Tadabbur sebagai transformasi pendidikan tahfiz: analisis model tradisional dan moden dalam konteks pengajaran tahfiz di Sekolah Ugama Radin Mas (SURM), Singapura.

Tadabbur as a transformative element in tahfiz education: an analysis of traditional and modern models in the context of tahfiz teaching at Sekolah Ugama Radin Mas (SURM), Singapore.

Abstract

Abstrak

Kajian ini meneliti tadabbur sebagai pemangkin transformasi pendidikan tahfiz dengan menilai secara kritis penyepaduan amalan hafazan tradisional dan paradigma pedagogi moden dalam konteks pengajaran di Sekolah Ugama Radin Mas, Singapura. Reka bentuk kajian bersifat kualitatif dengan pendekatan pensejarahan dan konseptual; data diperoleh melalui analisis dokumen dan dihuraikan secara induktif. Lima model utama dianalisis sebagai model perbandingan tradisional dan moden, iaitu Al-Qabisi, Al-Ansari, Konstruktivisme, Ulul Albab, dan Huffaz Profesional. Dapatan menunjukkan bahawa tadabbur berstruktur bukan sahaja meningkatkan kualiti hafazan dan kefahaman teks, malah memperkukuh pembentukan sahsiah melalui pemikiran kritis dan ketahanan rohani. Implikasi ini khususnya signifikan dalam konteks minoriti Muslim seperti Singapura yang berdepan tekanan pemodenan tanpa menanggalkan nilai teras Islam. Namun, pelaksanaan tadabbur masih terhad akibat kekangan masa pengajaran, kekurangan latihan profesional guru, ketiadaan modul standard, dan tahap integrasi teknologi yang rendah. Kajian ini mencadangkan hala tuju strategik meliputi pembangunan modul tadabbur yang kontekstual dengan SURM, pemerkasaan guru melalui latihan terancang, pengintegrasian teknologi digital, serta penggunaan pentaksiran autentik yang menilai hafazan, kefahaman makna, kedalaman refleksi, dan amalan. Sumbangan utama kajian ialah pengemukaan rangka konseptual integratif yang mengalihkan wacana daripada hafazan semata-mata kepada pendekatan reflektif berasaskan makna, selaras dengan aspirasi pendidikan abad ke-21. Rangka ini diharap membantu pembuat dasar dan pelaksana kurikulum merapatkan jurang antara penguasaan teks dan penghayatan makna, seterusnya melahirkan huffaz yang bukan sahaja menghafaz, tetapi menghayati dan mengamalkan ajaran al-Quran.

Abstract

This study examines tadabbur as a catalyst for transforming tahfiz education by critically evaluating the integration of traditional memorization practices and modern pedagogical paradigms within the teaching context at Sekolah Ugama Radin Mas (SURM), Singapore. The research adopts a qualitative design with historical and conceptual approaches; data were gathered through document analysis and interpreted inductively. Five models are analyzed as traditional–modern points of comparison, namely Al-Qabisi, Al-Ansari, Constructivism, Ulul Albab, and Professional Huffaz. The findings indicate that structured tadabbur not only enhances the quality of memorization and textual comprehension, but also strengthens character formation through critical thinking and spiritual resilience. These implications are particularly significant in minority-Muslim contexts such as Singapore, which face pressures to modernize without relinquishing core Islamic values. Nevertheless, implementation remains constrained by limited instructional time, insufficient professional teacher training, the absence of standardized tadabbur modules, and low levels of technology integration. The study proposes strategic directions that include developing SURM-contextualized tadabbur modules, empowering teachers through targeted training, integrating digital technologies, and employing authentic assessment that evaluates memorization, comprehension of meaning, depth of reflection, and practice. The primary contribution is an integrative conceptual framework that shifts the discourse from memorization alone to a meaning-centered, reflective approach aligned with twenty-first-century educational aspirations. This framework is expected to assist policymakers and curriculum implementers in bridging the gap between textual mastery and the internalization of meaning, thereby nurturing huffaz who not only memorize but also embody and practice the teachings of the Quran.