Abstract:
Two main focuses of (his study are to produce a video drama as an alternative
ipproach to teaching lasting since some Islamic education teachers who teach at
secondary school in Malaysia have no time to explore all aspects of fasting; physical,
psychological, sociological and spiritual. Secondly, it is to see how students perceive
lasting, their understanding and internalisation of fasting and the video itself after the
lesson. A special drama was scripted and filmed. Production was carried out
rigorously with the cooperation of certain bodies. The video drama
based on the ADDIE’S model by focusing
‘fasting’ among secondary school students based on a needs analysis from a classroom
observation conducted prior to writing the video script. The video drama
managed to cover the four aspects of fasting by dramatising others’
daily activities. All these aspects
learning of ‘fasting’. The product
teachers, postgraduate students, and
was designed
on answering recent problems of teaching
was
experience of
were taken into account to enhance the teachingwas evaluated formatively by professionals,
secondary school students. To implement and
evaluate summatively, eight form two classes out of 27 classes
eight secondary schools in Kuala Lumpur and Selangor, bringing the
The students were administered to see their
were randomly
selected from
total number of students to 229.
i
perception, understanding and internalisation of fasting as well as the video through
administered immediately after the lesson. Most students
’ as a stronger, more beneficial and special (Islamic practice)
Alter watching the video drama, they responded positively
towards using video drama in teaching fasting and admitted that their understanding
and internalization had improved
