Gifted and talented students require careful selection of activities and assignments to help them develop an interest in the task given to suit their mental ability. Gagne’s Differentiated Model of Giftedness and Talent (DMGT) highlights the importance to identify student’s learning ability to match the activities, assignments and exercises prepared for them. One of the enrichment strategies implemented in PERMATA Insan College, Islamic Science University of Malaysia is the 21st century learning education approach that equipped every student and lecturer with an iPad. Classroom activities and assignments were developed to meet various objectives and learning outcomes outlined in all subjects to meet the requirements guided by the knowledge on students’ mental ability and academic performance. In 2015, as part of an enrichment programme, 19 students were selected to participate in a regional Islamic Education Summit and they were trained to prepare iBooks as a form of lesson interpretation. They utilised apps such as iBooks Author, Book Creator and Explain Everything to develop iBooks. Students documented the iBook production process and participated in a group interview to reflect on their experiences. This paper revealed how the iPad apps could be an effective form of enrichment for gifted and talented students of PERMATA Insan College. Keywords: iPad apps, gifted and talented, experiential learning

Menyapu muka setelah selesai daripada solat merupakan satu amalan kebiasaan yang dilakukan oleh masyarakat kita di Nusantara setelah berabad dan telah sebati dalam hidup muslim di sini. Namun demikian, adakah menyapu muka setelah selesai solat adalah amalan yang diambil daripada nas hadith yang sahih? Kajian analisis sanad hadith dijalankan untuk menilai kebersambungan hadith tersebut sehingga kepada Rasulullah s.a.w dan hendaklah dengan susur galur perawi yang thiqah serta dipercayai. Kajian mendapati sanad hadith ini yang dinilai melalui 6 riwayat yang dicatatkan oleh al-Tabrani di dalam al-Ausat dan al-Dua, Ibn Suni dalam `Amal al-Yaum wa al-Lailah, Abu Nu’aim dalam Hulyah dan Akhbar al-Asbahan, dan Ibn Sama’un dalam Amali ibn Sama’un melalui 3 orang perawi iaitu Kathir Ibn Sulim, Muawiyyah Ibn Qurrah dan Thabit Ibn Aslam. Ibn Hibban, Ibn Jawzi dan ulama moden al-Albani menilai hadith ini dengan menghukum palsu

Integrating naqli and aqli knowledge (INAQ) is compulsory in every subject at Kolej GENIUS Insan (KGI), and the implementation of INAQ also involves Quranic education. However, specific guidelines in integrating memorised Quranic verses with aqli knowledge have not been highlighted. This study aims to develop a model for integrating memorised Quranic verses with aqli knowledge based on the discipline of Quranic exegesis for the use of secondary students at KGI. This study used the Design and Developmental Research (DDR) approach founded by Richey and Klein (2007), which has three phases: needs analysis, design and development, and usability evaluation. For the need analysis, a survey using interviews was conducted among Quran teachers, alumni, and students of KGI to know the implementation of integrating memorised Quranic verses with the aqli knowledge. The second phase has been divided into two subphases: 1. Subphase of designing model based on the literature review and the Focus Group Discussion (FGD) method involving seven experts 2. Subphase of developing model using the Fuzzy Delphi Method (FDM) approach involving twelve experts. The prototype model for integrating memorised Quranic verses with aqli knowledge is the result of this phase. In the third phase, Nominal Group Technique (NGT) involving nine experts was used to assess the model’s usability. The result of this study is a model of integrating memorised Quranic verses with aqli knowledge consisting of five components, five phases, eight subphases, and sixty-eight elements. The model provides guidelines to Quran teachers and students of KGI in integrating memorised Quranic verses with aqli knowledge.

One of the conditions in the translation of the meaning of Qur’an is must be done by a committee consisting by the experts in the field of knowledge related to the Qur’an such as Arabic language, intermediated language, interpretation of Qur’an and other disciplines such as history, geography, chemistry, biology, medicine and others. The reason is the Qur'an is not merely discussing the question of law, but also contains elements of various fields. Kawniyyat verses (verses relating the creation) of the Qur'an are seen necessitate a review of the translation of its meaning. Kawniyyat verses indirectly contains elements of science that requires the expertise of those involved in the field to know the exact meaning so that the translations are done in line with the facts of modern science. The objective of this study was to evaluate the meaning of the translation of kawniyyat verse relating to animal creation based on the facts of modern science to find out the compatibility between the two. This article will analyze the Malay translation of the meaning of the verses of Holy Qur’an using scientific exegesis to find out whether the translation of the meaning match with modern science facts. The true meaning of the verse translation will be proposed then. The result showed some value additions in the meaning translation of the word namlah which was translated as “an ant” in its meaning, whereby the other proposed meaning is “a female ant;” the word al-Nahl was translated as “bees” in its meaning whereas the other proposed meaning is “female bees,” and the word al-‘Ankabut was translated as “spider” in its meaning whereby the other proposed meaning is “female spider.”

One of the process requirements in the translation of the meaning of Quran is that it must be done by a committee consisting of experts in the field of knowledge related to the Quran such as Arabic language, the target language, the interpretation of Quran and other disciplines such as history, geography, chemistry, biology, medicine and others. It is obvious that Quran is not merely discussing the question of law, but also contains elements of various fields. Kawniyyat verses (verses related to creation) are the Quranic verses which have been typically discussed on the issue of the translation of the meaning of Quran. This is because kawniyyat verses indirectly contain elements of science that require the expertise of those involved in the field to provide the exact meaning so that the translations are done in line with the facts of modern science. The objective of this study was to evaluate the meaning of the translation of kawniyyat verses in The Meaning of the Holy Quran by Abdullah Yusuf Ali based on the facts of contemporary science to find out the compatibility between them. In this article, the analysis of the translation of meaning of the verses of Holy Qur’an utilised science-oriented exegesis (tafsir ‘ilmi) to determine whether the translation of meaning matches the modern science facts. The suitable meaning of the verse translation will be proposed then. The result showed some additional values in the translation of meaning of the word ‘alaqah in the verse 14 of Sura Al-Mu’minun which is translated into “blood layer/clot”, while the more accurate meaning should be “blood layer that characterizes a leech” and the word al-nahl in the verse 68 of Sura Al-Nahl which is translated into “Bee”, while the more accurate meaning should be “female bees”.

Lanskap pendidikan negara semakin melangkah ke hadapan dengan lahirnya pelbagai institusi tahfiz yang menggabungkan kurikulum akademik dan tahfiz Al-Quran. Kepelbagaian pendekatan dan pembinaan modul hafazan yang dibuat di setiap institusi memberikan satu peluang unik untuk dinilai, diperhalusi dan seterusnya diangkat sebagai amalan terbaik dalam pelaksanaan pengajian Al-Quran. Berdasarkan penilaian yang dijalankan terhadap modul-modul yang sedia ada, kajian ini mengetengahkan modul pendidikan al-Quran yang holistik dan tidak terhad kepada hafazan al-Quran sahaja. Modul Pendidikan Al-Quran PERMATA Insan ini merangkumi hakhak al-Quran terhadap manusia iaitu al-qiraat, al-hifz, al-fahm, al-�amal dan al-tabligh. Konsep asas yang menjadi landasan pembinaan modul adalah menggunakan pendekatan VARK (Visual, Aural, Read/write, and Kinesthetic). Modul ini juga mengambil kira pendekatan digunapakai dalam sistem pengajaran dan pembelajaran bagi pelajar pintar berbakat yang dikenali dengan Differentiated Model of Giftedness and Talent (DMGT). Selain itu penggunaan teknologi semasa dalam pendidikan Al-Quran turut diaplikasikan dalam pembangunan modul tersebut. Komponen modul ini jika diukur berdasarkan Taksonomi Bloom meliputi tahap pengetahuan, kefahaman, aplikasi dan analisis. Modul ini diharapkan dapat menjadi panduan dan contoh kepada mana-mana institusi pendidikan yang ingin melaksanakan program pengajian al-Quran.

Para Sahabat dan generasi seterusnya mengambil tanggungjawab menerangkan makna al-Quran kepada masyarakat dan mentafsirkannya selepas kewafatan Rasulullah SAW. Perkembangan tafsir al-Quran terus subur dalam lipatan sejarah selama berabad dan generasi hingga perpustakaan tafsir dipenuhi dengan pelbagai jenis tafsir mengikut madrasah dan aliran. Objektif artikel ialah menyoroti aliran klasik dan moden yang terdapat dalam pengajian tafsir menggunakan pendekatan kajian perpustakaan. Hasil kajian mendapati aliran yang wujud dalam pengajian tafsir ialah; lughawi, fiqhi, ‘ilmi, ‘aqdi/kalami, falsafi, adabi ijtima’i dan al-da‘awi al-haraki.