KEPENTINGAN SKEMATA ARAB TERHADAP KEFAHAMAN AL-QURAN DAN PENCAPAIAN HAFAZAN (The Importance of the Arabic Language Schemata towards Understanding of the Quran and Memorisation Achievement)

Abstract

Tujuan – Walaupun pendidikan tahfiz berkembang pesat mutakhir ini, pencapaian hafazan al-Quran di institusi tahfiz didapati masih kurang memberangsangkan. Salah satu faktor kelemahan pencapaian hafazan dipercayai berpunca daripada kelemahan memahami makna ayat al-Quran dalam kalangan pelajar tahfiz. Walaupun banyak kajian telah dijalankan, namun terdapat jurang pengetahuan tentang faktor di sebalik masalah kefahaman al-Quran. Sementara itu, beberapa sarjana Islam didapati menekankan pengajaran bahasa Arab dalam sistem pendidikan tahfiz. Justeru, kajian ini meneroka kepentingan skemata bahasa Arab dalam meramal pencapaian hafazan melalui kefahaman al-Quran. Metodologi – Dengan mengambil pendekatan kuantitatif, kajian ini menyelidiki pengaruh skemata bahasa Arab terhadap pencapaian hafazan dalam kalangan pelajar tahfiz yang mempunyai latar belakang pengajian bahasa Arab. Faktor pengantara, iaitu kefahaman al-Quran turut diteliti. Kajian dijalankan terhadap 246 sampel dari empat buah institusi tahfiz di Malaysia yang mensyaratkan pelajar mempunyai skemata bahasa Arab pada peringkat Sijil Pelajaran Malaysia. Pengumpulan data dilakukan melalui teknik ujian bagi mengukur tahap skemata bahasa Arab yang terdiri daripada nahu, saraf dan kosa kata, tahap kefahaman al-Quran dan juga pencapaian hafazan. Dapatan – Hasil analisis menggunakan Partial Least Square – Structural Equation Modeling (PLS-SEM) dan prosedur Bootstrapping menunjukkan bahawa skemata bahasa Arab mempunyai kesan langsung dan kesan tidak langsung terhadap pencapaian hafazan melalui kefahaman al-Quran. Signifikan- – Dapatan kajian ini menjelaskan bahawa skemata bahasa Arab dan kefahaman al-Quran menjadi faktor peramal yang relevan terhadap pencapaian hafazan. ABSTRACT Purpose – Even though tahfiz education has been developing tremendously, tahfiz students’ achievement in memorising the Quran is still not very encouraging. Weakness in understanding the meaning of Quranic phrases is believed to be one of the reasons for this shortcoming. Despite numerous studies, a knowledge gap still exists regarding the factors underpinning the problem of understanding the Quran. At the same time, several Islamic scholars have emphasised on the teaching of Arabic in the tahfiz education system. Thus, this research explored the importance of Arabic language schemata in predicting memorisation achievement through the understanding of the Quran. Methodology – Utilising a quantitative approach, this research explored the influence of Arabic language schemata on memorisation achievement among tahfiz students with knowledge of the Arabic language. The mediating factor investigated was the understanding of the Quran. The research was conducted on a sample of 246 students from four Malaysian tahfiz institutions that required students to possess Arabic language schemata at Sijil Pelajaran Malaysia (Malaysian Certificate of Education) level. Data collection was carried out through testing techniques to measure the Arabic language schemata level, comprising ‘nahu’ (Arabic syntax), ‘saraf’ (Arabic morphology) and vocabulary, the level of understanding of the Quran and also memorisation achievement. Findings – The results of the analysis using Partial Least Square-Structural Equation Modeling (PLS-SEM) and Bootstrapping procedure showed that Arabic language schemata had direct and indirect effects on memorisation achievement through the understanding of the Quran. Significance – The findings clarify that Arabic language schemata and understanding the Quran are relevant predicting factors in memorisation achievement. Keywords: Arabic language schemata, understanding of the Quran, memorisation achievement, syntax, vocabulary.