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TEORI-TEORI PEMBELAJARAN BAHASA DALAM ALIRAN PENDIDIKAN
ISLAM LAMPAU
Fareh Mohamed Abdi
Pusat Pengajian Siswazah,
Universiti Kebangsaan Malaysia
ABSTRAK
Tesis ini adalah kajian deskriptif mengenai teori pembelajaran di dalam pemikiran pendidikan
Islam klasik. Kajian ini memfokuskan kepada lima pemikiran pendidikan iaitu pemikiran
pendidikan oleh Bishr ibn al Mu'tamir, pemikiran pendidikan falsafah oleh al Farabi, pemikiran
pendidikan falsafah lojika oleh Ikhwan Safa, pemikiran pendidikan pekerti (tingkah laku) oleh
alGhazali dan pemikiran pendidikan pengetahuan sosial oleh Ibn Khaldun. Kajian in bertujuan
mengenali tafsiran pembelajaran di dalam pemikiran pendidikan tersebut, kemudian menyingkap
prinsip prinsip psikologi bagi pemerolehan bahasa dan prinsip-prinsipnya menurut tokohtokoh
pemikiran pendidikan tersebut dalam konteks prinsip moden bagi tafsiran pembelajaran.
Akhirnya mengenai hubungan di antara pemahaman ahli fikir silam dan teori pendidikan moden
di dalam pembelajaran dan sejauh mana keserasiannya. Untuk mencapai matlamat ini, kajian ini
memaparkan pendapat tokoh-tokoh pemikiran di dalam satu pengenalan dan enam fasal.
Pengenalan menyentuh tentang prinsip-prinsip metodologi pembelajaran dan proses
perjalanannya. Fasal pertama mengenai tafsiran moden bagi pembelajaran berdasarkan pendapat
empat orang tokoh pemikir Islam sebagai pengenalan kepada kajian ini.Lima fasal lagi
memaparkan deskriptif dan analisa pendapat dalam pemikiran pendidikan tersebut dengan
penjelasan satu persatu secara berasingan. Kajian ini mendapati bahawa prinsip-prinsip yang
mempengaruhi pembelajaran dan pemerolehan bahasa ada enam kategori yang utama: Pertama,
seperti keupayaan semula j adi merangkumi perangai, fitrah, keturunan dan persediaan. Kedua,
prinsip pengetahuan seperti pemikiran, konsepsi, kefahaman, imaginasi, akal dan kecerdikan.
Ketiga, prinsip persekitaran seperti semasa berlakunya pembelajaran berdasarkan pendengaran,
penglihatan dan pergaulan dengan alam luaran. Keempat, prinsip kendiri seperti pengulangan,
praktik, kebiasaan dan pembuatan merangkumi ilmu-ilmu bahasa dan pengajaran sebagai satu
bahagian daripada elemen pembelajaran. Kelima, pemikiran pendidikan Islam klasik mendapati
bahawa prinsipprinsip ini merupakan tulang belakang kepada proses pembelajaran dan
pemerolehan pengetahuan dan yang keenam ialah setiap pemikiran pendidikan mempunyai prin
prinsip prinsip khusus dan prinsip-prinsip bersama di antara pemikiran pendidikan tersebut.
Prinsip-prinsip ini pada umumnya menyerupai prinsip yang dipegang oleh pemikiran pendidikan
moden dan ia mempunyai kesan besar di dalam membentuk proses pembelajaran.
ABSTRACT
This is analytical concept of contents to study theories of language learning in the light of
previous Islamic educational thoughts. This study focuses on the ideas of the five scholars viz;
mental educational thoughts as represented by Bishr bin AlMu,tamir, the philosophy of
educational thoughts as represented by Al-Farabi, the mental philosophy of educational thoughts
as represented by Ikhwan Al-Safa, the behaviour cognitive educational thoughts as represented
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by Al-Ghazali and the social educational thoughts as represented by Ibni Khaldun. The present
study has adopted the analytical method to investigate and interpret-the learning and learning
principles used by some earlier Muslim scholars. The method which has been adopted by the
researcher is appropriate to deal with the principles of learning and their classifications. The
study aims first at recognizing the views of those scholars on the meaning of learning, second at
exploring psychological sources of language acquisition and principles in comparison with
modern learning theories, and finally at recognizing the relationship between old and modern
theories. To limelight the objectives, the study has displayed the views in six chapters and
introduction and conclusion as additional. The introduction deals with the basic sources of the
study. The first chapter deals with modern theories of learning including the views of four
Muslim scholars as preliminary base. The next five chapters represent the analytical and
descriptive study of the views of the five scholars respectively. The study has found that the
principles influencing language learning are from six sources. First, natural forces consisting of
innateness, genetics, aptitudes and preparation. Second, the principle of knowledge contains
imagination, thinking, understanding, guessing, mentality and intelligence. Third, the social
environment is the medium through which the learning takes place to develop skills like
listening, watching, understanding and interacting. Fourth, The self-source of learning includes
practice, training, preparing and drills for using language. The fifth source is the art of language
sciences. The final source is, teaching as part of the whole process of learning. The previous
Islamic educational thoughts consider these sources as the basis of knowledge acquisition and
learning. However, each scholar focuses on some sources rather than others, taking into account,
that some sources are shared among all of them. The principles of the Islamic educational
thoughts formulated by earlier Muslim scholars, laid down the foundation of modern educational
thoughts, regarding learning language process, hence the modern language learning thoughts are
very similar to the previous Islamic thoughts.