Usia emas merupakan satu tempoh usia yang rapuh bagi manusia. Pada usia ini, pelbagai kemerosotan dan kelemahan akan dilalui oleh seseorang yang bergelar warga emas seperti aspek fizikal, deria, kemerosotan dari sudut kognitif. Namun, terdapat kemerosotan lain yang turut terjejas iaitu dari sudut emosi. Emosi warga emas pada ketika ini menjadi sangat sensitif dan sekiranya tidak diurus dengan bijak, menyebabkan pelbagai masalah kesihatan yang lain turut terjejas. Oleh yang demikian, kajian ini bertujuan meneroka emosi warga emas dengan mengenal pasti masalah emosi utama yang dihadapi oleh warga emas dalam pembelajaran al-Quran. Kajian ini menggunakan kaedah kajian lapangan dengan menemu bual sembilan orang responden bagi mendapatkan data. Hasil kajian menunjukan bahawa, malu, ego dan sensitif merupakan tiga perkara utama cabaran emosi warga emas dalam pembelajaran al-Quran. Oleh yang demikian, satu pendekatan yang sesuai harus digunakan oleh guru, masyarakat mahupun keluarga untuk mengatasi masalah emosi tersebut agar warga emas mampu belajar dengan selasa dan berterusan.

Purpose: The greatness of the Quran as the greatest miracle proves that even without the eyesight, there are many groups of al-Huffaz and al-Qurra' among the visually impaired. Thus, al-Quran memorisation requires guidelines for devising a good memorisation strategy. The strategy must be determined based on the individual's suitability and ability. In parallel, this study aims to explore the need to develop the tahfiz al-Quran learning model for student with visually impairment. Design/methodology/approach: This study was conducted using semi-structured interviews with the study's 7 participants to determine the needs of the model development, as well as the issues and obstacles that were encountered. The findings indicated that there is an agreement among all the participants on the need for an implementation the model specifically for student with visually impairment. The efficacy of the memorisation process in a more ordered and systematic of teaching and learning such as strategies, methods, techniques, and aids of memorisation are used. Research limitations/implications: The development of this model also examines the needsof tahfiz al-Quran learning among typical group besides represent the applicable for need and condition of visually impairment as well. Originality/value: Furthermore, this study will develop a guideline model for visual impairment undergoing the al-Quran memorization process with a more effective and systematic way.

The al-Quran memorisation requires guidelines for devising a good memorisation strategy. The strategy must be determined based on the individual's suitability and ability. Without a sound memorisation strategy, the quality of memorisation and retention of the hafazan may be affected. This can be reflected in the difficulties that students with visual impairments have in mastering al-Quran. Among the contributing factors to the weakness of mastery is the use of ineffective and unsystematic methods in the teaching and learning techniques. The same goes to al-Quran memorisation context where the irregular and unsystematic method of memorisation will give a big impact to students in terms of their memory and effectiveness in memorising al-Quran. Therefore, this study aims to develop a tahfiz al-Quran learning model for SVI. The methodology used is the study of Design and Development Research. The objective of this study is to review the needs to the development of a tahfiz al-Quran learning model for SVI, to develop a tahfiz al-Quran learning model for SVI, and to evaluate the usability of the model developed. The study was conducted in three phases. Phase I of involved the needs analysis phase with semi-structured interview by approaching 7 educators and SVI. Phase II contained the development of the model using the Fuzzy Delphi Method (FDM) which involved the agreement of 17 respondents with experience of visual impairment tahfiz education and the tahfiz education among normal students. While phase III, the evaluation and the usability of the model involved 8 respondents among lecturers and tahfiz teachers who are directly involved with tahfiz education SVI. Nominal Group Technique is used to assess the usability and suitability of the model developed. The overall findings for phase I showed that there is consensus on the need to develop tahfiz al-Quran learning model for SVI. While the findings of phase II, the development of the model showed that all the constructs reached the consensus, which is over 75% agreement, with the value of "d" less than < 0.2 and defuzzication (Amax) exceeding > 0.5 as specified. Phase III of the study also showed a high acceptance among the respondents of the study on the usability of the model according to the percentage of score given which is equal or more than 70%. The development of tahfiz al-Quran learning model for SVI can be a guideline for undergoing the learning process in memorising al-Quran in accordance with their ability and capability in achieving the quality and effectiveness of tahfiz al Quran education