Introduction

The mastery of Islamic terminology is a crucial component in ensuring students’ deep understanding of the Islamic Education subject. These terms—rooted in Arabic and often written in Jawi—can pose a challenge for many students, particularly in terms of spelling, pronunciation, and comprehension. Acknowledging this need, I created a simple yet practical learning tool called My Qomus, designed to help students build Islamic vocabulary in a structured and meaningful way.

Concept and Design of My Qomus

My Qomus is designed as a pocket-sized A6 book, allowing students to carry it around conveniently wherever they go. It is bound with a wire binding system, making it easy to flip through and use regularly during class or revision. Each page contains a table-based template featuring three essential columns:

• Term – the Islamic term learned in class.
• Jawi Script – spelling of the term in Jawi.
• Meaning – the translation or brief explanation in Malay.

This format helps students organize information clearly and allows for quick reference when needed.

Learning Benefits for Students

The strength of My Qomus lies in its portability and user-friendliness. Its small size makes it easy to bring anywhere, whether to school, the mosque, or home. Students can use free time to revise and strengthen their vocabulary.

More importantly, it encourages active learning, as students write down newly learned terms such as ikhtikaf, tawaduk, istiqamah, and qanaah themselves. This writing process promotes better memory retention and a deeper grasp of meaning.

My Qomus also supports students’ learning in three essential areas:

• Understanding exam questions that often contain Islamic terms.
• Grasping key concepts within various topics.
• Constructing well-formed, meaningful sentences in both written and oral assessments.

Implementation in the Classroom

To ensure consistent and effective use of My Qomus, I introduced a simple classroom initiative called the “My Qomus Corner”, which is a dedicated space on the whiteboard. During lessons, whenever a new term is introduced, I write the term, its Jawi script, and meaning in this corner. Students then copy this information into their own My Qomus booklets.

This approach helps establish routine and consistency, turning vocabulary building into an engaging and purposeful classroom practice. It also creates opportunities for student interaction and peer learning, as they discuss and share their understanding of the terms.

Impact on Students and Teaching

Since introducing My Qomus, I have observed significant improvements in students’ confidence in using Islamic terms, both in oral presentation and written answers. They show greater ease in answering higher-order thinking questions (HOTs) because they are familiar with key terminology used in questions and content. Even students who were previously less engaged have shown a growing interest, thanks to this simple and accessible tool.

From a teacher’s perspective, My Qomus acts as a form of alternative assessment. It provides insights into how well students are absorbing the vocabulary presented in class. It also serves as a valuable tool for formative monitoring, allowing teachers to see which terms are well-understood and which need further reinforcement.

Conclusion

My Qomus demonstrates that impactful educational tools do not always need to be complicated or expensive. With a straightforward, structured, and consistent approach, this tool has helped students not only expand their Islamic vocabulary but also deepen their overall understanding of topic.

As educators, we must continuously seek creative ways to make learning more accessible and meaningful. Tools like My Qomus not only deliver content but also nurture comprehension, reflection, and genuine interest in learning. Ultimately, it serves as a bridge toward more holistic and effective Islamic education, helping our students grow into knowledgeable and spiritually grounded individuals.

Written by Sabriah binti Japrin