ABSTRAK

Kajian kualitatif ini bertujuan memerihal dan memahami pelaksanaan kurikulum Bahasa Arab di sekolah rendah. Fokus kajian adalah kepada proses sebenar amalan pengajaran dan pembelajaran di bilik darjah yang melibatkan fasa perancangan, penyampaian dan penilaian. Kajian ini bertujuan untuk mengkaji peranan yang dimainkan oleh guru dalam menterjemahkan matlamat dan objektif kurikulum terhadap pelaksanaan pengajaran dan pembelajaran (P&P) berasaskan kaedah dan teknik pengajaran tertentu. Aspek penilaian pengajaran dan cabaran pelaksanaan kurikulum juga turut dikaji. Reka bentuk kajian ini adalah kajian kes dimana enam orang guru bahasa Arab dari Pejabat Pendidikan Daerah Kluang, Johor dipilih untuk menyertai temu bual. Mereka dipilih secara bertujuan berdasarkan lokasi kajian, latar belakang pendidikan, latihan perkhidmatan dan pengalaman mengajar. Dapatan kajian menunjukkan bahawa guru-guru bcrsetuju bahawa matlamat dan objektif kurikulum bahasa Arab adalah realistik dan relevan untuk dilaksanakan di peringkat sekolah rendah. Manakala guru juga memahami matlamat dan objektif yang digariskan dengan menterjemahkannya melalui perancangan dan pelaksanaan pengajaran dan pembelajaran dalam kelas menggunakan teknik-teknik tertentu mengikut kemahiran yang diajar. Teknik-teknik pengajaran yang dilaksanakan juga berasaskan pengetahuan, kemahiran dan pengalaman guru. Guru turut melaksanakan penilaian pengajaran khususnya dalam aspek penilaian empat kemahiran bahasa dan pentaksiran secara formatif dan sumatif. Kajian juga turut melihat cabaran dan kekangan dihadapi oleh guru secara eksplisit khususnya dalam konteks pelaksanaan pengajaran, kesediaaan guru dan perubahan dasar kurikulum. Kajian turut menunjukkan tidak ada perbezaan yang ketara antara guru berpengalaman dengan guru baru dalam melaksanakan pengajaran bahasa Arab kecuali perbezaan dari aspek adaptasi demografi sekolah dan latar belakang pendidikan. Oleh itu, dapatan kajian menunjukkan realiti sebenar pelaksanaan kurikulum bahasa Arab di sekolah rendah dimana peranan dan kesediaan guru sangat berimpak dalam menentukan kejayaan pelaksanaannya. Beberapa cadangan tindakan turut dikemukakan oleh pengkaji diakhir kajian ini.

ABSTRACT

This qualitative study aimed to describe and understand the implementation of the Arabic Language curriculum in primary school. The study’s focus is on the actual process of the teaching and learning in the classroom, which involved the planning, delivery and evaluation phases. This study investigated teacher’s role in translating the curriculum’s aims and objectives on the implementation of teaching and learning (T&L) based on specific methods and techniques. The evaluation aspect and curriculum implementation challenges were also investigated. The research design of this study is qualitative in the form of a case study where six Arabic Language teachers from the Kluang’s District Education Office were selected to participate in the interviews. They were purposely chosen based on the study location, education, training background, as well as teaching experience. Research findings showed that teachers agree that the aims and objectives of Arabic Language curriculum are realistic and relevant to be implemented at the primary school level. The study showed that teachers understand the aims and objectives outlined, by translating it through the planning and implementation phases of teaching and learning process in the classroom, through the use of specific teaching techniques based on the skills taught. The teaching techniques implemented were also based on teacher’s knowledge, skills and experience. Teachers also implemented evaluation specifically on the aspects of the four language skills, using formative and summative methods. Other than that, the study also looked explicitly into the challenges and obstacles that teachers faced especially in the context of teaching implementation, teacher readiness and curriculum change. The study showed that there is no significant difference between experienced teachers and new teachers in implementing the teaching of Arabic Language, except on the school demography adaptation and the subjects’ education background aspects. Thus, these research findings gave a clear picture of the actual Arabic Language curriculum implementation in primary school, whereby teacher’s role has an impact in ensuring the implementation success. Some suggestions have been submitted by the researcher at the end of the study.