Faktor-faktor kekurangan kelas pengajian al-Quran braille di Malaysia: Tinjauan dan analisis
[Factors contributing to the limited availability of braille Quran learning classes in Malaysia: A survey and analysis]
DOI:
https://doi.org/10.33102/uij.vol37no02.610Keywords:
Al-Quran Braille, Orang Kurang Upaya (OKU) Penglihatan, Keperluan Khas, kelas Pengajian al-Quran BrailleAbstract
Kajian ini memberikan gambaran keseluruhan kekurangan sumber dan peralatan dalam kelas pengajian al-Quran Braille di Malaysia, serta faktor-faktor yang menyumbang kepada kekurangan ini. Penggunaan Braille al-Quran adalah penting dalam memudahkan akses dan pemahaman kandungan al-Quran bagi individu cacat penglihatan melalui cara sentuhan. Walau bagaimanapun, terdapat halangan dalam penyediaan sumber dan peralatan yang mencukupi untuk kelas belajar al-Quran Braille. Faktor utama merangkumi ketiadaan Mashaf Quran Braille, peralatan khusus seperti pembentang Braille (Braille Display), dan ketiadaan bilik kuliah yang dilengkapi dengan sewajarnya. Tambahan pula, kekurangan guru yang dilatih dalam pengajaran al-Quran Braille dan pengiktirafan yang terhad tentang kepentingan Braille dalam pendidikan al-Quran telah terbukti menjadi halangan. Untuk menangani cabaran ini, langkah-langkah seperti meningkatkan penyediaan bahan bantu mengajar dan peralatan, menyediakan latihan kepada guru, meningkatkan kesedaran orang ramai, dan meningkatkan infrastruktur pembelajaran perlu dilaksanakan. Usaha kolaboratif daripada pelbagai pihak berkepentingan adalah penting untuk memastikan akses secara komprehensif dan berkesan kepada pendidikan al-Quran bagi individu yang cacat penglihatan.
This study provides an overview of the inadequacy of resources and equipment in Braille Quran classes in Malaysia, as well as the factors contributing to this deficiency. The use of Braille Quran is essential in facilitating access to and understanding of the Quranic content for individuals with visual impairments through tactile means. However, there are obstacles in the provision of sufficient resources and equipment for Braille Quran learning classes. The main factors include the absence of Braille Quran texts, specialized equipment such as Braille embossers, and the lack of adequately equipped classrooms. Additionally, the shortage of trained teachers in teaching Braille Quran and limited recognition of the importance of Braille in Quranic education have proven to be barriers. To address these challenges, measures such as improving the provision of resources and equipment, providing training to teachers, raising public awareness, and enhancing learning infrastructure need to be implemented. Collaborative efforts from various stakeholders are crucial to ensure comprehensive and effective access to Quranic education for visually impaired individuals.
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