The Understanding of Hadith Status In Form One And Form Two Islamic Education Textbook KBSM: A Case Study in Sekolah Menengah Agama Persekutuan (SMAP) Kajang, Selangor Kefahaman Status Hadis dalam BukuTeks Pendidikan Islam KBSM Tingkatan Satu dan Dua: Kajian Kes di Sekolah Menengah Agama Persekutuan (SMAP) Kajang, Selangor Siti Nur ain binti Zainul Arifin* 1, Norhasnira binti Ibrahim 2 *Corresponding author ABSTRACT Empowerment of hadith has been given attention by the Malaysian government through the implementation of the Integrated Secondary School Curriculum (KBSM). Parallel with the integrity of Islam, Islamic Education (IE) KBSM textbook has been equipped with a large number of pieces of Hadith as a source of reference after the Al-Quran. Several studies have been conducted and found that a total of 49 of hadith are made up of Sahih Hadith, Hasan Sahih Ghorib, Hasan, Da if, and Maudu (false) in the textbook of Islamic Education (IE) Form Two. Meanwhile, about 42 hadiths consisting of Sahih Hadith, Sahih Hasan, Hasan, Da if and Maudu found in the textbooks of Islamic Education (IE) Form One. Therefore, this study has been conducted to determine the level of understanding and sensitivity among students about the status of hadith in the IE KBSM textbook supplied. This study has combined the qualitative and quantitative method to obtain accurate results. This paper focuses on selective perception surveys of Form One and Form Two and Islamic Education textbooks of SMAP Kajang. Analysis of the questionnaire discovered; i) the hadiths in the textbooks that have been studied have no references and the status are not specified; ii) less understanding among students on the status of the hadiths; iii) the non-disclosure of the status of Hadiths has caused the use of improper Hadiths as arguments among students. Consequently, several approaches have suggested to improve the understanding of the status of Hadiths learned at school level to curb the spread of false hadiths among students and to strengthen the faith of Muslim in Malaysia. Keywords: Students Perception, hadith status, textbook, Islamic Educational, Form One and 2 KBSM, SMAP Kajang ABSTRAK Pemerkasaan ilmu hadith telah diberikan perhatian oleh pihak kerajaan Malaysia melalui pelaksanaan Kurikulum Bersepadu Sekolah Menengah (KBSM). Selari dengan tonggak keutuhan agama Islam, buku teks Pendidikan Islam (PI) KBSM telah dilengkapi dengan sejumlah besar potongan-potongan hadith sebagai sumber rujukan kedua setelah al-quran. Beberapa kajian telah dijalankan mendapati bahawa sejumlah 49 hadis terdiri daripada hadis sahih, hasan sahih gharib, hasan, da if, dan mawdu (palsu) dalam buku 1 Siti Nur ain bt Zainul Arifin, Master Student, Universiti Sains Islam Malaysia, sitinurain050589@gmail.com 2 Norhasnira binti Ibrahim, Lecturer, Universiti Sains Islam Malaysia, norhasnira@usim.edu.my 139
teks Pendidikan Islam (PI) Tingkatan 2. Manakala, sejumlah 42 hadis terdiri daripada hadis sahih, hasan sahih, hasan, da if dan mawdu dalam buku teks Pendidikan Islam (PI) Tingkatan 1. Rentetan daripada itu, kajian ini dijalankan bertujuan untuk mengenalpasti tahap pemahaman serta kepekaan para pelajar mengenai status hadis dalam buku teks PI KBSM yang dibekalkan. Oleh yang demikian, dapatan kajian kes bagi penyelidikan ini telah menggabungkan kaedah kualitatif dan kuantitatif bagi mendapatkan hasil yang jitu. Kertas kerja ini menjurus kepada tinjauan pemahaman terpilih iaitu pelajar Tingkatan 1 dan Tingkatan 2 serta buku teks Pendidikan Islam KBSM di SMAP Kajang. Analisis soal selidik mendapati; i) hadis-hadis dalam buku teks yang dikaji tidak dinyatakan status dan rujukannya; ii) pemahaman pelajar terhadap status hadis adalah kurang; iii) tiadanya pendedahan terhadap status hadis menjadikan para pelajar menggunakan hadis yang kurang tepat sebagai hujah. Oleh yang demikian,beberapa pendekatan disarankan bagi meningkatkan pemahaman terhadap status hadis yang dipelajari diperingkat sekolah serta bagi mengekang penyebaran hadis palsu dikalangan pelajar, seterusnya bagi mengukuhkan akidah umat Islam di Malaysia. Kata Kunci: Pemahaman pelajar, status hadith, buku teks, Pendidikan Islam, Tingkatan 1 dan 2 KBSM, SMAP Kajang Introduction 'Islamic Education' (IE) is a range of compulsory core subjects studied by students of secondary level for ordinary schools in Malaysia with the implementation of Integrated Secondary School Curriculum (ICSS/KBSM) in 1989 (BPI, 2016). Starting in 2012, the School Based Assessment (SBA) for lower secondary level has introduced the IE subjects. One of the IE curriculum objectives outlined by the Ministry of Education (MOE) is 'Students can understand the meaning of some verses of the Quran and Hadith and appreciate the lessons learned as a source of law and guide believers'. Students are provided with IE textbooks consisting of six major areas which are Quranic recitation, Hadith, Aqidah (Faith), Ibadat (Worship), Sirah (Biography) and Adab (Manners) with large number of hadiths related to these topics. This study has been conducted to determine the level of understanding of Form One and 2 students of SMAP Kajang, Selangor on the analysis of the status of the hadiths contained in IE textbooks they have learned. Based on previous studies, the hadiths that are included in the textbook can be categorized into sahih (authentic), hasan (good), dhaif (unworthy) even mawdu'at (false). This study is very important because Hadiths are considered as the second reference in Islam after the Quran, but still many among students, teachers and the general public overlook or are not aware of the spread of false hadiths in syllabuses at secondary level local course. Hence, it will give a negative impact on the faith of Muslims in Malaysia. The History of Form One and 2 IE Textbook The Ministry of Education (MOE) has initiated various measures to help create a generation of young balanced intellectually, spiritually, emotionally and physically as well as productive and responsible to the religion, race and country (MOE, 2016). Among the efforts taken in upgrading the country's education system is to provide textbooks that can meet the needs of teachers and students in the teaching and learning process (BBT, 2016). It has also been produced to help students to acquire knowledge and skills that are relevant 140
and serve as a guide for teachers to implement the curriculum more effectively without backs on the National Education Goals (MPK). IE Textbooks for Form One and Form Two supplied to the secondary school students in Malaysia has undergone a certain level certification MOE and Dewan Bahasa dan Pustaka (DBP) to maintain its quality. These textbooks have meet the requirements of the syllabus and have been provided by certain parts of the MOE as the Curriculum Development Centre, Islamic and Moral Education Department and the Department of Technical Education (Norkhafizah, 2007). Furthermore, this Form One IE Textbooks referenced throughout this study was written by Razali bin Sharif, and Asrati Hasimi bin Uthman bin Mahdi. It is a book published by DBP, Kuala Lumpur which is reprinted for the 12th time in 2014 and as thick as 288 pages (Razali et.al, 2014). As for Form Two IE Textbooks with the thickness of pages have been written by Muhammad Suki bin Othman, Muhammad Nazmi bin Desa, and also Rijaluddin bin Yahya. This book was printed for the first time in 2003 and then reprinted eleven times in 2011 (Muhammad, 2011). Hadith In Form One and 2 IE Textbook Islamic Education textbooks for Form One are divided into six parts, Quranic recitation, Hadith, Aqidah (Faith), Ibadat (Worship), Sirah (Prophetic Biography) and Akhlak Islamiyyah (Islamic Morality and Manners). Six major aspects of the textbooks have been equipped with the verses of the Quran and hadith related to the topics of learning. Based on the results of the analysis conducted, there are 42 hadiths in this textbook, three hadiths in the Quranic recitation, six hadiths in the Hadith section, five hadiths in the Aqidah, 19 hadiths in the Ibadat, a hadith in the field of Sirah and eight hadiths in the Akhlak.(Razali et.al, 2014) Figure 1: Total of Hadith in IE Form One Textbook Source: (Norhasnira et.al, 2015) Next, F2 IE syllabus is also divided into six major areas of recitation of the Quran, the Hadith, Aqidah (Faith), Ibadat (Worship), Sirah (Prophetic Biography) and Adab (Islamic Morality and Manners) and have been broken up into 33 small sections named based on related subjects. This textbook has been loaded with 49 hadiths related to the topic of the 14 hadiths of Quranic recitation, four hadiths of the Prophet, nine hadiths in the field of Aqidah, eight hadiths in the field of Ibadat, two hadiths in the field of sirah and 12 hadiths in the field of Adab. (Muhammad, 2011) 141
Figure 2: Total of Hadith in IE Form Two Textbook Source: (Norhasnira & Kauthar, 2014) There are three methods of hadith writing in these textbooks, which are i) hadith text written in Malay language only, ii) hadith text written in Malay language followed by the name of hadith narrator, and iii) hadith text (matan) written in Arabic language followed by the name of hadith narrator and hadith translation in Malay language. Hadith status analysis of Form One IE textbooks indicates that there were 42 hadiths in this textbook. It consists of 36 sahih hadith (85.71%), two were hasan sahih (good authentic) (4.76%), two hasan hadith (4.76%), a hadith da'eef (2.38%), and the mawdu Hadith (2.38%) (Norhasnira et.al, 2015). While the analysis of the status of the hadith of Form Two IE textbooks found that of the 49 hadiths, there are 34 pieces of sahih (authentic) Hadith (70%), six are hasan sahih hadith (12%), a hadith status of hasan Gharib hadith (2%), two hadith hasan (4%), five hadith da'eef (10%), and a mawdu hadith (2%). (Norhasnira & Kauthar, 2015) Figure 3: Hadith Status for IE Form One Textbook Figure 4: Status Hadith for IE Form Two Textbook Hasan Sahih 5% Hasan 5% Da'if 2% Maudu' 2% Hadith Status Sahih 86% Hasan 4% Hasan 5% Hasan Sahih 12% Da'if Maudu' 10% 2% Hadith Status Sahih 70% Source: (Norhasnira & Kauthar, 2015) Source: (Siti et.al, 2016) 142
Methodology of the Research Data Collection and Sampling Respondents of the study design involves a quantitative approach which involves the collection of data through Understanding Student Forms 1 and 2 questionnaires on the Status of Hadith in Textbooks of Islamic Education developed by researchers with the agreement of two experts from Universiti Sains Islam Malaysia and a teacher of Islamic education committee from SMAP Kajang. Every respondent was asked to read the instructions before answering the questionnaire and must be individually answered through personal opinion without the help of another students using a circulated questionnaire. Understanding Student Questionnaire Form One and 2 on the Status of Hadith in Islamic Education Textbook consists of four domains, namely backgrounds of students, students' views on learning domain, the domain of students' views on learning hadith and domain students' understanding of the status of the hadith. Nominal scale is used for the first domain, known as Part A, where students complete data for form and gender. In Part B, students were asked to express their views on learning in the school, presented in the form of multiple choice questions, Dikotumus and open-ended questions. While in Section C, student s understanding of learning hadith were emphasized. Students are given multiple-choice questions. Questionnaires answered were then collected and reviewed in advance to ensure that the respondents properly follow the instructions and complete answers have been given before the data is analyzed. For the main purpose of this paper, the author took the data from Part D which is the question of students' understanding on the status of the hadith and it contains 10 comprehension questions. It consists of three domains understanding of the hadith terminologies consists of items D1 to D3 (3 items), the domain status of hadith consists of items D4 and D9 (2 items) and the domain of status of hadiths in textbook consists of items D5 to D8 and D10 (5 items). Sample SMAP is stand for Sekolah Menengah Agama Persekutuan which defined as Integration Islamic Boarding School (SMA, 2015). Meanwhile Kajang is a capital of Hulu Langat District, Selangor, Malaysia (Kajang, 2015). SMAP Kajang is one of the secondary school located at Selangor. The sample consisted of 120 students in grade one and two of SMA Persekutuan Kajang. The school was chosen because it is a religious school and a cluster school (Mohd, 2012) being also the adopted school of Universiti Sains Islam Malaysia (USIM). The samples were randomly selected from 60 students from Form One and 60 students from Form Two in this school as sampling techniques in the study population were not uniform. Whereas, Form One and 2 students were selected as sample because the author wanted to study about the students' understanding of the status of the hadiths found in their textbooks. Findings and Discussion Demographic Sample Survey Table 1 shows the demographics of the sample in terms of gender and the level of students. The number of male students were 56 (46.7)% and female students were 64 (53.3)%. The number of students in terms of categories of form consists of Form One were 60 (50)%, and Form Two were 60 (50)%. 143
Table 1: Demographic Sample Survey Valid Frequency Percent Percent Sex Male 56 46.7 46.7 Female 64 53.3 53.3 Level Form One 60 50.0 50.0 Form Two 60 50.0 50.0 Student Understanding on Learning Hadith Table 2 shows how the level of students' understanding of hadith lessons learned in school. For the first domain, it shows that male students are learning to master the understanding of hadith. This is convinced when there are 5 males understanding on learning hadith have excellent level compared to 3 females. As for the weak of understanding, only 2 males at this level compared to 6 females. Next, when compared between males and females students, male s students were trying to understand the subject of hadith studied. Table 2 shows the number of 26 active male students asking questions in class, and only 18 females took the same action. This is because most females which consists 16 of individual just keep silent when they do not understand what was being taught by their teachers as compared to only 3 males who behave so. However, on the question of memorizing hadith, the females seemed more advanced than males. This is evidenced when there were 46 female students who memorize less than 10 hadith, 16 females memorized less than 20 females to memorize the hadith and 2 females less than 30 hadith. Meanwhile, 44 male students memorized less than 10 hadiths, 9 male students memorized less than 20 hadiths and 3 male students did not memorize any single hadith. From the analysis showed that understanding of hadith is more important than memorizing. It was proved in the observation that male students more keen in understanding hadiths than female students. The study also showed 10 male students do practice hadith that they studied, meanwhile 46 others practiced it once in a while. For female students, there were 5 students practice every hadith that they studied, meanwhile 56 others practiced it once in a while and 3 students did not practice any hadith that have been studied. Table 2: Student Understanding on Learning Hadith Sex Male Female Total Understanding on Excellent 5 3 8 Learning Hadith Satisfying 34 27 61 Average 15 28 43 Weak 2 6 8 Action if do not Ask Teacher in Learning Understand Session 26 18 44 Ask Teacher after Learning Session 8 10 18 Ask Friends 19 20 39 144
Keep Silent and Try to Understand By self 3 16 19 Total of Memorized Less Than 10 44 46 90 Hadith Less Than 20 9 16 25 Less Than 30 0 2 2 None 3 0 3 Method on Learning Teacher Explain in Class 35 40 75 Hadith Read By self 12 18 30 Refer other References 2 2 4 Discussing with Friends 7 4 11 Practice Hadith That Always 10 5 15 Had Been Learned Sometimes 46 56 102 None 0 3 3 Understanding of Hadith Status Table 3 shows the understanding of hadith status among students by gender. This understanding is measured through hadith status by giving a test total of 10 questions. The questions posed were based on IE textbooks they use in school. Before distributing the question forms, students were given briefing and some knowledge about the status of the hadith and the questions that will be answered. The highest score was the tenth earned by a female student, followed by the lowest score of 0 points by a male student and one mark also by a male student. The frequency of students score is 5 points, namely a total of 14 male students and 17 female students. Followed by 6 and 7 marks where the males were respectively 10 and 15 while the females were 14 and 8 people. Table 3 : Understanding of Status Hadith through Sex Sex Marks on Test Given per Ten Male Female Total Understanding of Status 0/10 1 0 1 Hadith 1/10 1 0 1 2/10 0 2 2 3/10 2 9 11 4/10 9 8 17 5/10 14 17 31 6/10 10 14 24 7/10 15 8 23 8/10 4 5 9 10/10 0 1 1 Table 4 shows the level of understanding of students, based on the special features to be tested. Based on this table, features that were composed are of four domains. The 145
first domain is the students motive of learning hadith. For this domain, students were given four options of studying hadith ranging from to pass the exam, to master the knowledge of religion, out of necessity and unidentified real purpose of learning. The second is the attitude of students during Islamic Education class. This domain includes four options which were fully focusing on when the Islamic Educational sessions are run, less focus, complacency and other responses. According to a fourth answer, that is other responses, most of the students answered that they focus on specific topics only. Next is the domain of students interest in the subject of hadith and the latter is for students to explore alternative domain authority. For the third domain, namely the interest of students towards the subject of hadith, they were given two answers, it is yes or no. Those who do not have any interest on hadith stated that the topics are difficult to learn and understand, too much focus and bored. Next is for the fourth domain of alternative students to understand the hadith topic in greater depth. This is referred to if students are making additional reference in the topics they have been learned. For example, reference books on hadith interpretation of hadith translation deepen further or refer to Maktabah Syamilah to view hadith status and its authenticity has been learned. Based on the study, the study showed that students who score 0 to 3 were not focused on at least three domains tested. For example, they may be learning hadith in order to pass the exam, had no interest in the hadith subject nor create additional references to explore the hadith. While the marks of 4 to 7 findings show that respondents were not focused on at least three domains tested. For example, there may be among those who did not focus on the Islamic Education classes and also the lack of interest in the hadith subject. Next to the students who get 8 to 10 points, they at least were not focused on one domain, but some of them were very committed to the four domains tested. The study found that, of the four domains tested greatly affect test scores for students' understanding of the status of the hadith. Table 4 : Features on Understanding of Hadith Status Understanding of Hadith Status 0/10 1/10 2/10 3/10 4/10 5/10 6/10 7/10 8/10 10/10 Total Motive on Pass Examination 1 0 0 4 2 4 2 2 0 0 15 Learning Hadith Deepen Knowledge 0 1 2 2 12 17 22 18 9 1 84 Forced 0 0 0 2 0 1 0 0 0 0 3 Unsure 0 0 0 3 3 9 0 3 0 0 18 Total 1 1 2 11 17 31 24 23 9 1 120 Attitude in IE 100% Class Concentration 1 0 0 1 5 10 14 16 9 1 57 Take Forgranted 0 1 0 1 4 7 2 1 0 0 16 Totally Ignored 0 0 1 3 5 5 2 1 0 0 17 Others 0 0 1 6 3 9 6 5 0 0 30 Total 1 1 2 11 17 31 24 23 9 1 120 Interest Towards Yes 0 0 0 5 7 14 18 19 9 1 73 Hadiths No 1 1 2 6 10 16 6 4 0 0 46 Unknown 0 0 0 0 0 1 0 0 0 0 1 Total 1 1 2 11 17 31 24 23 9 1 120 Other Yes 0 0 0 3 8 19 14 16 9 1 70 Alternatives on No Understanding 1 1 2 8 9 12 10 7 0 0 50 Hadith Total 1 1 2 11 17 31 24 23 9 1 120 The findings of this study have some important core to the various parties involved in the education of students. The mean of overall domain score of students' understanding 146
of the hadith status studied is at average level. The females have a good score in tests conducted for understanding hadith status than male students. But in terms of appreciation and practice, the males ahead of seemed to be the females. In general, the appreciation of the students' knowledge of hadith was good, but their understandings of the status are relatively weak. Some things need to be considered in all activities in the school to ensure that students understand the importance of studying the status of hadith. However the domains for understanding hadith status should be strengthened further by looking at environmental factors. The environmental factors include teaching techniques, teaching aids, motivation by the teachers and the students own initiative for the depths. These environmental factors should be emphasized to ensure that more students increase appreciation of understanding and thus enable them to excel in their achievements, not only academically, but also to be able to practice the authentic hadith in their daily life. The teacher's role in motivating students to increase interest in learning hadith is also important. Teachers should use teaching techniques that combine hands-on and practical techniques so that students can improve their understandings and so will not spread false hadith among the public in the future. Based on the results of this study, high school student who was a teenager should be given emphasis on the fundamentals of the knowledge of takhrij hadith. At least by exposing them to the status of a learned hadith and to give complete information about sanad and matan of hadith. This study is an effort to identify the profile of the hadith status understanding among students of the SMAP Kajang, Selangor. However, this study is limited by several aspects. Further studies should be conducted to obtain more comprehensive findings. The sample in this study has been limited to 120 students only. The results of this study are not suitable to be generalized to the entire population of secondary school students in Malaysia. However it can be used as a guide for middle school to another due to the same structure of the school. It is hoped that further study may be conducted to the subject of another study. Group of subjects can be made up of high school students in another state by involving a larger sample. These studies could be expanded to include other factors. These factors may affect the level of understanding of the students. Such studies could give a clearer picture of middle school students' understanding of the knowledge of hadith studied and the effectiveness of the school system in teaching hadith. Conclusion Through this study, researchers found that female students dominate the highest score of understanding of the status hadith in Islamic Education textbooks studied. The results also clearly showed that most students lack a basic understanding of the knowledge of takhrij hadith. Therefore, efforts should be made to increase the understanding of the students to prevent the spreading of false hadiths that can be eradicated from the school level. The schools must consider whether the teaching and learning process and the best activities that should be given to students to ensure they get the additional information that are not provided in the textbook (Nur, 2016). The willingness of the Ministry of Education should be able to remodel and fix vulnerabilities in textbooks is also very commendable. Therefore, it is proposed that a study on teachers' knowledge of the basic takhrij hadith should be carried out. This is important because knowledge of a teacher affects education in schools. In addition, a review of the errors and weaknesses in the textbooks should be 147
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