The document discusses the Islamic education system in Singapore, including its management and curriculum. It notes that the Islamic Religious Council of Singapore (MUIS) plays a significant role in managing and developing Islamic education. MUIS introduced the Singapore Islamic Education System (SIES) curriculum and the ALIVE curriculum. The document also outlines the three types of Islamic education in Singapore: part-time education, full-time education, and Islamic study programs for the community. Overall, the document provides an overview of the management, curriculum, and role of madrasahs (Islamic schools) in Singapore's education system.
Madrasa Education in Southern Assam An Analytical StudyTMIzam
These are the initial pages of my research in which I have written abstract and other important things of my research like declaration, acknowledgment, and tables of the research.
Madrasa Education in Southern Assam an Analytical studyTMIzam
In each and every religion education is considered the most powerful medium to preserve and transfer the ideas, ethics, and values among the members of the next generation. For this purpose, every religion attempts to develop its own education system. In Islam, the Madrasah education system generally caters to the need for education of the next generation. Nowadays, question marks have been raised all over the world. This has been increased the interest of every intellectual to know the real fact behind the superfluous facts. In the present scenario, the biggest challenge facing Islam throughout the world today is the negative and distorted images of its educational institutions especially in the Southern Assam Madrasah education system. Assam is divided into two regions in accordance with the name of two major rivers. One is the Brahmaputra Valley Region and the other is the Barak Valley Region. The percentage of the Muslim population in Assam is higher than in the other states of India except for Jammu and Kashmir. It has got a systematic Madrasa education system but under these Madrasa education system students are not able to face the contemporary world after having their education such as institutions. This thesis is based mainly on the system of Madrasah education in Southern Assam. So through this study researcher attempts to exclude the contribution of government agencies and Non-government agencies towards the development of Madrasah in Southern Assam. And researcher also tries to find out the reason behind of backwardness of the Madrasah education system in Southern Assam. It is of course very complex issue that needs proper discussion and analysis. And this present paper is an attempt to have an overview of the Madrasahs Education in Southern Assam from various angles. Assam, one of the North-Eastern states of India also got a comprehensive system of Madrasah education. The study aims at investigating the present conditions of the Madrasha Education system in southern Assam to propose some remedial measures. For this purpose, this research has undertaken different research approaches, descriptive approaches, prescriptive approaches evaluating approaches. This research concludes with some solutions to eradicate the prevailing problems
PROBLEMS, ISSUES and TRENDS IN SECONDARY EDUCATION OF PAKISTANR.A Duhdra
The secondary education is the most defectives stage in our entire educational organization and it needs urgently a thorough examination and complete reorientation . Defect cannot be overlooked that during the period of secondary education the young boys and girls of the country are exploited by individuals and groups and their energies, instead of being utilized into worthy social purposes, are harnessed to destructive activities.
Madrasa Education in Southern Assam An Analytical StudyTMIzam
These are the initial pages of my research in which I have written abstract and other important things of my research like declaration, acknowledgment, and tables of the research.
Madrasa Education in Southern Assam an Analytical studyTMIzam
In each and every religion education is considered the most powerful medium to preserve and transfer the ideas, ethics, and values among the members of the next generation. For this purpose, every religion attempts to develop its own education system. In Islam, the Madrasah education system generally caters to the need for education of the next generation. Nowadays, question marks have been raised all over the world. This has been increased the interest of every intellectual to know the real fact behind the superfluous facts. In the present scenario, the biggest challenge facing Islam throughout the world today is the negative and distorted images of its educational institutions especially in the Southern Assam Madrasah education system. Assam is divided into two regions in accordance with the name of two major rivers. One is the Brahmaputra Valley Region and the other is the Barak Valley Region. The percentage of the Muslim population in Assam is higher than in the other states of India except for Jammu and Kashmir. It has got a systematic Madrasa education system but under these Madrasa education system students are not able to face the contemporary world after having their education such as institutions. This thesis is based mainly on the system of Madrasah education in Southern Assam. So through this study researcher attempts to exclude the contribution of government agencies and Non-government agencies towards the development of Madrasah in Southern Assam. And researcher also tries to find out the reason behind of backwardness of the Madrasah education system in Southern Assam. It is of course very complex issue that needs proper discussion and analysis. And this present paper is an attempt to have an overview of the Madrasahs Education in Southern Assam from various angles. Assam, one of the North-Eastern states of India also got a comprehensive system of Madrasah education. The study aims at investigating the present conditions of the Madrasha Education system in southern Assam to propose some remedial measures. For this purpose, this research has undertaken different research approaches, descriptive approaches, prescriptive approaches evaluating approaches. This research concludes with some solutions to eradicate the prevailing problems
PROBLEMS, ISSUES and TRENDS IN SECONDARY EDUCATION OF PAKISTANR.A Duhdra
The secondary education is the most defectives stage in our entire educational organization and it needs urgently a thorough examination and complete reorientation . Defect cannot be overlooked that during the period of secondary education the young boys and girls of the country are exploited by individuals and groups and their energies, instead of being utilized into worthy social purposes, are harnessed to destructive activities.
A Study On The Girls’ Technical Vocational And Religious Vocational High Scho...inventionjournals
ABSTRACT: This study aimed to analyze girls’ technical vocational and religious vocational high school 9th and 10th grade female students’ attitudes to physical education lesson. 224 female students selected by random sampling method from Anatolian Religious Vocational High School and Girls Technical Vocational High School in Corum province of Turkey in the 2014-2015 academic years were included in this study. 6 questions aiming to determine the socio-demographic characteristics and “Physical Education Attitude Scale" consisting 35 questions and developed by Güllü and Güçlü (2009) were applied in the study.
In the study a non-parametric method, Mann-Whitney U test was used for paired comparisons and Kruskal-Wallis H test was used for multiple comparisons and the significance level was taken as (p <0.05).><0.05).
In India the Guru or the teacher is held in high esteem.
Indeed, there is an understanding that if the devotee were presented with the guru and God, first he would pay respect to the guru, since the guru had been instrumental in leading him to God.
Thanks a lot to who create this PPT.
---poulomi pavini
Investigating the institutional policies that contribute toward the students’...Sam Rany
The purpose of the study is to investigate the institutional policies that contributed to the enhancement of students’ academic success and educational quality in a Cambodian university. In a context of knowledge-based economy, higher education plays an important role to develop the citizen physically, mentally, and spiritually as well as to enhance the economic, social, political and cultural values of the nation. In the aftermath of the civil war in 1998, the Royal Government of Cambodia has strived to restore its education system in order to be integrated into the Association of South East Asian Nations (ASEAN) Community by 2015 through adopting various strategies and policies to advance educational quality for Cambodia students’ academic success. This paper will investigate and discuss the status of institutional policies that can facilitate in reforming the educational system in Cambodian tertiary education. Astin’s theory (1984, 1993, 1999) is adopted to link the idea of institutional policies and Cambodian student’s academic success; the documents and data of governmental ministries, development partners, and higher education institutions will be employed in the study of such policies.
The findings of the research are the tarbiyah curriculum journey grouped into eight stages of curriculum development. Starting from the embryo curriculum in 1961, this is the first stage as a curriculum based on the main points of the Pancasila Education System. The second stage of the curriculum, which contains prioritising the mastery of science and technology, has not been focused on formulating its abilities. In the third stage, the paradigm shift to the concept of competency-based curriculum. The college itself developed the fourth stage of the curriculum. The fifth stage is the university curriculum is developed and implemented based on competency for each study program. Sixth, the curriculum of learning achievement is adjusted to the level of KKNI. The seventh stage, the competence of graduates, is determined by referring to KKNI. In the eighth stage, the higher education curriculum contains an equal quality of learning outcomes. Find curriculum design concepts for tarbiyah in the future. Where the eight components of the curriculum concept are Competence Achievement, Continuous Improvement, Functional for users, Adaptable to the social community, Sharing on core values of UIN, Build real scientist. This is all to answer the challenges of developing the tarbiyah curriculum in the future.
Education in China is a state-run system of public education run by the Ministry of Education. All citizens must attend school for at least nine years, known as the nine-year compulsory education, which the government funds. It includes six years of primary education, starting at age six or seven, and three years of junior secondary education (middle school) for ages 12 to 15. Some provinces may have five years of primary school but four years for middle school. After middle school, there are three years of high school, which then completes the secondary education. The Ministry of Education reported a 99 percent attendance rate for primary school and an 80 percent rate for both primary and middle schools.[citation needed] In 1985, the government abolished tax-funded higher education, requiring university applicants to compete for scholarships based on academic ability. In the early 1980s the government allowed the establishment of the first private school, increasing the number of undergraduates and people who hold doctoral degrees fivefold from 1995 to 2005.[4] In 2003 China supported 1,552 institutions of higher learning (colleges and universities) and their 725,000 professors and 11 million students (see List of universities in China). There are over 100 National Key Universities, including Peking University and Tsinghua University. Chinese spending has grown by 20% per year since 1999, now reaching over $100bn, and as many as 1.5 million science and engineering students graduated from Chinese universities in 2006. China published 184,080 papers as of 2008.[5] China has also become a top destination for international students.[6] As of 2013, China is the most popular country in Asia for international students, and ranks third overall among countries.[6]
Laws regulating the system of education include the Regulation on Academic Degrees, the Compulsory Education Law, the Teachers Law, the Education Law, the Law on Vocational Education, and the Law on Higher Education. See also: Law of the People's Republic of China.
Although Shanghai and Hong Kong are among the top performers in the Programme for International Student Assessment, China's educational system has been criticized for its rigorousness, as well as its emphasis on rote memorization and test preparation.
SECONDARY EDUCATION IN COMPARATIVE PERSPECTIVESR.A Duhdra
Comparative education is the comparison of various philosophies of education based not only on theories but the actual practices which prevail. (Isaac Kandel 1957)
Comparative Education is a field of study dealing with the comparison of current educational theory and practice in different countries for the purpose of broadening and deepening understanding of educational problems beyond the boundaries of one's own country. (Carter Good 1962)
The Implementation of Curriculum at Kuttab Al-Fatih SurabayaSubmissionResearchpa
This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the lembaga pendidikan kuttab al-fatih surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of miles and huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the kuttab curriculum which is applied at the lembaga pendidikan kuttab al-fatih surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-fatih educational institution surabaya also uses an informal education (pusat kegiatan belajar masyarakat/pkbm) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in indonesia by Muhammad Yudo and Rahmad Salahuddin 2020. The Implementation of Curriculum at Kuttab Al-Fatih Surabaya. International Journal on Integrated Education. 3, 3 (Jun. 2020), 174-178. DOI:https://doi.org/10.31149/ijie.v3i3.425 https://journals.researchparks.org/index.php/IJIE/article/view/425/402 https://journals.researchparks.org/index.php/IJIE/article/view/425
ABSTRACT: Acquiring the knowledge to serve the people is the main theme of knowledge and Education in Muslim perspective. Historically this is rooted and integrated with knowledge and education. While Islamic education has been introduced all levels of education at present
time, its graduates are not satisfying the Muslims’ expectations in terms of achievement such as having a sense of complementing each other, ability to manage personal affairs as well as to manage the social and state affairs competently. This paper argues that this failure is the result of their intellectual poverty, and it will be resolved if the authority of contemporary Islamic education integrates Islamic epistemological views with the contents of education. This paper depicts history of emancipatory worldview of Islam to shape modern Muslims’
epistemological view. The conceptualization of this history is founded on the syntheses of the history of education of past Muslims, their practices of teaching and learning, goal of the Quran as a content of education, prophet’s services towards his fellow people. Therefore, in order to empower the Muslim learners with the capacity to emancipate the human, this paper suggests looking back to the history. Then only Muslims will succeed to benefit the world otherwise they may fail to do so. The history that is discussed here will affect the attitude of Muslim learners to other contemporary civilizations, teaching learning practice.
While emancipatory worldview is quite a sociological subject matter in order to model it, this paper explains from the history, the Quran’s illustrations regarding role and position of Muslims in this world, prophet’s manner as an educationist, value system rooted in Muslim contents, and foundation of Muslim education. This paper finds that the emancipatory worldview can be propelled among the Muslims if the current pedagogy acts as a moderator
between the content and the history.
A Study On The Girls’ Technical Vocational And Religious Vocational High Scho...inventionjournals
ABSTRACT: This study aimed to analyze girls’ technical vocational and religious vocational high school 9th and 10th grade female students’ attitudes to physical education lesson. 224 female students selected by random sampling method from Anatolian Religious Vocational High School and Girls Technical Vocational High School in Corum province of Turkey in the 2014-2015 academic years were included in this study. 6 questions aiming to determine the socio-demographic characteristics and “Physical Education Attitude Scale" consisting 35 questions and developed by Güllü and Güçlü (2009) were applied in the study.
In the study a non-parametric method, Mann-Whitney U test was used for paired comparisons and Kruskal-Wallis H test was used for multiple comparisons and the significance level was taken as (p <0.05).><0.05).
In India the Guru or the teacher is held in high esteem.
Indeed, there is an understanding that if the devotee were presented with the guru and God, first he would pay respect to the guru, since the guru had been instrumental in leading him to God.
Thanks a lot to who create this PPT.
---poulomi pavini
Investigating the institutional policies that contribute toward the students’...Sam Rany
The purpose of the study is to investigate the institutional policies that contributed to the enhancement of students’ academic success and educational quality in a Cambodian university. In a context of knowledge-based economy, higher education plays an important role to develop the citizen physically, mentally, and spiritually as well as to enhance the economic, social, political and cultural values of the nation. In the aftermath of the civil war in 1998, the Royal Government of Cambodia has strived to restore its education system in order to be integrated into the Association of South East Asian Nations (ASEAN) Community by 2015 through adopting various strategies and policies to advance educational quality for Cambodia students’ academic success. This paper will investigate and discuss the status of institutional policies that can facilitate in reforming the educational system in Cambodian tertiary education. Astin’s theory (1984, 1993, 1999) is adopted to link the idea of institutional policies and Cambodian student’s academic success; the documents and data of governmental ministries, development partners, and higher education institutions will be employed in the study of such policies.
The findings of the research are the tarbiyah curriculum journey grouped into eight stages of curriculum development. Starting from the embryo curriculum in 1961, this is the first stage as a curriculum based on the main points of the Pancasila Education System. The second stage of the curriculum, which contains prioritising the mastery of science and technology, has not been focused on formulating its abilities. In the third stage, the paradigm shift to the concept of competency-based curriculum. The college itself developed the fourth stage of the curriculum. The fifth stage is the university curriculum is developed and implemented based on competency for each study program. Sixth, the curriculum of learning achievement is adjusted to the level of KKNI. The seventh stage, the competence of graduates, is determined by referring to KKNI. In the eighth stage, the higher education curriculum contains an equal quality of learning outcomes. Find curriculum design concepts for tarbiyah in the future. Where the eight components of the curriculum concept are Competence Achievement, Continuous Improvement, Functional for users, Adaptable to the social community, Sharing on core values of UIN, Build real scientist. This is all to answer the challenges of developing the tarbiyah curriculum in the future.
Education in China is a state-run system of public education run by the Ministry of Education. All citizens must attend school for at least nine years, known as the nine-year compulsory education, which the government funds. It includes six years of primary education, starting at age six or seven, and three years of junior secondary education (middle school) for ages 12 to 15. Some provinces may have five years of primary school but four years for middle school. After middle school, there are three years of high school, which then completes the secondary education. The Ministry of Education reported a 99 percent attendance rate for primary school and an 80 percent rate for both primary and middle schools.[citation needed] In 1985, the government abolished tax-funded higher education, requiring university applicants to compete for scholarships based on academic ability. In the early 1980s the government allowed the establishment of the first private school, increasing the number of undergraduates and people who hold doctoral degrees fivefold from 1995 to 2005.[4] In 2003 China supported 1,552 institutions of higher learning (colleges and universities) and their 725,000 professors and 11 million students (see List of universities in China). There are over 100 National Key Universities, including Peking University and Tsinghua University. Chinese spending has grown by 20% per year since 1999, now reaching over $100bn, and as many as 1.5 million science and engineering students graduated from Chinese universities in 2006. China published 184,080 papers as of 2008.[5] China has also become a top destination for international students.[6] As of 2013, China is the most popular country in Asia for international students, and ranks third overall among countries.[6]
Laws regulating the system of education include the Regulation on Academic Degrees, the Compulsory Education Law, the Teachers Law, the Education Law, the Law on Vocational Education, and the Law on Higher Education. See also: Law of the People's Republic of China.
Although Shanghai and Hong Kong are among the top performers in the Programme for International Student Assessment, China's educational system has been criticized for its rigorousness, as well as its emphasis on rote memorization and test preparation.
SECONDARY EDUCATION IN COMPARATIVE PERSPECTIVESR.A Duhdra
Comparative education is the comparison of various philosophies of education based not only on theories but the actual practices which prevail. (Isaac Kandel 1957)
Comparative Education is a field of study dealing with the comparison of current educational theory and practice in different countries for the purpose of broadening and deepening understanding of educational problems beyond the boundaries of one's own country. (Carter Good 1962)
The Implementation of Curriculum at Kuttab Al-Fatih SurabayaSubmissionResearchpa
This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the lembaga pendidikan kuttab al-fatih surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of miles and huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the kuttab curriculum which is applied at the lembaga pendidikan kuttab al-fatih surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-fatih educational institution surabaya also uses an informal education (pusat kegiatan belajar masyarakat/pkbm) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in indonesia by Muhammad Yudo and Rahmad Salahuddin 2020. The Implementation of Curriculum at Kuttab Al-Fatih Surabaya. International Journal on Integrated Education. 3, 3 (Jun. 2020), 174-178. DOI:https://doi.org/10.31149/ijie.v3i3.425 https://journals.researchparks.org/index.php/IJIE/article/view/425/402 https://journals.researchparks.org/index.php/IJIE/article/view/425
ABSTRACT: Acquiring the knowledge to serve the people is the main theme of knowledge and Education in Muslim perspective. Historically this is rooted and integrated with knowledge and education. While Islamic education has been introduced all levels of education at present
time, its graduates are not satisfying the Muslims’ expectations in terms of achievement such as having a sense of complementing each other, ability to manage personal affairs as well as to manage the social and state affairs competently. This paper argues that this failure is the result of their intellectual poverty, and it will be resolved if the authority of contemporary Islamic education integrates Islamic epistemological views with the contents of education. This paper depicts history of emancipatory worldview of Islam to shape modern Muslims’
epistemological view. The conceptualization of this history is founded on the syntheses of the history of education of past Muslims, their practices of teaching and learning, goal of the Quran as a content of education, prophet’s services towards his fellow people. Therefore, in order to empower the Muslim learners with the capacity to emancipate the human, this paper suggests looking back to the history. Then only Muslims will succeed to benefit the world otherwise they may fail to do so. The history that is discussed here will affect the attitude of Muslim learners to other contemporary civilizations, teaching learning practice.
While emancipatory worldview is quite a sociological subject matter in order to model it, this paper explains from the history, the Quran’s illustrations regarding role and position of Muslims in this world, prophet’s manner as an educationist, value system rooted in Muslim contents, and foundation of Muslim education. This paper finds that the emancipatory worldview can be propelled among the Muslims if the current pedagogy acts as a moderator
between the content and the history.
Write a how-to magazine article (written in third person) .docxambersalomon88660
Write a "how-to" magazine article (written in third person) to appear in a business magazine geared toward organizational leaders. Advise readers on how they can encourage employees to avoid the behaviors and practices that might inhibit creative thinking. The article must include the following components:
The article should be a minimum of 2 pages.
Use specific examples to illustrate your points and establish credibility with readers.
The advice you offer should demonstrate your understanding of course concepts.
All content in your written assignment must be original or attributed to an outside source following the journalistic style.
Follow an inverted pyramid structure. See the Unit III Lesson for additional guidelines on this structure. Include at least one direct quote, and use a minimum of 2 outside sources. All sources used must be cited and referenced according to APA format. Please note: If you are unfamiliar with the format of a “how-to” article, the Egbers & Schenck (2013) article, "Seven Enemies of Success for Newly Promoted Leaders," from T+D magazine, located in the Suggested Readings section of the Unit III Study Guide, might be a helpful resource. The article can serve as an example for format ONLY. The content guidelines are listed above.
Running Head: Effective Education in South Korea and Saudi Arabia 1
Effective Education in South Korea and Saudi Arabia 2
Effective Education in South Korea and Saudi Arabia
Name
Institution
Table of Contents
Abstract…………………………………………………………………………
Introduction…………………………………………………………………….4
History in South Korea……………………………………………………………………..5
Education in the Kingdom of Saudi Arabia………………………………………………………6
Thesis statement………………………………………………………………...7
Effective Education……………………………………………………………7
Skilled Teachers in S.K………………………………………………………7
Technology Usage in South Korea…………………………………………..8
Classroom management………………………………………………………9
Communicate………………………………………………………………...11
Skilled teacher K.S…………………………………………………………12
Using Technology in the Classroom………………………………………………………………........12
Classroom Management.……………………………………………………….13
Communicate………………………………………………………………..14
Student perform SK……………………………………………………………14
Grades Scores………………………………………………………………...14
Improvement………………………………………………………………........15
Student performance in KSA………………………………………………………………...................16
Teaching methods – in SK…………………………………………………….17
Using Technology………………………………………………………………17
Collaborative teaching………………………………………………………….19
Teaching methods-in KSA……………………………………………………..22
Using Technology………………………………………………………………22
Collaborative teaching…………………………………………………………24
Conclusion……………………………………………………………………..26
Summary………………………………………………………………………27
Similar…………………………………………………………………………..27
Difference………………………………………………………………………27
Limitation………………………………………………………………………28
References………………………………………………………………………29
Abstract
Effective education is considered to be vital for any society regardless of the level of deve.
Implementation Management of Modern Education in Madrasah DiniyahSubmissionResearchpa
Madrasah is an institution of Islamic education in Indonesia. Madrasah is one of the pillars of education, especially Islam. Madrasah existence has long been a part of education in Indonesia.Principals are as one person in charge of educational institutions should be able to change the old paradigm into a new paradigm that is better in order to achieve the expected goals, as leader Principals are required to be able to move, influence, encourage, encourage, guide, advise, guide , ordering, commanding, forbidding, giving rewards, and give punishment (punishing, if necessary) and developing with the intention that man as a media management willing to work in order to achieve the purpose stated in the madrasah effectively and efficiently.Behavior Management Principals in applying Modern Education in Madrasah Al-Ikhlas Diniyah Muhammadiyah Lamongan Sugihan solokuro appear once on the implementation of everyday tasks are always stressed and gave the example of the motto upright, Discipline, and Creative (IDK). Ikhlas is the spirit of the devotion and Discipline is the real form of devotion while Creative is the ability to generate ideas and action so that what ditampilakan not static and boring.While the problems faced, ranging from problems of limited time, infrastructure, finance, and communication has not been established to the maximum, the usual problem faced by almost all educational institutions. But all this could be overcome by optimizing existing resources, as well as synergies with existing institutions, could be the best solution for the development and advancement of Madrasah Al-Ikhlas Diniyah this. The success of Islamic religious education in Madrasah Al-Ikhlas Diniyah Sugihan solokuro Muhammadiyah Lamongan, supported by the human resources component is very concerned about education. The success was evident from the seriousness of all the stakeholders, all of which was not separated from the help of Allah by Suharsono and Nur Efendi 2020. Implementation Management of Modern Education in Madrasah Diniyah. International Journal on Integrated Education. 3, 4 (Jul. 2020), 74-80. DOI:https://doi.org/10.31149/ijie.v3i4.430 https://journals.researchparks.org/index.php/IJIE/article/view/430/408 https://journals.researchparks.org/index.php/IJIE/article/view/430
Recently, there has been a concern in many parts of the world about the teaching strategies employed at higher education institutions (HEI). Empirical evidence shows that pedagogical practices affect the student engagement and academic excellence. Despite progress on the new innovative pedagogies globally, Somaliland HEI are still struggling with the old didactic teaching method which impedes students lifelong learning and future endeavors. Traditional teaching methods of HEI in Somaliland prevented students to unleash their potentials. Guided by the human capital theory, this study examined the status of lecturers’ application to modern pedagogical practices. The 35 lecturers at the University of Hargeisa, Somalia from the different faculties who had received postgraduate diploma in education provided by the university participated in this study. Employed by micro-teaching observation protocol of quantitative research design, the study found out lecture method as the most prevalent in their teaching practicum, with very low student cognitive engagement, inconsistencies with the instructional behavior and inadequate instructional aids. The study therefore proposed a cooperative jigsaw method as a veritable strategy for effective classrooms and better student engagement. The study recommends Somaliland higher education to adopt the policies, guidelines and regulations that guide the universities across the country.
History of emancipatory worldview of muslim learnersTareq Zayed
ABSTRACT: Acquiring the knowledge to serve the people is the main theme of knowledge and Education in Muslim perspective. Historically this is rooted and integrated with knowledge and education. While Islamic education has been introduced all levels of education at present time, its graduates are not satisfying the Muslims’ expectations in terms of achievement such as having a sense of complementing each other, ability to manage personal affairs as well as to manage the social and state affairs competently. This paper argues that this failure is the result of their intellectual poverty, and it will be resolved if the authority of contemporary Islamic education integrates Islamic epistemological views with the contents of education. This paper depicts history of emancipatory worldview of Islam to shape modern Muslims’ epistemological view. The conceptualization of this history is founded on the syntheses of the history of education of past Muslims, their practices of teaching and learning, goal of the Quran as a content of education, prophet’s services towards his fellow people. Therefore, in order to empower the Muslim learners with the capacity to emancipate the human, this paper suggests looking back to the history. Then only Muslims will succeed to benefit the world otherwise they may fail to do so. The history that is discussed here will affect the attitude of Muslim learners to other contemporary civilizations, teaching learning practice. While emancipatory worldview is quite a sociological subject matter in order to model it, this paper explains from the history, the Quran’s illustrations regarding role and position of Muslims in this world, prophet’s manner as an educationist, value system rooted in Muslim contents, and foundation of Muslim education. This paper finds that the emancipatory worldview can be propelled among the Muslims if the current pedagogy acts as a moderator between the content and the history.
Innovative Teaching Technology for Optimum Skill Development; The Paradigm Sh...Dr. Amarjeet Singh
What we are practicing today constitutes a traditional style of learning where as new education policy 2020 is looking forward to emphasize upon increasing GER & developing employable skills in the students through optimum learning methods. Since necessity is the mother of invention, so we need innovative learning pedagogy at distinct stages of education i.e. Primary Level, Secondary Level and Higher Education Level. As different age group learners get education at different aforesaid levels and therefore pedagogical styles may vary at Primary, Secondary & Higher Education level of education. Traditional teachers centric pedagogy as on today is gradually shifting towards more effective Learner’s Centric Pedagogy which provides learners a stress free environment, More flexibility and a greater participation than ever before in the history of learning.
The paper attempts to investigate most recent innovative teaching practices and futuristic approaches particularly at Higher Education Level (Student Age 16 & above), that would help in developing employable skills in the learners to cater industrial needs. I wish to urge top decision makers to think a while over the findings of the paper for academic excellence especially in the context of higher education.
Developing social competence of madrasa teachers is increasingly popular in the classroom, but of these teachers, mixed results (without clear reasons) are reported. This study aims to see if increasing the use of problem-based learning (PBL) by madrasa aliyah or senior high school teachers in Indonesia increases their social competency in education. This study employed a quasi-experimental technique and data from PBL intervention program to investigate how PBL is connected with teacahers’ social competency and was analyzed using a t-test. In general, the social competence of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of PBL in learning can favorably affect the social competence of madrasa teachers. PBL is positively associated with student involvement and teaching in learning among the madrasa teacher social competency subscales. However, according to data analysis, students’ favorable responses to Islamic religious education learning practices can moderate the link between PBL and the social competency of madrasa instructors. This study has significance for the PBL model’s growth in strengthening the social competency of madrasa teachers learning Islamic religious education.
Quest in Eeducation Aapril 2018 ISSN 00486434VIBHUTI PATEL
We request authors to send their original research-based articles and book reviews on issues concerning education. As Quest in Education publishes peer-reviewed articles, the authors should be ready to wait for seeing their article in print.
Coping with the impact of Covid-19 pandemic on primary education: teachers' s...Ali Murfi
Purpose
The research aimed to explore the issues in the implementation of online education practice in elementary school, to study teachers' coping strategy to the online education issues and to evaluate teachers' problem-solving skill in online learning practice during the Covid-19 pandemic.
Design/methodology/approach
An exploratory research focused on identifying the obstacles in teaching practice faced by elementary school teachers as well as their coping strategy with eight convenience sampled schools.
Findings
Online education practice faced unpreparedness and competency issues. Unpreparedness was found in terms of social, technical and cultural factors, while competency issue was related to online education competency and digital competency. Teachers’ struggle to cope with the issue in online education practice was focused on the performing conventional education in the online manner, suggesting teachers' lack of competency in encouraging learning success. Teachers neglected the development of students' readiness and competencies to engage in online learning. Moreover, teachers’ struggle had the least impact on the development of their online teaching competency and digital competency that are required for carrying out online teaching. In general, teachers' problem-solving skill was below the expected level. These findings suggested that improvement of teachers' competencies is important in order to cope with the issues such as in online education practice during Covid-19 pandemic and to face future challenges in education.
Originality/value
This study evaluated the gap between actual action and expected action of elementary school teachers in coping with the issues regarding online education practice.
From teachers to students creativity? the mediating role of entrepreneurial e...Ali Murfi
Enhancing creativity is beneficial for students to be involved in entrepreneurial activities and entrepreneurship education to promote students’ creative thinking abilities. This paper examines how teacher creativity drives students’ ingenuity and investigates entrepreneurship education’s pivotal role in explaining this relationship. A quantitative method was involved in obtaining a better understanding of the relationship between variables using variance-based Structural Equation Modeling Partial Least Square (SEM-PLS). Participants in this study were gathered from numerous vocational schools in Yogyakarta of Indonesia undergoing an online survey. The findings indicate that teacher creativity has a positive effect on entrepreneurship education and students’ creativity. It also reveals a strong correlation between entrepreneurship education in the schools and their students’ creativity.
Human Resources Approach for Optimization of Knowledge Management Implementat...Ali Murfi
Professional human resources view knowledge management as a guarantor of knowledge owned, acquired, and developed together with other people in the organization so that personal knowledge can become organizational knowledge that can contribute to organizational performance. This study aims to analyze the optimization of the implementation of knowledge management at Bina Nusantara University to approach human resources. This approach is carried out to gain commitment and at the same time increase the competence of human resources in using knowledge management. This study uses a qualitative research method with the type of case study. The research results at Bina Nusantara University show that the resource approach focuses on empowering stakeholders, managing perceptions, developing individual competencies and commitments, and appreciating all achievements. This human resource approach is grouped into students, alumni, and parents. Second, industry, business people, and the community. Third, faculty members, and fourth, staff. This research contributes to a deep understanding of the human resource approach for optimizing knowledge management in higher education.
Strategi Pembelajaran Aktif Question Student Have (QSH) Pada Mata Pelajaran F...Ali Murfi
Pembelajaran yang kurang memperhatikan perbedaan individual anak dan didasarkan pada keinginan guru, akan sulit untuk dapat mengantarkan anak didik ke arah pencapaian tujuan pembelajaran. Salah satu aplikasi daripada aktif learning adalah strategi Question Students Have (pertanyaan dari siswa). Penelitian ini bertujuan untuk mengetahui dan memahami bentuk-bentuk, langkah-langkah, kelebihan dan kekurangan dari strategi pembelajaran Question Student Have (QSH), serta bagaimana model Rencana Pelaksanaan Pembelajaran (RPP) pada mata pelajaran Fiqh di MTs Negeri 9 Bantul.
Kepemimpinan Sekolah dalam Situasi Krisis Covid-19 di IndonesiaAli Murfi
Coronavirus disease (Covid-19) is shaking the world. This massive event triggered by infectious disease is beyond the predictions of many people, even practitioners, and experts in the field of crisis management. Now all sectors are affected, including the world of Education. Academic leaders respond by moving their educational activities and those related online. The decision to pivot into distance learning is made quickly. This research focuses on highlighting how the headmaster's leadership in carrying out crisis management in the Islamic School of Al-Azhar Cairo Yogyakarta by going through the stages, namely 1) Before the Crisis, 2) During the Crisis, 3) After the Crisis. This research uses a qualitative method with the type of case study. The results showed that Before the Crisis stage was carried out by implementing the Covid-19 Prevention Literacy policy. The stages during the crisis are carried out with (a) Health Talk, (b) Learning from Home Policy, and (c) Video and Podcast Challenge. After the crisis phase, the principal develops a collaborative approach to leadership, evaluating, and controlling the various effects of the crisis to prevent future crises. Crisis management is needed so that schools can be better prepared to deal with crises and reduce their impact so that the learning process and managerial activities can continue to run productively.
Islam Nusantara: Religion Dialectic and Cultural for Pluralism-Democratic Soc...Ali Murfi
Seeing the face of Islamic nowadays, Islam Nusantara is very needed, because its characteristic proposes solution in moderate ways, not right or left extreme, always balance, inclusive, tolerance, can live in harmonization with other religion followers and can accept the democracy well. Islam Nusantara is delivered through in friendly, harmonize and respectful way, so that it does not suppress the culture. Islam Nusantara is neither a new religion nor a new school, but Islam Nusantara is the face of Islam in Southeast Asia. The teachings of Islam are implemented in a society in which the mental and character are influenced by the structure of the islands. Islam Nusantara's characteristic can be formulated in operational form as the basic of life for the pluralism and nationality society so that it can be defined as a process of Islam Nusantara actualization through local wisdom. In the level of practice, it can be done by inserting Islam Nusantara's values, not only in knowledge's source and structure but also in society's morality. Those values are moderate, tolerance, balance and inclusive.
COMPARISON OF PAI AND PAK: AN OVERVIEW OF VALUES OF MULTICULTURAL EDUCATION Ali Murfi
This research to reveal comparative Islamic Education (PAI) with Christian Education (PAK) through a textbook’s lesson in terms of content values of multicultural education. The comparative’s analysis includes three aspects, differences, similarities, and common platform. The results showed that substance of values of multicultural education contained in the textbooks have much in similarities which eventually became common platform both than the differences that exist, so that PAI and PAK should move bind themselves to each other in one joint effort to raise the noble values of multicultural, where both scientific traditions stand firm through efforts integration and comprehension charge of teaching materials. Keywords: Multicultural Education, Differences, Similarities, Common Platform A. Introduction The issue of the value of multiculturalism is a major challenge faced by the religions of the world, every religion emerged from a pluralistic religious environment. At the same time, the followers of religions have formed an exclusive insight into their religious and contrary to the spirit of multiculturalism. Various movements often arise and are often the cause of the emergence of new insights and religious development.
Bias Gender dalam Buku Teks Pendidikan Agama Islam dan KristenAli Murfi
This research has been done to reveal the gender bias in text books of Islamic and Christian religious educationas as the basis for promoting gender concept religious education factually. These findings show that the text books of Islamic and Christian religious, which are learnt by students nowadays, are found only a little value of gender norm. Because of this, it is necessary for the religious education lessons are to be revised and implemented the comprehension of gender bias by professional teacher. This is as the innovative movement of religious education about equality and equity of women and men in the access of economic, social, cultural and political activities.
Posdaya Sebagai Alternatif Pemerataan Pendidikan Anak Usia Dini Ali Murfi
This research is intended to reveal the importance of Posdaya as an alternative in equal distribution of early childhood education which is the community-based organization or educational embodiment of, by and for the community. The results showed that the implementation of the model of Posdaya is one of alternative in the equal distribution of early childhood educational levels or it which is called PAUD. The organization of PAUD Posdaya is evidence of the the answers of credibility the challenge of demographic bonus the year 2045, or 100 years of independence of Indonesia and can be a solution related to a classical problem of educational about equal distribution that occurred in Indonesia. Some of the things that make Posdaya important to be held because the first, Posdaya get higher percentage of community pasticipation. The second, it can be reached by all circles of society, especially medium to bottom class people. The third is as media to synergize the existence of each instituiton in society, such as government programs related to toddler, mothers, and society as Posyandu, PKK, BKB, KB, the national program for community empowerment (PNPM Mandiri), and other empowerment programs.
Keywords: Posdaya, Community Pasticipation, Equal Distribution of Education
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
1.4 modern child centered education - mahatma gandhi-2.pptx
Islamic Education System in Singapore: Current Issues and Challenges
1. 197Jurnal Pendidikan Islam :: Volume 8, Nomor 2, December 2019/1440
Islamic Education System in Singapore: Current
Issuesand Challenges
Abdul Rahman
Institut Agama Islam Negeri (IAIN) Curup
e-mail: abdulrahman@iaincurup.ac.id
Idi Warsah
Institut Agama Islam Negeri (IAIN) Curup
e-mail: idiwarsah@iaincurup.ac.id
Ali Murfi
State Islamic University (UIN) Sunan Kalijaga Yogyakarta
e-mail: alimurfi1@gmail.com
DOI : 10.14421/jpi.2019.82.197-222
Received: 26 June 2019 Revised: 29 August 2019 Approved: 31 Dec 2019
Abstract
Although Singapore cannot be used as a model for global Islamic education, this
country has quite several madrasahs. The Singapore government is also quite
responsive in providing support for the continuation of Islamic education activities.
This study aims to analyze the Islamic education system—madrasah management and
curriculum in Singapore. Most importantly, this study identifies how the role of
madrasahs in the Singapore education system is. The study in this paper is qualitative.
This study uses library research, and the method of content analysis and constant
comparative analysis becomes the first option of the writer. The results show that
Singapore's Islamic Ugama Majlis (MUIS) plays a significant role in monitoring and
managing the development of Islamic education in Singapore, which performs three
types of Islamic education, Part-Time Education, Full Time Education, and Islamic
Study Program for the Community. MUIS created a special curriculum by proposing
the Singapore Islamic Education System (SIES) by introducing the ALIVE curriculum.
The role and relevance of madrasahs cannot be underestimated or dismissed because
the growing Muslim community and society will always need the right channels for real
Islamic education regardless of how progressive or modern it is. This paper provides a
broad view of madrasah in Singapore and looks at management, curriculum, and the
role of madrasahs.
Keywords: Management, Curriculum, Madrasah, ALIVE.
2. 198 Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
DOI : 10.14421/jpi.2019.82.197-222
Jurnal Pendidikan Islam :: Volume 8, Number 2, December 2019/1440
P-ISSN : 2301-9166; E-ISSN : 2356-3877
Abstrak
Meski Singapura tidak dapat dijadikan sebagai model untuk pendidikan Islam secara
global, negara ini memiliki cukup banyak madrasah. Pemerintah Singapura juga cukup
responsif dalam memberikan dukungan bagi keberlangsungan kegiatan pendidikan
Islam. Penelitian ini bertujuan untuk menganalisis sistem pendidikan Islam;
manajemen dan kurikulum madrasah di Singapura. Serta terpenting mengetahui
bagaimana peran madrasah dalam sistem pendidikan Singapura. Paper bersifat
kualitatif. Ini adalah jenis penelitian perpustakaan, dan metode analisis konten dan
analisis komparatif konstan menjadi pilihan utama penulis. Hasil penelitian
menujukkan bahwa Majlis Ugama Islam Singapura (MUIS) memainkan peran utama
dalam memantau dan mengelola pengembangan pendidikan Islam di Singapura yang
melaksanakan tiga jenis pendidikan Islam, yaitu Pendidikan Paruh Waktu, Pendidikan
Penuh Waktu dan Program Pengajian Islam untuk Masyarakat. Kurikulum khusus
diciptakan oleh MUIS dengan memperkenalkan Singapore Islamic Education System
(SIES) dengan memperkenalkan kurikulum ALIVE. Peran dan relevansi madrasah tidak
dapat diremehkan atau diberhentikan karena komunitas Muslim yang terus tumbuh
dan masyarakat akan selalu membutuhkan saluran yang tepat untuk pendidikan Islam
yang benar terlepas dari seberapa progresif atau modernnya. Paper ini memberikan
pandangan luas tentang madrasah di Singapura, dan melihat manajemen, kurikulum,
dan peran madrasah.
Kata Kunci: Manajemen, Kurikulum, Madrasah, ALIVE.
Introduction
The existence of Islamic education institutions in countries where the
majority of the population is non-Muslim cannot be underestimated. This is
due to the presence of these institutions is one of the factors that determines
the continuation of the cadre process of prospective Muslim scholars there.
One of them is Singapore. The country with a Muslim population of only 14
percent of the total population is now beginning to show scientific
enthusiasm in several Islamic educational institutions.
Although Singapore cannot be used as a model for global Islamic
education, this country has quite several madrasahs 1
. The Singapore
government is also quite responsive in providing support for the continuation
of Islamic education activities there. This can be proven through scholarship
programs that are routinely awarded to madrasah students every year. The
1 Ahmad Islamy Jamil, “Ada Banyak Madrasah Di Singapura,” 2017, retrieved from
https://www.republika.co.id/berita/dunia-islam/islam-nusantara/17/10/23/oy9k5q313-ada-
banyak-madrasah-di-singapura. Accessed 2014-09-11.
3. 199Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
DOI : 10.14421/jpi.2019.82.197-222
Jurnal Pendidikan Islam :: Volume 8, Number 2, December 2019/1440
P-ISSN : 2301-9166; E-ISSN : 2356-3877
local government also often conducts training for Madrasah teachers. All
madrasah also receive education funding of more than 3 million dollars per
year.
Nevertheless, Syed Muhammad Khairudin Aljunied did not dismiss
that currently, there are still obstacles in advancing Islamic educational
institutions in Singapore. This obstacle can mainly be seen from the lack of
efforts of madrasah managers to promote their institutions to the broader
community2
.
The Singapore government's education policy is driven by the needs
of the modern knowledge-based society and economic development3
. The
debate about whether to reform Islamic education has often taken place
between the Singapore government and the wider Muslim community—
represented by various Muslim organizations. The need for additional
funding to carry out reforms has also been a long-standing problem for
madrasah. Large sums of money were provided by the government in the
early years of the 21st
century to develop new curricula, to hire more qualified
teachers or offer development programs for existing staff, and to modernize
equipment, technology, and facilities in general. However, it will take many
more years before these changes produce tangible results, and currently,
madrasah in Singapore are generally underdeveloped in terms of the content
taught and the methodology used4
.
In a previous study, Park and Niyozov (2008), based on the authors’
anxieties and confusion about the number of madaris, reasons, goals,
pedagogy, curriculum, funding, administration, relations with the state, and
global violence, especially in madaris in South and Southeast Asia, this paper
presents a report on the current debate on madrasah education and reform
that focuses on madaris in a variety of Sunni schools of thought and
denominations located in South and Southeast Asia. Based on extensive
review and analysis of more than 90 articles, an overview of madrasah
education and an examination of the problems and challenges faced by
Islamic schools struggling to uphold tradition, and those who have begun to
2 Ibid.
3 Kerstin Steiner, “Madrasah in Singapore: Tradition and Modernity in Religious Education,”
19 Intellectual Discourse 41, no. 70 (2011): 41–70.
4 Ibid., 54.
4. 200 Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
DOI : 10.14421/jpi.2019.82.197-222
Jurnal Pendidikan Islam :: Volume 8, Number 2, December 2019/1440
P-ISSN : 2301-9166; E-ISSN : 2356-3877
embrace modernization and integration in the process of global change are
given. To the extent that some Islamic education systems are willing to
collaborate with non-Muslims and in the process have the potential to enrich
their circle of interest while engaging with the rest of the world in dialogue,
this offered a promising view and a sense of hope for Religion-based
education in Muslim communities in the 21st
century5
.
Nor, Senin, Khambali, & Halim (2008) explore the transformation
taken by madrasah, especially in preparing students in both the religious and
academic fields. Besides, it shows the steps taken by madrasah in instilling
religious and racial cohesion that are far from conservatism and extremism
persistently labeled to their students. Some relevant literature and data have
been analyzed and presented in this paper. The findings in this study are that
madrasah in Singapore is always considered to be in a negative nuance
because of their ineffectiveness and irrelevant role in economic development.
Madrasah education is conservative, and the traditional system also seems to
hamper the cohesion of Singapore's Religion and race. Islamic education in
Singapore can be observed developing through three phases, the colonial
period in which it adopted a secular system, post-colonial with a traditional
system, and currently a period of transformation with an integrated syllabus6
.
Islamic education in madrasah (Islamic religious schools), has
generated much interest among policymakers and the general public in
recent years. With a religion-based curriculum and exclusive Muslim
registration, it has increasingly become a target of research and criticism7
.
Therefore, it is crucial to identify the Islamic education system—Madrasah
management and curriculum in Singapore. Besides, the most important is
knowing how the role of madrasah is in the Singapore education system. This
paper provides a broad view of madrasah in Singapore and looks at
management, curriculum, and the role of madrasah. The paper is qualitative.
5 Jaddon Park and Sarfaroz Niyozov, “Madrasah Education in South Asia and Southeast Asia:
Current Issues and Debates,” Asia Pacific Journal of Education 28, no. 4 (December 2008):
323–51, doi:10.1080/02188790802475372.
6 Mohd Roslan Mohd Nor et al., “Survival of Islamic Education in a Secular State: The
Madrasah in Singapore,” Journal for Multicultural Education 11, no. 4 (November 13, 2017):
238–49, doi:10.1108/JME-06-2016-0043.
7 Intan Azura Mokhtar, “Madrasahs in Singapore: Bridging between Their Roles, Relevance
and Resources,” Journal of Muslim Minority Affairs 30, no. 1 (March 2010): 111–25,
doi:10.1080/13602001003650663.
5. 201Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
DOI : 10.14421/jpi.2019.82.197-222
Jurnal Pendidikan Islam :: Volume 8, Number 2, December 2019/1440
P-ISSN : 2301-9166; E-ISSN : 2356-3877
This is library research, and the method of content analysis and constant
comparative analysis becomes the first option of a writer.
Singapore Islamic Education System: Management and
Curriculum
The early history of the emergence of Islamic education in Singapore
developed since the beginning of the arrival of Islam to Singapore. Islamic
education in Singapore is spread by scholars from other countries in
Southeast Asia or West Asian Countries and the subcontinent of India. The
scholars included Shaykh Khatib Minangkabau, Shaykh Tuanku Mudo Wali
Aceh, Shaykh Ahmad Aminuddin Luis Bangkahulu, Shaykh Syed Usman bin
Yahya ibn Akil (Mufti Betawi), Shaykh Habib Ali Habsyi (Kwitang Jakarta),
Shaykh Anwar Seribandung (Palembang), Shaykh Anwar Seribandung
(Palembang), Shaykh Mustafa Husain (Purba Baru Tapanuli), and Shaykh
Muhammad Jamil Jaho (Padang Panjang). The increasing development of
Muslim education is marked by the implementation of education in
madrasah, mosques, and Non-Government Organizations (NGOs)8
.
The development of Islamic education in Singapore became a serious
concern when the Islamic Children's Education Council (MENDAKI) took up
the issue of education for Muslim children. Malay Muslim leaders received
considerable support in the Malay-Muslim group and the government, so the
Assembly had changed to the Council for the Development of the Singapore
Malay/Muslim Community in 1982. This foundation empowers people
through excellence in education in the context of Singapore's
multiculturalism. In 2002, the MENDAKI Foundation coordinated and
focused on four main areas: Education, Youth, Family, and Work. 30% of the
MENDAKI Program targets the Malay/Islamic population and provides
subsidies for prevention and development programs. MENDAKI joins to
support each other with royal agencies, schools, mosques, Malay/Islamic
organizations, entrepreneurs, community centers, and MAECs centers,
families, and student service centers9.
8 Syed Muhd Khairuddin Aljunied Nor Raudah Hj Siren, Azrin Ab Majid, “Sistem Pendidikan
Islam Sekolah Agama (Madrasah) Di Singapura (Islamic Education System at Religious
School (Madrasah) in Singapore),” Jurnal Al-Tamaddun 9, no. 2 (2014): 19.
9 Ibid.
6. 202 Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
DOI : 10.14421/jpi.2019.82.197-222
Jurnal Pendidikan Islam :: Volume 8, Number 2, December 2019/1440
P-ISSN : 2301-9166; E-ISSN : 2356-3877
Singapore's Islamic Ugama Majlis (MUIS) has also played a significant
role in monitoring and managing the development of Islamic education in
Singapore through the Religious Education Cluster division and the Mosque
and Social Development Cluster division. The vision of MUIS is "A Gracious
Muslim Community of Excellence that Inspires and Radiates Blessings to All."
Meanwhile, its mission is "To work with the community in developing a
profound religious life and dynamic institutions." Their strategic priority is to
set the Islamic agenda, shape religious life, and forge the Singaporean Muslim
Identity10
.
MUIS has developed its Islamic education curriculum called the
Singapore Islamic Education System (SIES). SIES is a part-time curriculum
developed for Islamic education in Singapore. It aims to provide Muslims of
all ages to understand, be proud of, and practice Islam as a way of life,
especially in facing current challenges. The curriculum is dynamic and is a
learning experience for Muslims in Singapore. The curriculum aims to
produce people who are kind, responsible, and virtuous, to understand
Islamic knowledge, and to practice it11
.
Figure 1. Types of Islamic Education in Singapore
10 MUIS, “Vision & Mission,” 2020, retrieved from https://www.muis.gov.sg/About-
MUIS/Vision-Mission. Accessed 2020-01-31.
11 Interview with Muhammad Taufiq Arifin, “Assistent Head, Madrasah Policy and Planning
Strategy Unit, Majlis Ugama Islam Singapura,” 2014; see also Admin, “Majlis Ugama Islam
Singapura,” 2020, retrieved from https://www.muis.gov.sg/. Accessed 2014-09-11
Part Time
Madrasah
Mosque
Private
Madrasah
Full Time
Madrasah
Islamic Studies for the
Community
Organization
Mosque
7. 203Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
DOI : 10.14421/jpi.2019.82.197-222
Jurnal Pendidikan Islam :: Volume 8, Number 2, December 2019/1440
P-ISSN : 2301-9166; E-ISSN : 2356-3877
Figure 1 shows that Singapore implements three types of Islamic
education for Muslim communities, i.e., Part-Time Education, Full Time
Education, and Islamic Study Programs for the Community.
1. Part-Time Education
The part-time Islamic education program is implemented in
mosques and Private Islamic Religious Schools. The implementation of
part-time Islamic education is only done on weekends due to the
constraints of national school hours until the evening. According to
Muhammad Taufiq,
"In the past, the implementation of a religious school may be
held in full time in the evening. Nevertheless, after the public
school continues the study period until evening, then
alternative Sunday classes are forced to be implemented to
ensure Muslim children receive an Islamic education"12
.
The mosque has been strengthened to function not only as a
center of worship but also as a center of activity for Muslims as in the
time of the Prophet. Currently, Singapore has 70 mosques offering classes
to study Religion and other disciplines with 27 mosques implementing a
part-time madrasah system. They have a modern and exclusive mosque
management system and have a unique recitation system.
The mosque in Singapore is not only a place of worship but has
also become a Center for Islamic Learning and Community
Development. The local community performs voluntary management of
the mosque through the Mosque Management Board (MMB) under the
supervision of the Mosque and Social Development Cluster and MUIS.
12 Interview with Arifin, “Assistent Head, Madrasah Policy and Planning Strategy Unit, Majlis
Ugama Islam Singapura”; see also Admin, “Majlis Ugama Islam Singapura.”
8. 204 Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
DOI : 10.14421/jpi.2019.82.197-222
Jurnal Pendidikan Islam :: Volume 8, Number 2, December 2019/1440
P-ISSN : 2301-9166; E-ISSN : 2356-3877
Figure 2. Full-time Islamic Education Curriculum aLIVE
Private Islamic Religious Schools also support the
implementation of Islamic education in Singapore, some of them are al-
Khairiah Islamic School, Madrasah and Tahzibiah al-Islamiah and the
Radin Mas Religious School. Madrasah is established on behalf of the
company and uses its first curriculum (the focus of Al-Quran and Fardu
Ain studies) part-time and is performed over the weekend in the form of
tuition fees. This school is an alternative for parents who do not choose
the mosque13
. Besides, efforts to develop Islamic education are also
performed by Andalus Corporation. The organizations registered under
the organization register offer nursery, preschool, children, high school,
youth, adult, tahfiz, and diploma classes to the Muslim community in
Singapore.
For the implementation of Islamic education in the mosque, a
specialized curriculum was created by MUIS by introducing the
Singapore Islamic Education System (SIES) and introducing the aLIVE
curriculum, as shown in figure 2 below.
13 Interview with Sharifah Thalha Binti Syed Haron, “Eksekutif, Unit Dasar Dan Perancangan
Madrasah, Majlis Ugama Islam Singapura,” 2014.
Categories
• Kids
• Tweens
• Teens
• Youths
Age
Group
• 5-8 years old
• 9- 12 years old
• 13- 16 years old
• 17 - 20 years old
9. 205Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
DOI : 10.14421/jpi.2019.82.197-222
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P-ISSN : 2301-9166; E-ISSN : 2356-3877
a. KIDS ALIVE
“An Early Start To Islam.” This program provides an
introduction to Islam. Students are exposed to the basics of Islam,
especially in Aqidah, to anchor their beliefs from a young age.
Tauhid & Fiqh Akhlak &
Character
Sirah & Islamic
Civilisation
Quranic Literacy &
Understanding
KIDS
Year 1
(5
years
old)
- Belief in Allah - Respect their
elders
- Learn the sunnah
of Prophet
Muhammad
S.A.W. appropriate
to their age
- Introduction to
hija'iyah letters
- Belief in the
prophets,
angels, Holy
Books
- Help others - Prophet
Muhammad's
s.a.w. life
- Recitation of Iqra
- The 2
Kalimah
Syahadah
- Learn values
like respect,
responsible, love,
and Ihsan
- Recitation and
understanding of short;
Surah Al-Fatihah, Al-
Asr, Al-Ikhlas and Al-
Nas
- Know the
steps and
recitation in
solat
- Love for Allah,
Rasul, self, and
others
- 5 Solat times - Being
Responsible as a
Muslim at home,
in school, in the
community
- Ramadan and
Fasting
- Respect for self
and others at
home, in school,
in the
community
- Halal &
Haram foods
Tauhid &
Fiqh
Akhlak &
Character
Sirah & Islamic
Civilisation
Quranic Literacy &
Understanding
10. 206 Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
DOI : 10.14421/jpi.2019.82.197-222
Jurnal Pendidikan Islam :: Volume 8, Number 2, December 2019/1440
P-ISSN : 2301-9166; E-ISSN : 2356-3877
KIDS
Year 2
(6
years
old)
- Wudu' (steps,
methods &
types of water
for wudu')
- Peace, respect,
responsibility,
and love
- Prophet Nuh - Reading and
understanding of Surah
Al-Kauthar, Al-Falaq &
Al-Nasr
- Salat (more
details - names,
times,
direction,
readings)
- Responsibility is
doing what Allah
wants us to do
- Prophet
Muhammad, Abu
Bakr, and the
Spider
- Iqra reading
- Azan - Story of
Prophet Daud
and Jallut
- Prophet Musaa
traveled to save his
people
- Solat with 2
raka'at (actions
& reading)
- The story of
Dzulqarnain
- Du'a for
Parents, Du'a
for Forgiveness
#VALUE!
- Fasting and
Zakat
- Honesty to self,
to others and
Allah
- Introduction
to Hajj
- Prophet
Muhammad's
qualities - Al-
Ameen & Al-
Siddiq
Tauhid &
Fiqh
Akhlak &
Character
Sirah & Islamic
Civilisation
Quranic Literacy &
Understanding
KIDS
Year 3
(7
years
old)
- Pillars of
Iman:
- Covering our
bodies well
(Aurah)
- Prophet
Muhammad s.a.w
and His Family
- Revision of Surahs
learned in K1 & K2
Name 6 of
Allah's angels
and their
responsibilities
Al-Qur'an as
the final
Revelation
from Allah
- Etiquette/
Behaviour during
Ramadan, Sahur,
Zakat & Sadaqah
- Story of Prophet
Zulkifli & Prophet
Syuaib
- Reading and
understanding of Surah
Al-Alaq(1-5) Surah Al-
Qadr Surah Al-An'am
162 Surah Al-Ma'um
Surah Al-Quraisy
Qiyamah and
Akhirah
11. 207Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
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P-ISSN : 2301-9166; E-ISSN : 2356-3877
- Pillars of
Islam: Solat
- Simplicity &
Moderation
- Story of Prophet
Muhammad way of
eating food while
sahur and iftar
- Iqra reading
Etiquettes
related to Solat
Azan and
Iqamah, Wudu'
- Prophet
Muhammad's
Daily Routine,
the difference &
similarities
- Concept of using
money wisely:
Story of Sahabah
giving zakat to
prophet
Muhammad
Sadaqah and
Zakat
Jamaah
prayers
- Concept of
feeling contented
(Qana'ah)
- Story of Siti Hajar
and Ismael
- Fasting
Blessings of
Ramadhan,
Value of
obligatory fast,
Sahur, Iftar,
Taraweeh & Eid
prayers
- Living the
sunnah of Prophet
Muhammad
- Hajj, Korban
rites & its
benefits
- The concept of
"Best Example"
(Uswatun
Hashanah)
- Identifying
the importance
of the Sunnah
and the Hadith
- Ways to emulate
Prophet
Muhammad's
teachings, habits,
and daily practices
- Daily Du'as
and etiquette
Tauhid &
Fiqh
Akhlak &
Character
Sirah & Islamic
Civilisation
Quranic Literacy &
Understanding
KIDS
Year 4
(8
years
- The
compulsory
acts of solat
- Being patient
and responsible
Muslims
- Stories of the
prophets- Adam
a.s., Idris a.s., Nuh
a.s., Hud a.s., Salih
- Reading and
understanding of Surah
Al-Masad Surah Al-
Kafirun, Surah Al-
12. 208 Abdul Rahman, Idi Warsah, Ali Murfi
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old) a.s., Ibrahim a.s.,
Luth a.s., Ismail
a.s., and Ishak a.s,
Ya'kub a.s., Yusuf
a.s., Ayub a.s.,
Zulkfli a.s., Musa
a.s., Harun a.s.,
Daud a.s.,
Sulaiman a.s., Ilyas
a.s., Ilyasa' a.s
Yunus a.s., Zakaria
a.s., Yahya a.s. &
Isa a.s.
Zalzalah Surah Al-
Qari'ah, Surah Al-
Humazah Surah Al-fil
- Taharah
- Types of
water for
Wudu' (revisit)
- I can cooperate
and work with
others in unity
- A brief story of
Prophet
Muhammad s.a.w.
- Revision of all surahs
- Tayammum - Revision on the
stories of the
prophets
- Sunnah acts
of solat
- Cleanliness
and Personal
Hygiene
During solat
(wudu')
Istinkjak
Clothing
Living
conditions
Food &
drinks
b. TWEENS ALIVE
“Exploring, Discovering & Learning Islam.” This program
builds on students' existing knowledge of Islam from the previous
program. Students are guided on understanding and carrying out
responsibilities as a Muslim so that they will be prepared to face the
challenges of pre-teen life.
13. 209Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
DOI : 10.14421/jpi.2019.82.197-222
Jurnal Pendidikan Islam :: Volume 8, Number 2, December 2019/1440
P-ISSN : 2301-9166; E-ISSN : 2356-3877
Tauhid & Fiqh Akhlak &
Character
Sirah &
Islamic
Civilization
Quranic Literacy &
Understanding
Tweens
Year 1
(9 years
old)
- Belief in Oneness of
Allah
- Have a greater
self-awareness
& self-
acceptance
- Birth of
Prophet
Muhammad
s.a.w.
- Memorization,
reading, and
understanding of
Surah Al-Alaq
- Categories of
Islamic regulation -
Wajib, Sunnah,
Prohibitions, etc.
- Prophet
Muhammad
s.a.w in his
Youth
Surah Al-Bayyinah
Surah Al-Takathur
- Solat Sunnah -
Tahiyatul Masjid,
Rawatib, Terawih,
Witr & Eid
- Learn about
the Early
Spread of Islam
and the first
revelation
Surah Al-Qadr
Surah Al-Alaq
- Classification of
Syariah Law (Fardu
Ain & Fardu Kifayah)
Surah Al-Tin
- Cleanliness &
Hygiene - Sunnah
Acts before Prayers
for Juma'at & Eid
Celebration
Tauhid & Fiqh Akhlak &
Character
Sirah &
Islamic
Civilization
Quranic Literacy &
Understanding
Tweens
Year 2
(10
years
old)
- Introduction to
Solat Jama' & Qasr
- Learn and
emulate
Positive
Attitude as a
Muslim -
optimism,
acceptance &
resiliency
- Learn about
the history of
Hijrah,
Muslim's Life in
Medina
- Memorization,
reading, and
understanding of
Surah Al-Duha
- Solat Sunnah 3 -
Dhuha, Tahajjud,
Hajat and Istikharah
- Review
Significant
events in Sirah
Surah Al-Sharh
Surah Al-Adiyat
- Sources of
Authority in Islam
(Quran, Hadith,
Fatwa, Syura, etc.)
Surah Al-Bayyinah
- Sunnah acts-
Umrah
14. 210 Abdul Rahman, Idi Warsah, Ali Murfi
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Jurnal Pendidikan Islam :: Volume 8, Number 2, December 2019/1440
P-ISSN : 2301-9166; E-ISSN : 2356-3877
- Sunnah acts during
Ramadan & Eid
Celebrations (revisit)
- Pillars of Hajj
- Cleanliness &
Hygiene - Ghusl hor
Haid, Nifas & Bulugh
- Sunnah acts -
Aqiqah & Korban
Tauhid & Fiqh Akhlak &
Character
Sirah &
Islamic
Civilization
Quranic Literacy &
Understanding
Tweens
Year 3
(11
Years
Old)
- Revisit Solat Jama'
& Qasr
- Love, Care,
and Share
- Learn about
The Four
Rightly guided
Caliphs
- Memorization,
reading, and
understanding of
Surah Al-
Ghasyiyah
- Halal & haram in
Islam
-
Understanding
about BGR
(Islamic
Perspective)
- Learn about
Muslims
Around the
World
Surah Al-Balad
Surah Al-Shams
- Relationship with
Humans, e.g.,
Mahram, BGR issues
- Learn how to
Respect
Yourself,
Respect Others
Surah Al-Fajr
- Slaughtering of
animals
- Revisit Islamic
TAUHID & FIQH:
Arkanul Iman
- Solat Sunnah -
Istikharah, Janazah,
Eclipse
Tauhid & Fiqh Akhlak &
Character
Sirah &
Islamic
Civilization
Quranic Literacy &
Understanding
15. 211Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
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P-ISSN : 2301-9166; E-ISSN : 2356-3877
Tween
4 (12
Years
old)
- Aqidah Ahil
Sunnah Waljamaah
- Learning
about identity
as a Muslim
- Celebration in
Islam
- Memorization,
reading, and
understanding of
Surah Al-A'la
- Revisit - Ghusl
(Haid, Nifas, Bulugh)
Supplementary
Programmes
- Learn about
responsibility
as an adult
Muslim
- Islamic Art &
Cultural
diversities
Surah Al-Tariq
Surah Al-Buruj
- Revisit - Solat
Jama'ah, Solat Sunat
- Important
events in sirah
(Revisit)
Surah Al-Inshiqaq
- Learn in-depth
about Hajj and
umrah
- Great Muslim
Personalities
and their
Contribution
- Overview of
Islamic History
and Civilisation
c. TEENS ALIVE
“Learning, Living & Loving Islam.” This program reinforces
Islamic values and builds on students' existing knowledge of Islam. It
also provides a platform for students to discuss Islamic perspectives
on issues like identity, entertainment, relationships, and other
relevant areas concerning teens.
Tauhid & Fiqh Akhlak &
Character
Sirah & Islamic
Civilization
Quranic Literacy
& Understanding
Teens
Year 1
(13-16
years
old)
- Understand the
purpose of life
and the concept
of creation
- Being a good
role model and
grateful to
parents
- Know the early
progress of Islam
- Learn simple
Arabic words and
phrases
- Seeking help
from Allah in
dealing with
challenging
teenage years
- Being
responsible and
accountable for
one's own choices
and decision
- Introduction to
the Muslim and
pluralistic society
- Introduction to
Tafsir Al-Qur'an
- Appreciate the
miracles of God's
creation in nature
- Appreciate
oneself and care
for the physical
- Learn the
Challenges
Muslims faced in
- Understand the
meaning of
Qur'anic verses
16. 212 Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
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Jurnal Pendidikan Islam :: Volume 8, Number 2, December 2019/1440
P-ISSN : 2301-9166; E-ISSN : 2356-3877
( sky, sea,
geology)
self as a trust
from Allah
the early days of
Islam
- Understand the
Ummah's
responsibility and
among fellow
Muslims
d. YOUTH ALIVE
“Empowering Tomorrow's Leaders with Islam.” This program
provides a variety of modules for youths with different backgrounds
and interests. It also provides an opportunity for youths with
minimal or no formal Islamic education background to "catch up"
via the "Revisit Series."
Tauhid & Fiqh Akhlak &
Character
Sirah & Islamic
Civilization
Quranic Literacy &
Understanding
Youth
(17-20
years
old)
- Explore deeper
into Pillars of
Islam and Iman
- Clarify any
issues or
misconception
regarding
Tauhid
- ensure mastery
of all the content
in the Pillars of
Islam
- Learn to
communicate
and listen
effectively
- Acquire
leadership skills
- Being a
resilient,
confident and
robust youth
- Learn the
history of Islamic
Civilisation and
the expansion of
Islam beyond the
Arab peninsula
- Understand the
influence of
culture and
science in Islam
- Acquire the
usage and
misusage of
natural resources
- Know the
economic system
in Islam
- Recite and memorize
Al-Qur'an
- Learn the Arabic
language in Al-Qur'an
and Hadith
- Internalize the
meaning of each
Quranic verses
17. 213Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
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Jurnal Pendidikan Islam :: Volume 8, Number 2, December 2019/1440
P-ISSN : 2301-9166; E-ISSN : 2356-3877
2. Full-Time Education
Full-Time Education is performed in a formal school or madrasah.
Madrasah comes from Arabic, which means 'school' or Islamic school.
This madrasah introduces the Islamic education system, studying the
Koran and al-Hadith conducted by pious scholars or operated by
mosques.
The Islamic Education System in Singapore has traditionally been
run using the same school system as in Malaysia, Patani, and the
Indonesian Islamic Boarding School. The modern school system refers to
Egypt and the West, known as a madrasah, Arabic schools, or religious
schools. The western education system has introduced the concept of
colonial education (dualism), which has separated religion and secular
science (world), as shown in figure 3 below.
Figure 3. Singapore Madrasah Curriculum
According to figure 3 above, each madrasah has its primary
curriculum called the Azhari curriculum. Each madrasah will make
agreements and revise their original curriculum with universities in the
Middle East. For example, Madrasah al-Maarif and Madrasah Wak
Tanjong have reviewed their primary curriculum at Riyadh and Azhar
University to qualify their students to continue their studies there. There
are six (6) groups of primary subjects consisting of Sharia subjects and
Ushuluddin subjects, all of which come from 18 Azhari subjects.
Meanwhile, the national curriculum offers O Level and A Level
examinations to enable the students to enter local universities or
DINIYYAH CURRICULUM
• Islamic Education (6 groups of Azhari
subjects)
• Arabic
NATIONAL CURRICULUM
• Mathematics
• Malay language
• English
• Geography
• History
• Science (Science streams: Chemistry,
Biology, Physics, and Mathematics)
18. 214 Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
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universities in Malaysia such as Malaysia International Islamic University
and Malaya University14
.
In Madrasah al-Arabiah al-Islamiah, the focus is on the first and
national curriculum to produce Muslim scientists. Therefore, pure
science subjects are offered in addition to the primary curriculum with
the addition of tahfiz and the Qur'an curriculum. Madrasah al-Junied
focuses on producing Islamic scholars. Therefore, madrasah focuses on
subjects and offers many major national subjects only, Mathematics,
English, and Science. All madrasah offer full-time Islamic education from
elementary to A, except Madrasah al-Junied and Madrasah al-Arabiah al-
Islamiah, which only offer secondary education. There is only one
Madrasah, Madrasah al-Irsyad, that still uses the original curriculum
developed by MUIS to take the Sijil Empat Thanawi (STE). However, the
curriculum is managed entirely by madrasah without MUIS intervention.
All madrasah are subject to the Education Act under Sections 87
and 88 of the Administration of Islamic Law. The control of Islamic
schools is under MUIS control. Madrasah was established to produce
educated Muslims to lead the community in connection with religious
activities. In general, all facilities are provided by the government for
madrasah facilities built on waqf land. Each madrasah has its
management committee that is registered under the Education Act.
Committee members are registered with the Ministry of Education
(MOE) every two years with advice from MUIS. Therefore, all madrasah
activities are under MUIS control under sections 58 and 59, The
Administration of Muslim Law Act (AMLA), and all waqf land is
submitted to MUIS, and all religious activities must be with MUIS
permission, under sections 87 and 88, AMLA15
.
14 Interview with Arifin, “Assistent Head, Madrasah Policy and Planning Strategy Unit, Majlis
Ugama Islam Singapura”; see also Admin, “Majlis Ugama Islam Singapura.”
15 Interview with Arifin, “Assistent Head, Madrasah Policy and Planning Strategy Unit, Majlis
Ugama Islam Singapura”; see also Admin, “Majlis Ugama Islam Singapura.”
19. 215Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
DOI : 10.14421/jpi.2019.82.197-222
Jurnal Pendidikan Islam :: Volume 8, Number 2, December 2019/1440
P-ISSN : 2301-9166; E-ISSN : 2356-3877
Figure 4. Types of Full Time
Currently, there are six of the largest institutions in Singapore
that carry out full-time education. Six madrasahs in Singapore are
managed in a modern and professional manner with proper equipment,
especially information technology systems. The six madrasahs are under
the auspices of MUIS with an education system that combines the
science of Religion with general science. The subjects taught in madrasah
are Islamic and Arabic, and also national subjects.
According to Figure 4 above, there are two types of madrasah
management in Singapore, i.e., Madrasah (Madrasah Management
Institutions), and management performed by Madrasah Management
Institutions and MUIS. The management of three madrasahs, Madrasah
al-Maarif al-Islamiah, Madrasah Wak Tanjong al-Islamiah, and Madrasah
al-Sagoff, are performed by the Madrasah Management Institute entirely
without MUIS interference. The role of MUIS is only to accept Madrasah
registration, to monitor the progress and access of Madrasah data and
information, and to transfer funds to madrasah. All administrative
functions of madrasah administration, including curriculum designation
and appointment of teachers, fall under the jurisdiction of the madrasah.
In 2008, MUIS introduced the Joint Madrasah System (JMS) to
help improve management and the continuation of the madrasah's vision
and mission to produce Muslim scholars. JMS has also established a
comprehensive and balanced curriculum between Islamic and modern
science and the approach adopted according to current needs. In 2009,
three madrasahs joined JMS, Madrasah al-Irsyad al-Islamiah, Madrasah
Aljunied al-Islamiah, and Madrasah al-Arabiah al-Islamiah when an
agreement (MoU) was signed by Madrasah Management in 2007. JMS
enables Madrasah management to receive human, financial, and
information-communication resources from MUIS. Meanwhile,
Madrasah
•Madrasah al-Maarif al-Islamiah
•Madrasah Wak Tanjong al-
Islamiah
•Madrasah al-Sagoff
Joint Madrasah System
•Madrasah al-Irsyad al-Islamiah
•Madrasah Aljunied al-Islamiah
•Madrasah al-Arabiah al-Islamiah
20. 216 Abdul Rahman, Idi Warsah, Ali Murfi
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madrasah management focuses on the core function of the madrasah,
which is to educate students and produce future Religious and Asatizah
leaders. Through this JMS system, madrasah teachers will be trained by
trained teachers and educators at the National Institute of Education
(NIE) in collaboration with the MUIS Academy.
In 2003, madrasah teachers received training in collaboration
with Edith Cowan University, Western Australia. Subsequently, they
received the Special Teaching and Learning Training organized by NIE
International and MUIS. To date, around 200 teachers or more than 90%
of madrasah teachers have received formal teaching training. The courses
performed during this service allow madrasah teachers to have teaching
skills. According to Dr. Yaacob Ibrahim, Minister of Islamic Affairs,
madrasah work together to send their teachers to improve the quality of
education in madrasah. This is because teacher training is an essential
aspect of the education system. According to Syarifah Thalha, currently,
there are 250 madrasah teachers in Singapore, and 200 of them already
have a tertiary education16
.
All professional institutions and management systems are aimed
not only at the formation of the quality of Muslims and the Islamic
community that is advanced, moderate and progressive, but also
portraits that can compete and improve the image of Islam amid the
current unfavorable global landscape. Such a model is now being fought
for, so a graceful Islam materializes in the life of the people of
Singapore17
.
3. Islamic Studies for the Community
The development of Islam in Singapore has witnessed the rise of
other Islamic institutions. Islamic Non-Governmental Organizations
(NGOs) are Non-Government Organizations (NGOs) committed to the
development of the Muslim community in Singapore. The involvement
of NGOs in the development of Islamic education reflects the
16 Interview with Haron, “Eksekutif, Unit Dasar Dan Perancangan Madrasah, Majlis Ugama
Islam Singapura.”
17 Pendi Susanto, “Perbandingan Pendidikan Islam Di Asia Tenggara,” Jurnal Pendidikan
Islam, no. 1 (June 1, 2015), doi:10.14421/jpi.2015.41.71-93.
21. 217Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
DOI : 10.14421/jpi.2019.82.197-222
Jurnal Pendidikan Islam :: Volume 8, Number 2, December 2019/1440
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commitment of the Muslim community in Singapore to uphold the
dignity of Islamic education, despite the limited circumstances and
constraints as a minority religion in a secular country. However, the
involvement of NGOs in the Islamic education system in Singapore is
only a support and continuation of broadcasting Islamic knowledge to
the public.
For example, Darul Arqam, the idea for somebody that could look
into the welfare, religious guidance, and problems faced by new converts
to Islam, was conceived in the early ‘70s. In 1973, “Kumpulan Saudara
Baru” or “The New Brothers Group” was formed to have a place where
the new Muslim converts could get together and develop the fraternal,
religious, and social relationships among themselves.
The group operated out of a modest waqf (to give in the line of
Islam and its propagation) house at 24, Pheng Geck Avenue, which was
administered and rented out by the Islamic Religious Council of
Singapore or MUIS. The house was named “Rumah Saudara Baru” or the
“Muslim Converts’ Home” and was officially opened by the then
President of MUIS, Hj. Buang Siraj on 27 November 1977.
In 1979, under the leadership of Bro. Ridzuan Wu, the group
decided to apply for the official registration of the Association with the
Registry of Societies. This led to the official formation of the “Muslim
Converts’ Association of Singapore” (MCAS)18
.
Roles of Madrasahs in Singapore
“Madrasah” is legally defined in Singapore today as “religious
school”19
. While a simple rendering in contemporary administrative language
does point to madrasah to mean a “school” yet, as such, it is not necessarily
accurate. Concepts of “religious education,” ‘religious instruction,’ and
‘transmission of knowledge and wisdom’ were so closely intertwined in the
historical understanding of the word madrasah, which makes it almost a
18 MCAS, “History – Muslim Converts’ Association of Singapore,” 2020, retrieved from
https://www.darul-arqam.org.sg/history/. Accessed 2020-01-31.
19 Syed Muhd Khairudin Aljunied and Dayang Istiaisyah Hussin, “ Estranged from the Ideal
Past: Historical Evolution of Madrassahs in Singapore ,” Journal of Muslim Minority Affairs
25, no. 2 (August 2005): 249–60, doi:10.1080/13602000500350694.
22. 218 Abdul Rahman, Idi Warsah, Ali Murfi
Islamic Education System in Singapore: Current Issues and Challenges
DOI : 10.14421/jpi.2019.82.197-222
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misnomer to reduce madrassah to embody “religious school simply.” Many
contemporary Muslim scholars have argued that such conceptual
inaccuracies in describing many Muslim educational institutions today are
products of the truncation of present thought systems from the original
‘greater’ Islamic legacy20
.
Sikand (2006) states that when people criticize the madrasah
education system, researchers tend to forget that the goals are different from
modern schools21
. Some people argue that the only way to assess madrasah is
to see the extent to which they can achieve their own goals in their respective
cultural, social, and economic contexts. Several articles state that the primary
purpose of the madrasah is to spread Islam by producing Islamic religious
leaders who can teach Islamic subjects such as the Qur'an, Islamic law and
jurisprudence, metaphysical oriented logic, and the traditions of the
Prophet22
. Nor, Senin, Khambali, & Halim, in their research, stated that
madrasah in Singapore are always considered in a negative nuance because
they are ineffective and irrelevant in economic development23
.
Talbani noted this when traditionalists argued that the role of the
madrasah was to maintain and transmit the received Islamic knowledge (as
cited in Milligan, 2004). Milligan (2004) contends that there is another
important goal—the Islamization of knowledge derived from secular
academic disciplines.
Madrasah has been a significant source of learning and literacy in the
Muslim world for several centuries. For most poor Muslims, such as those in
20 Syed Muhammad Al-Naquib Al-Attas, The Concept of Education in Islam: A Framework for
an Islamic Philosophy of Education (Kuala Lumpur: Muslim Youth Movement of Malaysia
(ABIM), 1980); Anne Sofie Roald, Tarbiya: Education & Politics in Islamic Movements in
Jordan and Malaysia (Stockholm: Almqvist &Wiksell International, 1994), 52.
21 Y. Sikand, “The Indian Madaris and the Agenda of Reform,” in Islamic Education, Diversity,
and National Identity, ed. J.P. Hartung and H. Reifeld (New Delhi: Dini madaris in India
post 9/11, 2006).
22 Helen N. Boyle, “Memorization and Learning in Islamic Schools,” Comparative Education
Review, August 2006, doi:10.1086/504819; see also Geoffrey. Walford and Holger. Daun,
Educational Strategies among Muslims in the Context of Globalization : Some National Case
Studies (Brill, 2004); and M.G. Husain, Muslim Youth and Madrasah Education: In Purnea
District of Bihar (New Delhi, India: Institute of Objective Studies, 2004).
23 Mohd Nor et al., “Survival of Islamic Education in a Secular State: The Madrasah in
Singapore.”
23. 219Abdul Rahman, Idi Warsah, Ali Murfi
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Afghanistan, Pakistan, India, and Somalia, madrasah education is an
opportunity to get out of poverty, gain some form of literacy and practical
skills, and for children to seek protection from social ills such as being a
victim of child labor or sex trafficking24
. Mokhtar (2019), in the results of their
study, mention that all interviewed religion teachers agreed that there was a
need for madrasah in the Singapore education system. Four out of five
religion teachers answered that full-time madrasah is very important and
cannot be replaced by part-time madrasah mosques to supplement secular
education in public schools. They explained that full-time madrasah provides
a right balance between secular education and Islam for Muslim students,
where there is more in-depth learning and internalization of knowledge than
is provided by mosque madrasah25
.
In brief, the role and relevance of madrasah cannot be underestimated
or dismissed because the Muslim community continues to grow, and society
will always need the right channel for real Islamic education regardless of
how progressive or modern it is. However, in Singapore, some changes to the
madrasah education system may be needed, which includes the possibility of
being semi-autonomously included under the scope of the government and
adopting the national education curriculum to a certain extent, while
maintaining the status quo from large divisions. Some parts of the current
curriculum are allocated for Islamic education. This will help ensure that
madrasah receives more substantial government funding and public
contributions, and quality physical and additional human resources26
.
24 Michaela Prokop, “Saudi Arabia: The Politics of Education,” International Affairs 79, no. 1
(January 2003): 77–89, doi:10.1111/1468-2346.00296; see also Karin von Hippel, “The Roots of
Terrorism: Probing the Myths,” in Superterrorism: Policy Responses (Political Quarterly
Special Issues), ed. L. Freedman (Oxford, UK: Blackwell Publishing, 2002).
25 Mokhtar, “Madrasahs in Singapore: Bridging between Their Roles, Relevance and
Resources.”
26 Ibid.
24. 220 Abdul Rahman, Idi Warsah, Ali Murfi
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Conclusion
The Singapore government's education policy is driven by the needs
of the modern knowledge-based society and economic development. Debates
about whether to reform Islamic education have often taken place between
the Singapore government and the wider Muslim community, represented by
various Muslim organizations. Singapore's Islamic Ugama Majlis (MUIS) plays
a significant role in monitoring and managing the development of Islamic
education in Singapore, which performs three types of Islamic education, i.e.,
Part-Time Education, Full Time Education, and Islamic Study Programs for
the Community. MUIS designed a specialized curriculum by introducing the
Singapore Islamic Education System (SIES) and introducing the ALIVE
curriculum. The role and relevance of madrasah cannot be underestimated or
dismissed because the Muslim community continues to grow, and society will
always need the right channel for real Islamic education regardless of how
progressive or modern it is. Madrasah had been a significant source of
learning and literacy in the Muslim world for several centuries.
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