MENGINTEGRASIKAN PENDIDIKAN 5.0 DALAM MATA PELAJARAN UMUM (MPU): ANALISIS PELAKSANAAN PENGAJARAN BERASASKAN QALBU (HEART-BASED EDUCATION)
INTEGRATING EDUCATION 5.0 IN GENERAL STUDIES (MPU): AN ANALYSIS OF THE IMPLEMENTATION OF QALBU-BASED TEACHING (HEART-BASED EDUCATION)
DOI:
https://doi.org/10.35631/IJEPC.1164087Keywords:
Impak Ummah (Ummah Impact), Mata Pelajaran Umum (MPU) (General Studies (MPU), Pendidikan 5.0 (Education 5.0), Pengajaran Berasaskan Qalbu (Qalbu-Based Teaching (Heart-Based Education)Abstract
Pelaksanaan Mata Pelajaran Umum (MPU) bertujuan melahirkan modal insan seimbang berteraskan Falsafah Pendidikan Kebangsaan (FPK). Selaras dengan Rancangan Pendidikan Tinggi Malaysia (RPTM) 2026-2035, pendekatan. Pendidikan 5.0 berasaskan pengajaran qalbu (heart-based education) disyorkan bagi menyerapkan nilai murni dan adab dalam kalangan mahasiswa. Walau bagaimanapun, pelaksanaan MPU berhadapan cabaran skeptisisme pelajar yang menganggapnya sebagai bebanan akademik, di samping kelemahan kaedah pengajaran konvensional yang terlalu berorientasikan peperiksaan sumatif. Bagi merobohkan jurang ini, kajian kualitatif menerusi analisis dokumen bertujuan menganalisis dan mencadangkan anjakan pedagogi daripada penilaian teoretikal tradisional kepada pedagogi afektif dan Amalan Pendidikan Berimpak Tinggi (High-Impact Educational Practices, HIEPs), khususnya dalam kelompok MPU U1 (Falsafah dan Etika) serta U4 (Khidmat Masyarakat). Dapatan analisis dokumen menunjukkan bahawa pendekatan berasaskan qalbu berpotensi menterjemahkan nilai moral dan etika ketamadunan ke dalam tindakan amali, sekali gus menyokong pembentukan empati sosial serta jati diri mahasiswa.
The implementation of General Studies (MPU) aims to produce balanced human capital in line with the National Education Philosophy (FPK). Aligned with the Malaysian Higher Education Plan (RPTM) 2026–2035, Education 5.0 based on qalbu-based instruction (heart-based education) is recommended to instill noble values and adab among students. However, MPU implementation faces challenges due to student skepticism regarding its relevance, alongside conventional teaching methods that rely heavily on summative assessments. To bridge this gap, this qualitative study utilizing a document analysis approach aims to analyze and propose a pedagogical shift from traditional theoretical evaluations toward affective pedagogy and High-Impact Educational Practices (HIEPs), particularly in MPU U1 (Philosophy and Ethics) and U4 (Community Service) categories. The document analysis indicates that a qalbu-based approach has the potential to translate moral values and civilizational ethics into practical actions, thereby supporting the development of social empathy and student self-identity.
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