CABARAN PENGAJARAN IBADAH KEPADA MBPK KATEGORI MASALAH PEMBELAJARAN : ANALISIS KONSEPTUAL KE ARAH PEMBANGUNAN MODUL ADAPTIF DIGITAL

CHALLENGES IN TEACHING IBADAH TO STUDENTS WITH LEARNING DISABILITIES: A CONCEPTUAL ANALYSIS TOWARDS THE DEVELOPMENT OF AN ADAPTIVE DIGITAL MODULE

Abstract

Murid Berkeperluan Pendidikan Khas (MBPK) kategori masalah pembelajaran (MBPK-MP) di peringkat sekolah rendah memerlukan pendekatan pengajaran ibadah yang fleksibel, sesuai konteks dan berfokuskan keperluan individu. Namun, pelaksanaannya berhadapan pelbagai cabaran antaranya perbezaan tahap  kefungsian kognitif, emosi dan psikomotor murid, kekurangan bahan pengajaran adaptif serta ketiadaan  pendekatan pedagogi yang responsif terhadap keperluan individu. Kajian lepas didapati masih kurang mengintegrasikan pedagogi ibadah dengan pembangunan modul adaptif digital secara sistematik. Justeru, kajian ini bertujuan mengenal pasti cabaran utama dalam pengajaran ibadah kepada MBPK-MP serta mencadangkan hala tuju pembangunan modul adaptif digital berdasarkan cabaran yang dikenal pasti. Kajian menggunakan pendekatan kualitatif melalui kajian kepustakaan konseptual dengan menganalisis artikel jurnal berindeks, prosiding, laporan Kementerian Pendidikan Malaysia dan tesis akademik berkaitan. Data dianalisis secara tematik bagi mengenal pasti pola cabaran, jurang kajian dan amalan terbaik dalam pengajaran ibadah kepada murid khas. Dapatan mengenal pasti tiga dimensi cabaran utama, iaitu kekangan pembelajaran murid, jurang pedagogi guru dan kelemahan sokongan ekosistem. Analisis turut menunjukkan bahawa multimedia digital berpotensi menyokong kefahaman dan penglibatan murid. Namun demikian, pelaksanaannya masih dipengaruhi oleh faktor bukan teknologi, manakala penyesuaian kandungan, kaedah dan kadar pembelajaran mengikut keperluan individu masih terhad. Dari sudut kebaharuan, kajian ini mengintegrasikan cabaran pedagogi dengan cadangan pembangunan modul adaptif digital berasaskan Model Pembinaan Modul Sidek, kerangka Universal Design for Learning (UDL) dan prinsip pendidikan Ibn Khaldun dalam satu kerangka bersepadu yang masih kurang diterokai secara menyeluruh dalam kajian terdahulu. Implikasinya, kajian ini menyediakan asas konseptual yang kukuh bagi pembangunan modul adaptif digital yang lebih sistematik, inklusif dan berteraskan nilai Islam, seterusnya menyokong pengajaran ibadah MBPK-MP secara lebih efektif, bermakna dan berpusatkan murid.

Students with special educational needs (SEN) in the learning disabilities category at primary school level require ibadah instruction that is flexible, contextually appropriate, and focused on individual needs. However, its implementation faces challenges, including differences in students’ cognitive, emotional, and psychomotor functioning, limited adaptive instructional materials, and pedagogical approaches that inadequately address individual needs. Previous studies have insufficiently integrated ibadah pedagogy with the systematic development of adaptive digital modules. Therefore, this study aimed to identify the main challenges in teaching ibadah to SEN students and propose directions for developing an adaptive digital module based on these challenges. The study employed a qualitative approach through a conceptual literature review involving indexed journal articles, conference proceedings, reports from the Ministry of Education Malaysia, and theses. The literature was analysed thematically to identify patterns of challenges, research gaps, and best practices in teaching ibadah to students with special educational needs. The findings revealed three main dimensions of challenges: students’ learning constraints, gaps in teachers’ pedagogical practices, and weaknesses in ecosystem support. The analysis also indicated that digital multimedia has the potential to support students’ understanding and engagement. However, its implementation remains influenced by non-technological factors, while the adaptation of content, instructional methods, and learning pace to individual needs remains limited. Regarding novelty, this study integrates pedagogical challenges with the development of an adaptive digital module based on the Sidek Module Development Model, the Universal Design for Learning framework, and Ibn Khaldun’s educational principles. The study contributes by proposing an integrated conceptual framework that combines pedagogical, adaptive learning, and Islamic educational principles to support ibadah teaching for students with learning disabilities. This study therefore provides a strong conceptual foundation for developing a systematic, inclusive, and Islamic values-based adaptive digital module, supporting more effective, meaningful, and student-centred ibadah instruction for students with learning disabilities.