan Fardu Ain (KAFA) Berasaskan Teknologi bagi Murid Sekolah Rendah: The Development of a Technology-Based Homeschooling Model for Al-Quran and Fardu Ain (KAFA) Classes for Primary School Students

Che Hat, N.; Osman, N.; Mohd Noor, S. S.; Mohmad Rouyan, N.; Hussin, Z.

doi:10.7187/GJATSI122024-21

Authors

Che Hat, N. Pusat Pengajian Bahasa Arab, Fakulti Bahasa dan Komunikasi, Universiti Sultan Zainal Abidin, Kampus Gong Badak, 21300 Kuala Nerus, Terengganu, Malaysia
Osman, N. Pusat Pengajian Bahasa Arab, Fakulti Bahasa dan Komunikasi, Universiti Sultan Zainal Abidin, Kampus Gong Badak, 21300 Kuala Nerus, Terengganu, Malaysia
Mohd Noor, S. S. Pusat Pengajian Bahasa Arab, Fakulti Bahasa dan Komunikasi, Universiti Sultan Zainal Abidin, Kampus Gong Badak, 21300 Kuala Nerus, Terengganu, Malaysia
Mohmad Rouyan, N. Pusat Pengajian Bahasa Arab, Fakulti Bahasa dan Komunikasi, Universiti Sultan Zainal Abidin, Kampus Gong Badak, 21300 Kuala Nerus, Terengganu, Malaysia
Hussin, Z. Jabatan Asas Pendidikan dan Kemanusiaan, Fakulti Pendidikan, Universiti Malaya, 50603 Kuala Lumpur, Wilayah Persekutuan Kuala Lumpur, Malaysia

DOI:

https://doi.org/10.7187/GJATSI122024-21

Keywords:

Model development, Homeschooling, Quran and Fardu Ain (KAFA) classes, Technology-based, B40 group

Abstract

Homeschooling is an alternative educational model that is increasingly gaining the attention of parents as a more personalized and suitable approach to meeting the needs of their children. However, this approach is still considered new for Al-Quran and Fardu Ain (KAFA) classes. Therefore, this study aims to develop a technology-based KAFA homeschooling model for children from B40 groups. The study employs the Fuzzy Delphi Method (FDM), involving 15 experts as respondents. A questionnaire consisting of 48 items covering three elements; knowledge, practice, and values was used to collect data. The data were analyzed using Fuzzy triangular numbering. The findings show that 30 out of 48 items were accepted and met the three Fuzzy conditions, while 18 items were rejected for not meeting the Fuzzy conditions. This KAFA homeschooling model provides a new idea for the education sector, particularly KAFA teachers, in diversifying teaching and learning approaches for diverse students. The study suggests that knowledge, practice, and values elements should be emphasized in KAFA education to prepare human capital for the 21st century.

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