UNSUR-UNSUR ISLAM DALAM PERMAINAN SCIQUEST: INTEGRASI NILAI-NILAI ISLAM MELALUI PENDEKATAN PEMBELAJARAN BERASASKAN PERMAINAN
ISLAMIC ELEMENTS IN THE SCIQUEST GAME: INTEGRATION OF ISLAMIC VALUES THROUGH A GAME-BASED LEARNING APPROACH
DOI:
https://doi.org/10.35631/IJMOE.831058Keywords:
SCIQUEST, Sains (Science), Unsur Islam (Islamic Elements)Abstract
Permainan SCIQUEST 2.0 yang diadaptasi daripada permainan papan tradisional Saidina telah terbukti berkesan sebagai alat pengajaran dan pembelajaran (PdP) Sains di peringkat menengah rendah. Namun begitu, dalam konteks Malaysia sebagai sebuah negara yang menjunjung tinggi nilai-nilai Islam, aspek integrasi unsur-unsur Islam dalam alat pedagogi perlu diberikan perhatian yang lebih serius. Artikel ini bertujuan untuk mengenal pasti, menghurai dan menganalisis unsur-unsur Islam yang wujud secara eksplisit mahupun tersirat dalam reka bentuk, mekanisme dan pelaksanaan SCIQUEST. Berdasarkan analisis terhadap komponen permainan, nilai-nilai terkandung dan kerangka falsafah permainan ini, kajian mendapati bahawa SCIQUEST secara semula jadi mengandungi beberapa elemen yang selari dengan ajaran Islam termasuk prinsip talab al-'ilm (menuntut ilmu), konsep ta'awun (kerjasama), nilai amanah (tanggungjawab), adab (etika) dan keseimbangan antara dunia dan akhirat. Artikel ini seterusnya mencadangkan pengukuhan unsur-unsur Islam ini melalui pengubahsuaian yang disengajakan bagi menjadikan SCIQUEST bukan sahaja alat pembelajaran Sains tetapi juga platform penerapan nilai-nilai Islam secara holistik. Pendekatan ini sejajar dengan Falsafah Pendidikan Kebangsaan (FPK) yang menuntut pembangunan insan secara menyeluruh merangkumi aspek intelek, rohani, emosi, dan jasmani.
The SCIQUEST 2.0 board game, adapted from the traditional board game Saidina, has proven effective as a Science teaching and learning tool at the lower secondary level. However, in the context of Malaysia as a nation that upholds Islamic values, the aspect of integrating Islamic elements into pedagogical tools deserves more serious attention. This article aims to identify, describe and analyse Islamic elements that exist explicitly and implicitly in the design, mechanisms and implementation of SCIQUEST. Based on an analysis of the game's components, embedded values and philosophical framework, the study finds that SCIQUEST naturally embodies several elements aligned with Islamic teachings, including the principle of talab al-'ilm (seeking knowledge), the concept of ta'awun (cooperation), the values of amanah (trustworthiness), adab (ethics) and the balance between worldly and spiritual life. This article further proposes the deliberate reinforcement of these Islamic elements through intentional modifications, so that SCIQUEST may serve not only as a Science learning tool but also as a holistic platform for instilling Islamic values. This approach is in line with the National Education Philosophy (NEP), which calls for the comprehensive development of individuals encompassing intellectual, spiritual, emotional, and physical dimensions.
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