Pendidikan STEM dan Bahasa Arab sering terpisah dalam kurikulum di sekolah. Pembangunkan modul yang dikenali A4STEM bagi pengajaran dan pembelajaran bahasa Arab dalam subjek sains tulen adalah satu usaha merapatkan jurang yang ada. Kajian ini dirangka bagimenilai keberkesanan modul A4STEM di kalangan murid pintar berbakat di Kolej GENIUS Insan (KGI) Universiti Sains Islam Malaysia (USIM). Dengan pendekatan integrasi Ilmu Naqli dan Aqli (INAQ), modul interaktif bersepadu dalam platform “Massive Open Online Courses” (MOOC) telah dibangunkan. Kajian kualitatif ini melibatkan empat orang murid yang terdiri daripada dua orang murid lelaki dan dua orang murid perempuan KGI. Sampel kajian telah ditemu bual dan analisis teksperbualan telah ditranskrip secara manual. Kajian menunjukkan keberkesanan modul A4STEM dengan kandungan MOOC yang difahami dan menarik. Modul A4STEM sesuai dan berkesan dalam meningkatkan penguasaan Bahasa Arab dan STEM. Ianya berpotensi untuk dibangunkan dengan lebih komprehensif dan dilaksanakan di institusi pendidikan lain yang menerapkan subjek STEM dalam kursus bahasa Arab mereka.

Perkembangan bidang tafsir di Malaysia diperangaruhi oleh tokoh ulama Melayu daripada pelbagai institusi pendidikan dan setiap daripada mereka mempunyai metode pengajian tafsir yang tersendiri. Keunggulan ilmu tokoh ulama terdahulu dapat dilihat melalui penghasilan kitab-kitab tafsir. Kajian ini bertujuan menganalisis perbandingan aspek pemikiran dan metode penyampaian Muhammad Idris Al-Marbawi dan Mustafa Abdul Rahman dalam karya masing-masing. Fokus kajian ini adalah kepada tafsiran surah Yasin kedua-dua tokoh. Melalui pendekatan kajian perpustakaan, penulis berusaha meneliti dua aspek tersebut dalam karya setiap tokoh dan kemudian membanding antara keduanya. Hasil kajian mendapati pemikiran Al-Marbawi bersifat universal dan integral; pentafsiran beliau sarat dengan perbincangan merangkumi dan merentasi pelbagai bidang ilmu dan aspek. Pemikiran Mustafa Abdul Rahman pula lebih bersifat kontradik dengan Al-Marbawi; pentafsiran beliau mendasar dan merangkumi pengetahuan umum berkenaan ayat. Dari segi metodologi penyampaian Al-Marbawi diwarnai dengan pelbagai pendekatan unik dan susun atur kitab yang sistematik, sementara Mustafa Abdul Rahman menggunakan pendekatan syarahan dengan gaya bahasa yang mudah difahami pembaca.

The current models of gifted and talented education have always been based on the established curriculum designed on the parameters set by the standards in many western countries. While the concepts and ideas are relevant and proven, a Muslim gifted institution must take other considerations in the policy and implementation aspects to cater to the needs of gifted Muslim community. While main goal of gifted education is the student’s intelligent and talent development, the gifted Muslim student has additional areas of development that must be taken into consideration. Many mainstream gifted education models stress on the high academic performers or strong STEM-inclined individuals who displayed strong interest and academic achievement in science subjects. The Muslim gifted students have additional parameters such as religious inclination and interest combined with the Quran memorisation, hadith and Islamic references understanding. This study examines the existing literature on gifted and talented education models and adopts some core elements for the conceptualization of gifted curriculum for Muslim students, focusing on the fundamental elements of Islamic education philosophy. Applying qualitative method, the existing literature are reviewed systematically, and their educational philosophies analysed and compared. Based on the review and analysis, this paper proposes a conceptual framework on the integrated model of existing gifted philosophies from the western and Islamic perspective. The discussion has been framed specifically around the design and implementation of gifted and talented education in Malaysia. This paper will offer a guide to the development of integrated curriculum model – one which is based on the existing models both on the Western and Islamic ideas on gifted education. For gifted institutions adopting this guideline, it will serve as a working policy and implementation framework.

Implementing the traditional method with the 21st century teaching and learning method in learning history subjects can lead to the development of historical awareness in the new generation. The integration of history teaching in schools highlights the deficiency of historical knowledge among the younger generation. Therefore, this study aims to identify the interest in Malaysia’ History among PERMATA Insan students. This study has been conducted through a survey of the students at PERMATA Insan College. The ages of the students involved range from 12 to 17 years old. Based on the survey that has been conducted, the study's findings show that most of the students at PERMATA Insan College have not been interested in Malaysia's history since they were in primary school. In conclusion, a new learning method is needed to encourage students to become more interested in Malaysia’s History.

Halal industry ecosystem is a network of components involved in the growth cycle and delivery of Halal products or services that contribute to the overall socio-economic development. Eachcomponent in the ecosystem has its own unique activities that are interrelated to enhance thesustainability of the Halal industry. In Halal Industry Master Plan 2030, halal talent is one of the important components in supporting the development of a comprehensive Halal ecosystem in the future through the alignment of the occupational framework. However, it is generally considered that halal talent represents halal executives and halal auditors who are specific to Muslims only (Malaysian Halal Certification Procedure Manual, 2020). However, many are unaware that there are many job opportunities and career pathways that are closely linked to the halal ecosystem, such as laboratory analysts, auditors for laboratory accreditation who conduct sample analysis, standardization committees and consultants who are open to individuals regardless of religious background. Therefore, Institute of Fatwa and Halal took the initiative to design a digital gamification, "Halal Vocation Game", which is an edutainment game in order to promote closely related careers in the halal ecosystem as well as empower halal consumerism knowledge suitable for students and the community

The current models of gifted and talented education have always been based on the established curriculum designed on the parameters set by the standards in many western countries. While the concepts and ideas are relevant and proven, a Muslim gifted institution has to take other considerations in the policy and implementation aspects to cater to the needs of gifted Muslim community. While main goal of gifted education is the student’s intelligent and talent development, the gifted Muslim student has additional areas of development that have to be taken into consideration. Many mainstream gifted education models stress on the high academic performers or strong STEMinclined individuals who displayed high interest and academic achievement in science subjects. The Muslim gifted students have additional parameters such as religious inclination and interests with focus on the Quran memorisation, hadith and Islamic references understanding. This study examines the existing literature on gifted and talented education models and adopts some core elements for the conceptualization of gifted curriculum for Muslim students, focusing on the fundamental elements of Islamic education philosophy. Applying qualitative method, the existing literature is reviewed systematically, and their educational philosophies are analysed and compared. Based on the review and analysis, this paper proposes a conceptual framework on the integrated model of existing gifted philosophies from the western and Islamic perspective. The discussion has been framed specifically around the design and implementation of gifted and talented education in Malaysia. This paper will offer a guide to the development of integrated curriculum model—one which is based on the existing models both on the Western and Islamic ideas of gifted education. For gifted institutions adopting this guideline, it will serve as a working policy and implementation framework.

A gifted and talented curriculum, generally known as gifted education, is a programme or curriculum comprising practises, guidelines, and theories utilised in educating gifted and talented children. The core of the gifted and talented curriculum is accelerated and enrichment in the curriculum itself. In Malaysia, gifted education has been continuously revolutionised since 2006. Under the Education Planning and Research Department, the Ministry of Education highlighted the need to establish a special school for gifted and talented students or form gifted classes within the mainstream education system. Therefore, this article emphasises the special curriculum of gifted and talented education focusing on Muslim education, known as the Integrated Naqli Aqli Gifted Education (IGEd) Curriculum that integrates Al Quran and Sunnah perspectives. This IGEd curriculum will mould Muslim students to become holistic in all aspects of the nation and ummah.

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.

Al-Quran merupakan salah satu sumber ilmu naqli dan sumber kepada penerokaan pelbagai bidang ilmu aqli.Pengintegrasian al-Quran dengan ilmu aqli adalah seiring dengan perkembangan ilmu pengetahuan dalam tamadun Islam. Kajian ini cuba menyoroti sejarah pengajian al-Quran dan pengintegrasiannya dengan ilmu aqli. Kajian ini adalah bersifat kualitatif menggunakan metodologi kajian perpustakaan. Hasil kajian mendapati perkembangan pengajian al-Quran bermula dengan hafazan, kefahaman, dan seterusnya membawa kepada pentafsiran al-Quran sesuai dengan keperluan semasa. Sebahagian pentafsiran memperlihatkan berlaku pengintegrasian dengan ilmu aqlidan dikategorikan sebagai pentafsiran menggunakan akal.Syarat-syaratpentafsiran menggunakan akalyang digariskan para ulamaiaitu tidak mentafsirkan maksud firman Allah dalam keadaan jahil tentang bahasa Arab dan uṣūl al-fiqh, dan tanpa asas pengetahuan yang diperlukan dalam pentafsiran, tidak menyelidikiapa-apa dalam pengetahuan Allah dan rahsia-Nya,tidak dipengaruhi nafsu dalam tafsiran dan penggunaan akal, tidak mentafsirkan untuk menyokong mazhab dan pemikiran yang rosak, tidak bercanggah dengan ayat-ayat al-Quran yang laindan ketetapan ayat-ayat lain, tidak bercanggah dengan hadis sahihdan tidak menetapkan pendapat yang bertentangan dengan perkara-perkara yang ditetapkan oleh hadis-hadis, tidak bercanggah dengan maksud bahasa Arab dan tidak mentafsirkan perkataan dan susunan al-Quran dengan tafsiran yang bertentangan dengan makna bahasa, penggunaannya, dan taṣrīf, dan tidak mendakwa bahawa tafsirannya adalah apa yang dimaksudkan oleh Allah tanpa sebarang bukti.Kajian ini penting dalam memastikan pengintegrasian pengajian al-Qurandengan ilmu aqli terutama dalam bidang tafsir al-Quran dilaksanakan dalam kerangka yang dibenarkan syarak.

This study covers the need to prepare suitable activities for the language enrichment programme for the gifted students. MOOC as a social learning platform for students at the lower secondary is a new approach for the gifted students as they could enrol and go through them at their own pace. This study discovers whether the gifted students could benefit from the language enrichment programme using this social learning platform. An online questionnaire was distributed to all Foundation 1, 2 and 3 students of Kolej GENIUS Insan who participated in the pilot programme developed by Open Learning Malaysia. The students also wrote their reflection on the use of MOOC in their journal. Their responses were analysed and reported using descriptive statistics and content analysis. Students acknowledged that the activities were interesting and engaging. They could understand the MOOC instructions easily and clearly. Majority enjoyed peer engagement features such as comments and likes. However, the user interface and navigation were considered tough because students were not used to the platform. They also thought the lessons and activities helped them learn English. The findings revealed the potential of social learning platform to offer flexible learning experience. It could also assist the preparation of suitable materials and activities in a language enrichment programme for gifted students. Teaching and learning process could happen anywhere and anytime providing that students are motivated to complete the activities in the courses. For gifted students, this platform offers independent learning and acceleration at their own pace.

Students for gifted program are usually selected using the traditional methods of identification (i.e., IQ and standardized achievement tests). Even for Malaysia gifted education program known as GENIUS program, the established methods such as intelligence tests are the yardstick for selecting students who are identified as gifted. GENIUS Insan, however, is a program that requires the gifted students to not only achieve high score in the standardized intelligence test, but also display the ability to memorize verses of Quran and recite them according to the correct tajweed (rules of Quran recitation). The students are also required to memorize the verses in a specific given amount of time. This study analyzed the identification process for gifted Muslim students for the 2021 cohort of KOLEJ GENIUS INSAN, USIM in using Quran memorization as a method in identifying the qualified students for the program. The process involved a group of 232 candidates who had managed to score 130 marks and above in the standardized intelligence tests known as UKM1 and UKM2. These students were later tested individually for their ability to memorize and recite the selected verses pre-arranged for them. Those who fulfilled the criteria set by the college were offered to join the program at Kolej GENIUS Insan. Analyzing and understanding the data of the selection process and the outcome of the organized memorization test would help address the need to improve the identification method and make this selection process an effective way in drafting gifted and talented Muslim students to Kolej GENIUS Insan, Universiti Sains Islam Malaysia.

This paper aims to analyze the extent to which historical thinking skills help us in understanding the context and historical facts presented in the Qur'an. A qualitative approach was implemented by analyzing content related to historical thinking skills and stories in the Qur'an. There are four general skills of historical thinking skills that have been used, namely engaging with sources and their interpretations; understanding chronology; contemplating historical significance and lessons; and, understanding continuity and change. Each of these skills has been viewed and studied from its practical point of view as well as its contribution in providing a framework for understanding the stories in the Qur'an. This paper has found that there are several possibilities as well as limitations in the use of historical thinking skills in understanding the stories in the Qur'an.

In Malaysia, History subject is mandatory in the curriculum of each secondary school syllabus. However, the History subject requires visual implementation for better comprehension. This study has been conducted to identify the satisfaction and understanding among students from Kolej GENIUS Insan in learning History by a conventional method. This study has been driven by method purposive and convenient sampling using the online survey through Google Form. The age of the students involved in this online survey is between 12 until 17 years old. Our finding shows that 43.5% of the students do not enjoy learning conventionally. Also,38% of the students’ comprehension is below average. In conclusion, the satisfaction of students from Kolej Genius Insan in knowing History subjects is not satisfied. Hence, new implementations such as virtual reality implementation with gaming approach may increase their satisfaction and comprehension of history subjects.

Manuskrip Kitab Tabaqat al-Umam menjadi rujukan kerana penulisan Sa‘id al-Andalusi berhubung dengan tasawwur sains dari aspek pensejarahan dan falsafah sains memberi makna sebenar terhadap istilah al-‘ulum. Malah dengan sains yang mereka bina telah memberi kesan kemajuan kepada tamadun manusia di India, Parsi, Chaldean, Yunani, Rom, Mesir, Arab, Andalusia dan Bani Israel pada abad pertengahan hingga abad ke-10. Kajian ini meneliti bagaimana perkemabangan sejarah awal bangsa yang disenaraikan dalam manuskrip kitab Tabaqat al-Umam. Kajian juga bertujuan mengenal pasti pembangunan ilmu sains terawal yang berkepentingan hasil fungsi yang pelbagai dalam masyarakat bangsa tersebut. Seterusnya kajian ini akan memberi cadangan penguasaan ilmu sains melalui analisis epistemologi sains secara terperinci menerusi kajian terhadap aspek kepentingan, fungsi serta sumbangan sains dalam tamadun bangsa. Kajian mendapati golongan intelektual dalam kebanyakan tamadun bangsa yang maju mempunyai pemahaman sains sebagai ilmu yang mampu membina negara dan bangsa. Kajian bersetuju dengan dapatan bahawa perkembangan sains yang pesat di Andalusia dikenali sebagai pusat ilmu sains selama hampir 800 tahun di rantau Eropah. Ia terbukti apabila hampir keseluruhan penduduknya mengenal huruf dan boleh membaca sedangkan dalam masa yang sama penduduk di sebahagian negara-negara Eropah masih mundur dan buta huruf.