CE  Vol.5 No.7 , April 2014
Quran Education for Special Children: Teacher as Murabbi
ABSTRACT

This paper discusses scenarios that occur in the delivery of the National Education Program, focusing the debate on the Special Education teacher professionalism especially teachers of Islamic Studies (IET). The objective of this study is to propose solutions to issues and challenges of the teaching profession by presenting a model of Special Education teacher as Murabbi. The term Murabbi is selected in this model as opposed to Mursyid, Muallim, Muaddib, and Mudarris, because Murabbi encompasses the concept of love which is very close to special children as applied in this element. The findings of this study have resulted a model teacher as Murabbi particularly in the context of special education. There are eight characteristics of effective teachers as Murabbi contribute towards upholding the special education system of the country.


Cite this paper
Jaafar, N. , Raus, N. , Muhamad, N. , Ghazalid, N. , Amat, R. , Hassan, S. , Hashim, M. , Tamuri, A. , Salleh, N. and IsaHamzah, M. (2014) Quran Education for Special Children: Teacher as Murabbi. Creative Education, 5, 435-444. doi: 10.4236/ce.2014.57053.
References
[1]   Ab. Halim Tamuri (2011). Penghayatan Islam Melalui Pengajaran dan Pembelajaran. Kongres Pendidikan Islam Kebangsaan. Kuala Lumpur.

[2]   Ab. Halim Tamuri dan Mohamad Khairul Azman Ajuhary (2010). Amalan Pengajaran Guru Pendidikan Islam Berkesan Berteraskan konsep al-Mu’allim. Journal of Islamic and Arabic Educcation, 2, 43-56.

[3]   Ab. Halim Tamuri dan Zarin Ismail (2006). Model Guru Pendidikan Islam: Konsep 5 Mim. Ppaper presented at Conference of Amalan Pengajaran Guru Pendidikan Islam. Bangi: Universiti Kebangsaan Malaysia.

[4]   Abdullah Basmeh (2010). Tafsir Pimpinan al-Rahman. Kuala Lumpur: Dar al-Fikir.

[5]   Abdullah Hassan dan Ainon Mohd (2011). Guru Sebagai Pendorong dalam Darjah. Edisi Kemas Kini. Selangor: PTS Professional Publishing Sdn. Bhd.

[6]   Abdullah Nasih Alwan (1968). Tarbiyyah al-Awlad fi al-Islam. Kaherah: Dar al-Salam.

[7]   Ahmad Mohammad Said dan Khalif Muammar A. Haris (2005). Pembangunan watak bangsa: Pemerkasaan nilai-nilai murni pendidikan. Bangi: Kolej Darul Hikmah.

[8]   Ahmad Mohd Salleh (2004). Pendidikan Islam: Falsafah, Sejarah dan Kaedah Pengajaran Pembelajaran. Selangor: Fajar Bakti Sdn. Bhd.

[9]   al-Alusi Mahmud ibn Abdullah (2001). Ruh al-Ma’ani fi Tafsir al-Quran al-Azim. Beirut: Dar al-Kutub al-Ilmiyyah.

[10]   al-Ba’labaki, R. (2003). al-Mawrid: Qamus ’Arabiy-Injliziy. Beirut: Dar al-’Ilm li al-Malayin.

[11]   al-Bustani, Fu’ad Afram (1956). Munjid al-Tullab. Juz 1-2. Beirut: Dar al-Masyriq.

[12]   al-Ghazali, Abu Hamid Muhammad Muhammad (1939). Ihya’ ’Ulum al-Din. Mesir: Matba’ah Mustafa al-Bab al-Halabi.

[13]   Allport, G. W. (1997). Partern and Growth in Personality. New York: Rinehart and Winston.

[14]   Edy, C. (2009). Profil Guru Sebagai Murabbi.
http://newuke8554.blogspot.com

[15]   Hajarul Bahti Zakaria & Mohd Huzairi Awang (2010). Isu dan Cabaran Guru dalam Pendidikan al-Quran Pelajar Bermasalah Penglihatan. Seminar Pendidikan Guru Peringkat Antarabangsa kali ke-4 (UPI & UPSI). Bandung: Indonesia.

[16]   Halimah Harun (2006). Minat, Motivasi dan Kemahiran Mengajar Guru Pelatih. Jurnal Pendidikan, 31, 83-96.

[17]   Hasnah Toran, Mohd. Hanafi Mohd. Yasin, Mohd. Mokhtar Tahar & Norani Salleh (2010). Tahap Latihan, Pengetahuan dan Keyakinan Guru-guru Pendidikan Khas Tentang Autisme. Jurnal Pendidikan Malaysia, 35, 19-26. Bangi: Universiti Kebangsaan Malaysia.

[18]   Ismail Abas (2007). Peranan Guru Membina Murid Menghadapi Cabaran Wawasan 2020. Jurnal Penyelidikan Pendidikan Institut Perguruan Islam, 10, 82-89.

[19]   Jamila K.A. Mohamed (2005). Pendidikan Khas Untuk Kanak-kanak Istimewa. Pahang: PTS Professional.

[20]   Mohd Huzairi bin Awang @ Husain (2010). Peranan Masjid Dalam Pendidikan: Tumpuan Khusus Terhadap Golongan Pekak. Seminar Kebangsaan Pengajaran dan Pembelajaran di Masjid. Shah Alam.

[21]   Norakyairee Mohd Raus & Ab. Halim Tamuri (2011). Program Tilawah al-Quran di Masjid Bagi Golongan Bermasalah Penglihatan: Realiti dan Cabaran Semasa. Seminar Pengurusan Masjid Inovatif Peringkat Antarabangsa, 23-25 April 2011. IAIN ar-Raniry, Banda Aceh, Aceh.

[22]   Norakyairee Mohd Raus, Ab. Halim Tamuri, dan Norshidah Mohamed Salleh (2012). Pengajaran Al-Quran Braille: Penglibatan Institusi Pengajian Tinggi Islam Di Malaysia. Seminar Serantau Institusi Pengajian Tinggi Islam. Nilai: USIM.

[23]   Norakyairee Mohd Raus, Ab. Halim Tamuri, dan Norshidah Mohamed Salleh (2012). Asas Kesediaan Pengajaran Guru Berkesan dalam Modul al-Quran Berbantukan al-Quran Braille. The International Conference on Research in Islamic and Arabic Language Education 2012 (ICRIALE2012). Saudi Arabia: Mekah.

[24]   Norakyairee Mohd Raus, Ab. Halim Tamuri, dan Norshidah Mohamed Salleh (2012). Asas Kesediaan Pengajaran Guru Berkesan Dalam Program Pendidikan Khas Masalah Penglihatan Berdasarkan Konsep al-Rasul al-Mu’allim. Seminar Warisan Nabawi (SWAN2012). Nilai: USIM.

[25]   Shea, T.M., & dan Bauer, A.M. (1991). Parents and Teachers of Children with Exceptionalities. Massachusetts: Allyn and Bacon.

[26]   Wan Sabri Wan Husin, Mohd Zaini Mat Abas, Nor’Aziah Mohd Daud, Norakyairee Mohd Raus, Nazean Jomhari, & Afifah Salleh (2013) Model Pembangunan Institusi Pendidikan al-Quran Bagi Anak Istimewa. The 3rd Annual International Qur’anic Conference, Centre of Quranic Research (CQR), 13-14 March 2013, Universiti Malaya.

 
 
Top