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Objective - The world recently faced the Covid-19 outbreak, which impacted various sectors like economics, medical and health, community, tourism, psychology, and mental health. The outbreak affects the education and higher education sectors. Methodology/Technique - This study aims to investigate the dimensions of students on the usage of technology as medium in Qiraat course during Covid-19. This study is qualitative research which applied case study and focus group discussions (FGD) from students in Darul Quran, JAKIM. Findings -- This research concludes that four themes are the foundation for analysing technology usage among students in Darul Quran during COVID-19; Google Meet serves as the technological medium of choice for students in their TnL sessions. The perks of using the Google Meet medium in qiraat's TnL make the course easier and more effective to learn during the pandemic, was agreed by 93.3% of the students, or 14 out of 15 students. Meanwhile, 60% of students, or 9 out of 15, decided that the most significant constraint of TnL using Google Meet is a slow internet connection, while 40% of students, or 6 out of 15 students, claimed that the main problem with qiraat's TnL through technology is that they have limited comprehension and are not focused. Novelty - This research has significant implications for Malaysian public and private universities, as well as institutions of tahfiz studies, in terms of developing a more robust and quality al-Quran generation capable of acquiring qiraat knowledge. [ABSTRACT FROM AUTHOR]

This study aims to explore the goals and direction of science tahfiz education in Selangor and compare it to the demands of JAIS Education Philosophy as well as its coordination with the demands of the era. Quality tahfiz institutions should fulfill a number of key features namely building students’ potential in a balanced; integrated and comprehensive; innovative and creative manner, taking into account current times and developmental demands with the concept of tawhid as its core. Therefore, the objective of this research is to study the background, goals and direction of the Science Tahfiz Education of Selangor; secondly, to examine the curriculum of Science Tahfiz Education of Selangor and the third objective is to explore the facilities and infrastructure provided by the management of Science Tahfiz Education of Selangor. This is a pilot study and it uses qualitative study design. Interviews were conducted towards school managers and tahfiz senior assistant teacher. Several documents were also examined such as documents of school establishment as well as the curriculum implemented. The pilot study found that the maahad tahfiz is one of the maahad tahfiz in Selangor which becomes the knowledge heritage centre to produce quality students in terms of knowledge and morality. The maahad tahfiz utilises turath curriculum with Turath books integrated with the national curriculum. On the aspect of infrastructure, it is fully prepared by the Selangor Islamic Religious Department (JAIS). [ABSTRACT FROM AUTHOR]

This article discusses two integration curriculum models applied in the the curriculum of Islamic Education. One of the models is the interdisciplinary Robin Forgarty's Integrated Curriculum Model which explains the concept of integrated curricula. Another model used in this paper is the Selangor State Integrative and Holistic Education Model. The integration concept and its relation to other knowledge discipline introduced by Forgarty is carried out by matching a subject with another subject based on their similarities in the concepts, skills, values, themes and topics. In this research, we used content analysis to gather detailed information on the topic at hand. The main finding illustrated that the meaningful teaching and learning practice among teachers and students is the major focus of the model. The students' cognitive, affective and psychomotor skills must (should?) be emphasized by teachers. At the same time, important skills such as metacognitive, study skills and problem solving skills should be reinforced given the diversity in knowledge discipline. The paradigm of these models reflects that the teacher's synergy is needed to develop cooperation in assimilating one's discipline in the process of curriculum integration at school. [ABSTRACT FROM AUTHOR]