الدراسات القرآنية في المناهج الثانوية في سلطنة بروناي دار السلام : دراسة مقارنة

Abstract

This study aims to appraise Quranic studies in the secondary schools’ curricula in Brunei Darussalam, by using teachers’ and students’ point-of-views as samples for this study. Tafsir and 'Ulum Al-Qur’an (Exegesis and Quranic Sciences) is one of the religious subjects in the curricula. This study also aims at looking at the differences in the implementation of the curricula between secondary schools under the Ministry of Education (MOE) and secondary Arabic schools under the Ministry of Religious Affairs (MORA) in Brunei Darussalam. These differences are highlighted in terms of the Tafsir and 'Ulum Al-Qur’an curricula, its implementation and learning and the level of understanding and knowledge of students of the subject. In addition the problems and challenges faced by the educators are also analysed in terms of course contents, objectives, methods of learning, teaching aids and assessment. The study also focuses on the history of teaching Al-Qur’an in Brunei and its development, in particular the teaching and learning of Tafsir and knowledge that are related to Al-Qur’an in Brunei schools, from the period of Islam’s emergence in Brunei to this day, particularly after gaining independence in ١٩٨٤. The study utilized a survey method whereby questionnaires were distributed to ٨٣٠ students and ٧٤ teachers/educators selected at random from nine secondary schools under MOE and three secondary Arabic schools under MORA. The data analysis was done by descriptive method using frequency and percentage distribution. The findings of the study indicate the differences and similarities in the curricula and implementation in the teaching of Tafsir and 'Ulum Al-Qur’an in those two types of schools. Among the differences are the nature of subject (compulsory or optional, single subject or combined with other subjects, etc.), the medium of instruction, textbooks, the hours spent per week and course contents. The similarities between both types of schools are the teaching methods and aids. Besides that, the type of assessment practiced is subjective written assessments. The study also shows the level of understanding and knowledge among secondary school students under MORA is better than those under MOE. The results also showed the similarities of all the teachers in facing problems and challenges in teaching the subject, particularly the nature of the textbooks which are very old and unattractive, course contents are too broad and not consistent with the allocated time, no variety in teaching methods and techniques and lack of teaching aids.