Penerapan Nilai Murni dalam Mata Pelajaran Usul al-Din: Tinjauan Isu dan Cabaran Pelaksanaannya di Sekolah Agama Bantuan Kerajaan

The Inculcation of Noble Values in the Subject of Usul al-Din: A Review of Implementation Issues and Challenges in Government-Aided Religious Schools

Abstract

Penerapan nilai murni (NM) secara merentas kurikulum merupakan prinsip penting dalam semua mata pelajaran, termasuk Usul al-Din. Namun, kebejatan nilai dalam kalangan pelajar masa kini agak membimbangkan, terutama yang melibatkan pelajar sekolah agama. Bagi meneliti hal tersebut, satu kajian awal telah dilakukan untuk mengetahui isu yang timbul sama ada berpunca dari konteks kompetensi guru, kemudahan infrastruktur, penggunaan Bahasa Arab, atau penghayatan pelajar itu sendiri. Kajian ini juga bertujuan mengenal pasti pengaruh utama penghayatan NM pelajar yang perlu diberikan perhatian. Reka bentuk kajian ini bersifat kuantitatif yang menggunakan instrumen soal selidik. Sampel kajian melibatkan 34 orang guru yang mengajar mata pelajaran Usul al-Din, Kurikulum Bersepadu Dini (KBD) di beberapa buah Sekolah Menengah Agama Bantuan Kerajaan (SABK). Data dianalisis secara deskriptif dengan menumpukan kepada nilai kekerapan dan peratusan. Hasil tinjauan guru menunjukkan semua guru kurang diberikan pendedahan secara komprehensif mengenai pendidikan NM (100%), NM dalam buku teks Usul al-Din perlu diklasifikasikan secara eksplisit (97%), infrastruktur perlu ditambahbaik (90.9%), penggunaan Bahasa Arab berkaitan NM dalam buku teks kurang sesuai (84.8%) dan kelemahan NM pelajar dalam amalan seharian (84.4%). Kesimpulannya, isu dan cabaran yang timbul dari pelbagai faktor ini boleh menjejaskan usaha kerajaan dalam menghasilkan pelajar yang seimbang. Implikasi dari dapatan ini sangat penting kepada pemegang taruh bagi menjalankan kajian lanjutan dan merangka perancangan yang lebih sistematik.    

The inculcation of moral values (MV) across the curriculum is a fundamental principle in all subjects, including Usul al-Din. However, the decline of moral values among students today is a growing concern, particularly among students in religious schools. To explore this issue, a preliminary study was conducted to examine the underlying problems, whether they stem from teacher competency, infrastructure limitations, the use of Arabic language, or the students' own level of value internalisation. This study also aimed to identify the key factors influencing students’ appreciation of MV that warrant focused attention.This research employed a quantitative design using a questionnaire as its primary instrument. The sample comprised of 34 teachers who taught Usul al-Din under the Integrated Dini Curriculum (IDC) in several Government-Aided Religious Secondary Schools (GARS). The data were analysed descriptively, focusing on frequency and percentage distributions. Findings from the teacher survey indicated that all teachers (100%) lacked comprehensive exposure to NM education. Furthermore, 97% agreed that moral values in the Usul al-Din textbooks need to be more explicitly classified. In addition, 90.9% perceived the existing infrastructure as inadequate, 84.8% found the Arabic language used for moral values in the textbooks to be less appropriate, and 84.4% identified students’ deficiency in appreciating and practicing moral values in their daily life. In conclusion, the issues and challenges arising from these various factors may hinder government efforts to produce well-rounded students. The implications of these findings are critical for stakeholders to conduct further investigation and develop more systematic and strategic interventions.