Cabaran kehidupan dalam masyarakat yang pelbagai menghendaki pengurusan di pihak pentadbir menyelaraskan penyampaian ilmu asas agama ini melalui Kelas Al-Quran dan Fardu Ain (KAFA). Pembelajaran KAFA yang lazimnya dilaksanakan di sekolah agama secara bersemuka terpaksa diubah cara pelaksanaannya secara atas talian ekoran perintah kawalan pergerakan (PKP) bagi membendung wabak Covid-19. Sehubungan dengan itu, artikel ini bertujuan membincangkan cabaran pengurusan pembelajaran KAFA secara atas talian semasa fasa pandemik Covid-19. Kajian ini berbentuk kualitatif. Data dikumpul berdasarkan temubual 2 orang responden daripada Kafa Integrasi Nahdhah Al Islam. Analisis data pula dilakukan secara analisis naratif menggunakan kaedah pengekodan. Hasil kajian ini menunjukkan terdapat perubahan pelaksanaan pengurusan pembelajaran KAFA secara atas talian semasa fasa Pandemik Covid-19. Cabaran yang dihadapi pula termasuklah infrastuktur, kemahiran teknologi, kewangan serta masa dan bebanan tugas. Justeru itu, semua pihak perlu memainkan peranan masing-masing dalam usaha menangani permasalahan dan memastikan sesi pembelajaran lebih berkesan.

Situasi pandemik COVID-19 telah mengubah semua landskap pendidikan termasuklah pendidikan Kelas al-Quran dan Fardu Ain (KAFA). Sebelum pandemik kelas dikendalikan secara bersemuka, namun semasa pandemik pembelajaran secara bersemuka telah beralih kepada pembelajaran secara maya (e-learning). Justeru itu teknik pengajaran dan pembelajaran (PdP) secara maya menjadi lebih mencabar apabila aspek kreativiti dan inovasi diperlukan untuk berhadapan dengan situasi ini agar mampu memberikan penyelesaian kepada norma baharu. Bagi memenuhi keperluan pembelajaran secara digital ini tentulah memerlukan peralatan-peralatan teknologi tertentu seperti komputer peribadi, telefon pintar, gajet dan sebagainya. Peralatan-peralatan itu kadang-kadang tidak mampu disediakan oleh para ibu bapa dan guru. Justeru itu wakaf pendidikan antara solusi terbaik bagi menyelesaikan perkara ini. Objektif kajian ini menghuraikan secara umum latar belakang pendidikan KAFA di Malaysia, membangunkan model wakaf pendidikan KAFA secara maya khususnya di musim pandemik COVID-19, mengemukakan cabaran yang dihadapi oleh guru dan murid serta langkah penyelesaian PdP KAFA dalam talian. Reka bentuk kajian adalah kualitatif. Pengumpulan data dilakukan melalui kajian perpustakaan yang merujuk sumber primer dan sekunder. Manakala analisis data pula dilakukan secara analisis dokumen. Sample kajian tertumpu kepada individu yang terlibat dengan KAFA di Malaysia pada musim pandemik COVID-19 dan memfokuskan pembinaan model wakaf pendidikan KAFA.  Hasil dapatan kajian menunjukkan berlaku anjakan paradigma yang positif dalam penyediaan silibus KAFA secara maya dan terdapat usaha wakaf pendidikan KAFA oleh pihak kerajaan (waqf irsod) secara maya melalui program KAFA online yang disiarkan di rancangan TV al-Hijrah dengan kerjasama dari JAKIM. Ia juga diusahakan oleh individu-individu persendirian yang turut menyumbang bahan pengajaran di alam maya untuk dimanfaatkan bersama. Implikasinya, PdP melalui model pendidikan wakaf KAFA yang komprehensif boleh dilakukan secara berterusan walau tidak bersemuka dan memantapkan kefahaman agama Islam di peringkat asas secara mudah dan berkesan agar boleh dimanfaatkan generasi berikutnya.

The use of teaching aids (TA) in the classroom is necessary to ensure that the teacher’s explanations in teaching and learning (T&L) process are easily comprehended by students. The TA materials used depend on the needs of the teacher in accordance with the T&L design that will be implemented. However, the use of TA is not an undemanding matter as it requires the teacher’s keenness in carrying out the plan that has been designed. Therefore, this study aims to analyse the obstacles that exist among Islamic Education Teachers (GPI) during the use of TA. Qualitative design was used to obtain interview data upon five GPIs and five GPI supervisors at the Smart School. The interview results were analysed using the NVivo 7.0 software by generating the theme of the study findings. Based on the analysis, there are eight obstacles listed by the GPIs on the use of teaching aids. All of these then form a pattern of study findings that perpetuates the two main obstacles for Islamic Education Teachers in the use of teaching aids, namely time and preparation. The results of this study are very meaningful to the Malaysian Ministry of Education (KPM), the State Education Office (JPN), and school administrators. The findings of this study show that the teachers need to be given time for the preparation to implement the planning of TA in the PdP process.

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Mentoring programs have long been a concern among academics and industry as programs for professional development and excellent personal formation. The mentor is acting as chancellor, counselor, coach to every mentee. In empowering the religious education of new brothers, mentoring programmes are essential to be implemented to enable a new student to get the advice and assistance needed. The objective of this study was to measure the effectiveness of new sibling education classes through mentor-mentee programmes implemented by new brother mentors. Next study the psychosocial function of the mentor in providing chancellory support and motivation to the mentee. The study used quantitative research design and obtained data with purposeful sampling. This method of exploring factors is made through double linear regression. The data required for this study was collected from the State Islamic Religious Council (SIRC) in Kuala Lumpur, Malaysia. Surveys are conducted with questionnaires at the class session using survey design samples. The planned questionnaire was distributed throughout the target population of 244 respondents through self-management. The data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) through a survey instrument with a five-point Likert preferred question, with an analysis of the PLS two-step sequence. The results of the study found that teacher skills, mentor motivational approach and student satisfaction had a positive relationship and a sustainable mentoring atmosphere in the knowledge and learning of participants among the new sibling class. The study also found that the mentor’s motivational approach was a significant factor between teacher skills and student satisfaction in the classroom.