Perbandingan Pelaksanaan Kemahiran Berfikir Aras Tinggi (Kbat) Dalam Mata Pelajaran Pendidikan Islam Menurut Ibn Khaldun Dan Le Francois
Comparison of The Implementation Of High Level Thinking Skills (Hlts) In Islamic Education Subjects According To Ibn Khaldun And Le Francois
Keywords:
Pemikiran Ibn Khaldun, Le Francois, KBAT, Pendidikan IslamAbstract
High-Order thinking skills (HOTS) is a transformation in the education system in Malaysia in this century in line with the implementation of the Malaysian Education Development Plan (PPPM) 2013-2025. A composition -oriented teaching approach is an important element. However, for Islamic Education subjects based on Al-Quran and As-Sunnah, the implementation of this element of HOTS needs to be translated through the foundation of Islamic Education Philosophy which places the perfection of mind education as the main thrust in driving the cultivating of thinking skills. The emergence of figures such as Ibn Khaldun who discussed comprehensively the education of the mind based on the concept of Malacca has sparked diversity in understanding the concept of HOTS. For this study peels from the analytical aspect of how HOTS is implemented in Islamic education subjects from the context of Ibn Khaldun and Le Francois. The findings of this study form similarities between the basic concepts of Ibn Khaldun and Le Francois in the need for the application of HOTS through Malacca combined with the use of aql tamyizi, aql tajribi, aqal nazori and human reality. Overall, the implementation of teaching and learning (T&L) of Islamic education that applies HOTS should emphasize the implementation and philosophy of teaching that has been formed by Ibn Khaldun compared to the practice of teaching composition that has been formed by Le Francois to ensure the value of understanding, appreciation and practice by students meet the requirements. set based on the mold of the Philosophy of Islamic Education.
Kemahiran berfikir aras tinggi (KBAT) merupakan suatu tranformasi di dalam sistem pendidikan di Malaysia pada abad ini selaras dengan pelaksanaan Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025. Pendekatan pengajaran yang berorentasikan komposisi pengajaran adalah elemen yang penting. Namun begitu, bagi mata pelajaran Pendidikan Islam yang berteraskan kepada Al-Quran dan As-Sunnah, pelaksanaan elemen KBAT ini perlu diterjemahkan menerusi asas Falsafah Pendidikan Islam yang meletakkan kesempurnaan pendidikan akal sebagai teras utama di dalam memacu pembudayaan kemahiran berfikir ini. Kemunculan tokoh-tokoh seperti Ibn Khaldun yang membicarakan secara menyeluruh pendidikan akal berteraskan konsep Malakah telah mencetuskan kepelbagaian di dalam memahami konsep KBAT. Untuk kajian ini mengupas dari aspek penganalisaan bagaimana KBAT dilaksanakan dalam mata pelajaran pendidikan Islam dari konteks Ibn Khaldun dan Le Francois. Dapatan kajian ini membentuk persamaan di antara konsep asas Ibn Khaldun dan Le Francois di dalam keperluan penerapan KBAT iaitu menerusi Malakah yang dikombinasikan dengan penggunaan aql tamyizi, aql tajribi, aqal nazori dan hakikat insaniyah. Secara keseluruhannya, pelaksanaan pengajaran dan pembelajaran (PdPc) pendidikan Islam yang menerapkan KBAT seharusnya menitikberatkan pelaksanaan dan falsafah pengajaran yang telah dibentuk oleh Ibn Khaldun berbanding amalan komposisi pengajaran yang telah dibentuk oleb Le Francois bagi memastikan nilaian kefahaman, penghayatan dan pengamalan oleh pelajar menepati kehendak yang ditetapkan berasaskan acuan Falsafah Pendidikan Islam.
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