Amalan pengajaran dan pembelajaran kelas pengajian fardu ain kepada masyarakat orang asli Negeri Melaka: analisis persepsi pelajar terhadap sikap dan keperibadian guru
Teaching and learning practices of fardu ain classes among the orang asli community in melaka: An analysis of students’ perceptions of teachers’ attitudes and personality
DOI:
https://doi.org/10.53840/attarbawiy.v10i1.424Keywords:
Pendidikan Fardu Ain, Masyarakat Orang Asli, Sikap dan keperibadian guru, Persepsi pelajar, Pedagogi responsif budayaAbstract
Abstrak
Pendidikan Fardu Ain dalam komuniti Orang Asli Muslim sering berdepan cabaran perbezaan budaya dan pendekatan pedagogi arus perdana yang kurang sensitif terhadap realiti pribumi. Keberkesanan program ini amat bergantung kepada kualiti interpersonal guru yang mengendalikan kelas. Sehubungan itu, kajian tinjauan kuantitatif ini bertujuan untuk menganalisis tahap amalan pengajaran dan pembelajaran (PdP) kelas pengajian Fardu Ain dalam komuniti Orang Asli Muslim di Negeri Melaka berdasarkan perspektif pelajar terhadap dimensi sikap dan keperibadian guru. Seramai 132 orang responden dari daerah Alor Gajah dan Jasin dipilih melalui kaedah persampelan rawak mudah. Data dikumpulkan menggunakan soal selidik berstruktur skala Likert tiga mata dan dianalisis secara deskriptif (skor min dan sisihan piawai) melalui perisian SPSS. Hasil kajian menunjukkan pelajar mempunyai persepsi yang sangat positif terhadap guru, dengan skor min keseluruhan berada pada tahap tinggi (M = 2.94, SP = 0.24). Sikap guru yang sabar, ceria, dan mesra mencatatkan skor tertinggi. Penemuan ini membuktikan hubungan interpersonal yang positif dan konsep uswah hasanah adalah pemandu utama pengalaman pembelajaran agama masyarakat pribumi. Kajian ini menekankan keperluan pendekatan pedagogi responsif budaya bagi memperkukuh pendidikan Fardu Ain dalam kalangan Masyarakat orang Asli muslim.
Abstract
Fardu Ain education within the Muslim Orang Asli community frequently faces hurdles due to cultural disparities and mainstream pedagogical approaches that lack sensitivity toward indigenous realities. The success of these educational programs hinges heavily on the interpersonal qualities of the teachers leading the classrooms. Consequently, this quantitative survey-based study aims to analyze the state of teaching and learning practices in Fardu Ain classes among the Muslim Orang Asli community in Melaka, specifically examining students' perspectives on the attitudes and personalities of their teachers. A sample of 132 respondents from the Alor Gajah and Jasin districts was selected using simple random sampling. Data were gathered through a structured questionnaire utilizing a three-point Likert scale and analyzed descriptively (mean scores and standard deviation) via SPSS software. The findings indicate that students hold highly positive perceptions of their teachers, with the overall mean score reaching a high level (M = 2.94, SD = 0.24). Instructors' patience, cheerfulness, and approachability recorded the highest scores. These outcomes demonstrate that positive interpersonal relationships and the implementation of uswah hasanah (exemplary character) serve as key drivers in shaping the religious learning experiences of indigenous communities. Ultimately, this study underscores the critical need for culturally responsive pedagogy to strengthen Fardu Ain education among the Muslim Orang Asli community.
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