KEPERLUAN KOMUNIKATIF BAHASA ARAB DALAM KALANGAN GURU PELATIH PENDIDIKAN ISLAM: KAJIAN ADAPTASI PROGRAM PARE INDONESIA

THE COMMUNICATIVE NEEDS OF ARABIC AMONG ISLAMIC EDUCATION TRAINEE TEACHERS: A STUDY ON THE ADAPTATION OF THE PARE PROGRAM FROM INDONESIA

Abstract

Kajian ini bertujuan mengenal pasti keperluan komunikatif bahasa Arab dalam kalangan guru pelatih Pendidikan Islam dan menilai potensi adaptasi pendekatan pembelajaran bahasa Arab dari Kampung Pare, Indonesia ke dalam konteks latihan guru di Institut Pendidikan Guru Malaysia. Pendekatan kualitatif dengan reka bentuk kajian kes digunakan melalui temu bual separa berstruktur melibatkan sepuluh orang guru pelatih semester II di IPGKSAH yang pernah mengikuti program bahasa Arab intensif dalam kursus BAMB1144. Dapatan menunjukkan keperluan komunikasi lisan merangkumi kemahiran memberi arahan, menyampaikan isi kandungan dan berinteraksi secara spontan dalam bahasa Arab. Kajian ini disandarkan pada kerangka teori pendidikan Islam melalui pandangan al-Ghazali serta prinsip komunikasi berkesan dalam al-Quran dan Hadis. Hasil kajian menunjukkan bahawa suasana pembelajaran yang immersif, interaktif dan berbimbingan secara talaqqi seperti di Pare menyokong pembangunan kompetensi komunikatif guru pelatih. Implikasi kajian mencadangkan modul latihan guru yang lebih kontekstual dan berasaskan pengalaman sebenar.

This study aims to identify the communicative needs in Arabic among trainee teachers of Islamic Education and to evaluate the potential adaptation of Arabic learning approaches from Kampung Pare, Indonesia into the teacher training context in Malaysian Teacher Education Institutes. A qualitative case study approach was employed using semi-structured interviews involving ten semester-seven trainee teachers from IPGKSAH who had undergone an intensive Arabic program in Pare. The findings reveal that oral communication needs include giving instructions, delivering content, and interacting spontaneously in Arabic. The study is grounded in Islamic educational theory as proposed by al-Ghazali, along with principles of effective communication in the Quran and Hadith. The findings indicate that an immersive, interactive, and guided learning environment such as in Pare supports the development of communicative competence. The study recommends the incorporation of contextual and experience-based modules in Arabic teacher training.