Implementation of The Tahfiz Ulul Albab Model Curriculum in Secondary School: The Problems and Strategies of Tahfiz Educators in The Face of The Industrial Revolution 5.0

Abstract

The Tahfiz Integrated Curriculum (KBT) is one of the approaches to tahfiz education implemented in Malaysia, emphasizing the integration of tahfiz and academic lessons within a single curriculum. The combination of Quranic, Ijtihadik, and Encyclopedic elements serves as the cornerstone of the Tahfiz Ulul Albab Model (TMUA) introduced in 2014. However, questions arise regarding the effectiveness and success of this curriculum in producing a generation of huffaz aligned with modern educational objectives. This study aims to identify the issues encountered in the implementation of KBT and to explore the challenges and strategies faced by tahfiz educators in delivering the TMUA curriculum, particularly within the context of the Industrial Revolution 5.0. Innovative technology-based approaches, such as artificial intelligence (AI), the Internet of Things (IoT), and big data analytics, were explored as potential solutions to enhance Quran memorization and murajaah practices among students. This study employed a descriptive qualitative method through semi-structured interviews and document analysis, with data analyzed using Atlas.ti software. Three TMUA teachers were selected as participants via purposive sampling. The findings revealed that curriculum, teachers, and students are the main themes of discussion, while strategies such as innovative teaching, technological training for teachers, and the use of mobile applications for murajaah were highlighted. The recommendations include integrating smart technologies and educational engineering approaches to strengthen the quality of TMUA implementation. This study aspires to contribute to developing a generation of huffaz excelling not only in Quranic memorization but also in mastering modern technologies to address future challenges.