Penerimaan Kandungan Fiqh Ibadat Solat oleh Orang Asli Suku Mendriq di Kuala Lah, Gua Musang
DOI:
https://doi.org/10.37134/ejoss.vol12.sp2.19.2026Keywords:
Fikah Ibadat, Solat dalam islam, Suku kaum mending, Masyarakat orang asli muslim, Kerangka Pengajaran Fikah ibadatAbstract
Atas kesedaran kepentingan ilmu Fiqh Ibadat kepada setiap Muslim termasuklah suku Mendriq terutama yang baru memeluk agama Islam. Sebagaimana dinyatakan Nurliana (2021) kebanyakkan tidak menguasai berbagai ilmu. Ia berbeza dengan Fiqh Ibadat kerana melibatkan aktiviti harian dan wajib dilaksanakan setiap hari. Maka perlu difahami dengan baik dan diambil tindakan sewajarnya agar memahaminya dengan kaedah yang paling mudah dan senang difahami serta tidak membebankan mereka juga boleh diterima dan dilaksanakan dengan baik. Objektif kajian ini meneroka isi kandungan Fiqh Ibadat Solat, mengenalpasti kefahaman dan realiti kehidupan dalam kalangan Mendriq di Kuala Lah, Gua Musang, mengitlak isi kandungan Fiqh Ibadat Solat yang bersesuaian dengan realiti kehidupan Mendriq dan akhirnya mencadangkan kerangka isi kandungan dan penyampaian yang sesuai dengan Mendriq. Menjawab persoalan kajian ini, apakah isi kandungan Fiqh Ibadat Solat? Bagaimanakah kefahaman dan realiti kehidupan dalam kalangan Mendriq? Apakah isi kandungan Fiqh Ibadat solat yang bersesuaian dengan realiti kehidupan Mendriq? Apakah cadangan kerangka isi kandungan dan penyampaian yang sesuai dengan Mendriq. Kajian ini melalui dua peringkat, peringkat pertama kajian perpustakaan dan peringkat kedua, kajian kualitatif yang melibatkan temubual dan Focus Group Discussion (FGD) bagi melihat kebersesuaian isi kandungan ilmu Fiqh Ibadat terhadap sosio budaya Mendriq.
Driven by the awareness of the importance of Fiqh Ibadat (Islamic Jurisprudence of Worship) to every Muslim, including the Mendriq Tribe, particularly those who have recently embraced Islam. As noted bh Nurliana (2021), most have not mastered various branches of knowledge. This is distinct from Fiqh Ibadat, as it involves daily activities and is a mandatory daily practice. Consequently, it must be thoroughly understood and addressed through the easiest and most accessible methods that are not burdensome, ensuring it can be accepted and implemented effectively. The objectives of this study are to explore the content of Fiqh Ibadat for prayer, identify the understanding and life reality of the Mendriq in Kuala Lah, Gua Musang, generalise the content of Fiqh Ibadat for prayer that fits their life reality, and finally propose a framework for content and delivery suitable for the Mendriq. This study seeks to answer several research questions: 1. What is the content of Fiqh Ibadat for prayer? 2. How is the understanding and life reality among the Mendriq? 3. What content of Fiqh Ibadat for prayer is suitable for their life reality, 4. What is the proposed framework for content and delivery suitable for the Mendriq. The research is conducted in two stages: the first involves library research, and the second is a qualitative study comprising interviews and Focus Group Discussions (FGD) to evaluate the compatibility of Fiqh Ibadat knowledge with Mendriq socio-culture.
KEYWORDS: Fiqh of Worship, Prayer in Islam, The Mending tribe, Indigenous Muslim community, Teaching Framework for Fiqh of Worship
Downloads
References
Abdullah, N. S., & Kadir, S. A. (2023). Relationship between principals’ digital leadership and teachers’ digital competency in Klang district secondary schools. Asian Journal of Vocational Education and Humanities, 4(2), 1-14.
Aydin, M. K., Yildirim, T., & Kus, M. (2024). Teachers’ digital competences: A scale construction and validation study. Frontiers in Psychology, 15, 1356573. https://doi.org/10.3389/fpsyg.2024.1356573
Althubyani, A. R. (2024). Digital competence of teachers and the factors affecting their competence level: A nationwide mixed-methods study. Sustainability, 16(7), 2796. https://doi.org/10.3390/su16072796
Baharuddin, M. F., Masrek, M. N., & Mohamed Shuhidan, S. (2023). Assessing the level of digital literacy among selected Malaysian school teachers. Journal of Information and Knowledge Management (JIKM), 2, 451-462.
Bandura, A. (2012). Self-efficacy: The exercise of control (12. print). Freeman.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and instruction, 66, 101302.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
European Commission. Joint Research Centre. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office. https://data.europa.eu/doi/10.2760/159770
Halim, M. A. B. A., Masdar, M. H. B., & Abdullah, E. M. B. E. (2023). Digital competency among educators in malaysia facing with fourth industrial revolution (IR4.0). Jurnal Al-Sirat, 23(2), 78–101. https://doi.org/10.64398/alsirat.v23i2.311
Kementerian Pendidikan Malaysia. (2023). Dasar Pendidikan Digital 2023–2030. Putrajaya: Kementerian Pendidikan Malaysia.
Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2013–2025. Putrajaya: KPM.
Lachner, A., Fabian, A., Franke, U., Preiß, J., Jacob, L., Führer, C., & Thomas, P. (2021). Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study. Computers & Education, 174, 104304.
Lei, H., & Jiang, Z. (2025). Assessing the digital competence and its influencing factors among foreign language teachers in Chinese universities. Humanities and Social Sciences Communications, 12(1), 1-10.
Masoumi, D., & Noroozi, O. (2025). Developing early career teachers’ professional digital competence: A systematic literature review. European journal of teacher education, 48(3), 644-666.
OECD. (2024). Oecd economic surveys: Malaysia 2024 (Vol. 2024). OECD Publishing. https://doi.org/10.1787/e45ca31a-en
Omar, Muhd Khaizer, and Ikmal Rizal Mohmad. "Pedagogy, ICT skills, and online teaching readiness as factors on digital competency practices among secondary school teachers in Malaysia." Asian Journal of Vocational Education And Humanities 4.1 (2023): 1-9.
Rozali, M. Z., Go, C. H., Samshul, S. N.., Ismail, A. ., & Zakaria, A. F. (2024). A New Digital Competence Framework for Primary School Design and Technology Teachers. Journal of Technical Education and Training, 16(2), 175-185. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/17198
Rubach, C., & Lazarides, R. (2021). Addressing 21st-century digital skills in schools – Development and validation of an instrument to measure teachers’ basic ICT competence beliefs. Computers in Human Behavior, 118, 106636. https://doi.org/10.1016/j.chb.2020.106636
Scherer, R., Siddiq, F., & Tondeur, J. (2020). All the same or different? Revisiting measures of teachers’ technology acceptance. Computers & Education, 143, 103656. https://doi.org/10.1016/j.compedu.2019.103656
Unesco ict competency framework for teachers: Version 3. (with Unesco). (2018). UNESCO.
Wigfield, A., Tonks, S., & Klauda, S. L. (2009). Expectancy-Value Th eory. In Handbook of motivation at school (pp. 69-90). Routledge.
Xin, Y., Tang, Y., & Mou, X. (2024). An empirical study on the evaluation and influencing factors of digital competence of Chinese teachers for TVET. PLoS One, 19(9), e0310187.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nor Mazlina Mohamad, Mohamad Kamil Ahmad, Wan Ahmad Amir Zal Wan Ismail
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
