Pendekatan 4T dalam tugasan analisis ayat al-Quran: Implikasi terhadap kefahaman, tadabbur dan refleksi diri pelajar bukan pengajian Islam

Pengajian al-Quran dalam konteks pendidikan formal tidak terhad kepada penguasaan bacaan semata-mata, tetapi turut menekankan kefahaman, penghayatan dan refleksi diri pelajar terhadap mesej al-Quran. Namun, pelaksanaan pengajian al-Quran dalam kalangan pelajar bukan pengajian Islam sering berhadapan cabaran akibat kepelbagaian latar belakang akademik dan pengalaman pembelajaran. Kajian ini bertujuan menilai keberkesanan penggunaan pendekatan 4T iaitu Tilawah, Terjemahan, Tafsir dan Tadabbur dalam tugasan analisis ayat al-Quran terhadap kefahaman ayat, penghayatan mesej, refleksi diri, pembentukan sahsiah serta persepsi pelajar terhadap keberkesanan kaedah ini sebagai pendekatan pedagogi. Kajian ini menggunakan reka bentuk kuantitatif berbentuk tinjauan yang melibatkan 230 orang pelajar bukan pengajian Islam di peringkat Asasi yang mengikuti kursus umum (CTU) di Universiti Teknologi MARA (UiTM). Data dikumpul melalui soal selidik berstruktur menggunakan skala Likert lima mata dan dianalisis secara deskriptif. Dapatan kajian menunjukkan bahawa pendekatan 4T memberi kesan positif yang signifikan terhadap kefahaman ayat al-Quran, penghayatan mesej, refleksi diri dan pembentukan nilai pelajar, dengan kesemua konstruk mencatatkan nilai min pada tahap tinggi. Kajian ini mencadangkan pendekatan 4T sebagai satu amalan pedagogi al-Quran yang berkesan dan inklusif dalam konteks pendidikan tinggi.
ABSTRACT
 
Quranic studies in formal educational contexts are not limited to the mastery of recitation skills alone, but also emphasise students’ understanding, internalisation, and self-reflection on the messages of the Quran. However, the implementation of Quranic learning among non-Islamic studies students often faces challenges due to the diversity of academic backgrounds and prior learning experiences. This study aims to examine the effectiveness of the 4T approach, namely Tilawah, Translation, Tafsir, and Tadabbur, implemented through a Quranic verse analysis task in enhancing students’ understanding of Quranic verses, internalisation of meaning, self-reflection, value development, as well as their perceptions of the approach as a pedagogical framework. The study employed a quantitative survey design involving 230 foundation-level non-Islamic studies students enrolled in elective courses (CTU) at Universiti Teknologi MARA (UiTM). Data were collected using a structured questionnaire with a five-point Likert scale and analysed descriptively. The findings indicate that the 4T approach has a positive effect on all measured constructs, with all constructs recording high mean scores (M > 3.67). The average mean scores for each construct were 4.71 for Quranic verse understanding, 4.71 for verse internalisation or tadabbur, 4.71 for self-reflection and values development, and 4.55 for the effectiveness of the 4T approach as a pedagogical framework. In addition, the majority of students perceived the 4T approach as systematic, meaningful, and suitable for implementation in Quranic teaching and learning within CTU courses. This study proposes the 4T approach as an effective and inclusive Quranic pedagogical practice in the context of higher education.