A Comparative Study of Weekend Developmental Madrasah Curriculum in

Davao City, Philippines

THESIS

Presented to

The Educational Administration Program

Graduate School of Muhammadiyah University of Surakarta

In partial Fulfilment of the requirements prescribed

In Master’s Degree of Educational Administration

(Magister Administrasi Pendidikan)

Universitas Muhammadiyah Surakarta

SAPROLLA ROLLIE C. DEPOROS

NIM: Q 100 130 127

SEKOLAH PASCASARJANA

UNIVERSITAS MUHAMMADIYAH SURAKARTA

INDONESIA

2015

M O T T O

Omar ibn Al-khattab Peace be upon him said:

English

“Acquire knowledge and learn tranquility and dignity”

Bahasa Indonesia

"Memperoleh pengetahuan danbelajarketenangan danmartabat”

Filipino Language

“Kamtinmoangkaalaman at batidinmoangkapanataganngpuso at karangalan”

Kagan Dialect

“Panuntutngkatigam, aw tuntuta yang kababangpangatayan aw dignidad”

DEDICATION

I wish to dedicate the fruit of my humble work to the following people

To all Muslim Filipinos especially to my fellow Kagan Tribe in Davao Region,

particularlySirawanToril, Davao City which I grew up,Mati Davao Oriental which I was born and

BongbongCompostela Valley as my province. This effort is also dedicated to PESMA K.H Mas

Mansyur as my shelter during my journey in Indonesia and being there for me throughout my

journey.

A special feeling of gratitude to my Family especially to my late parents Miss FATIMA

ADAMA CALE DEPOROS and HADJI EHSAN CALIMBO DEPOROSfor raising me well to be a good

man may ALLAH showers them with mercy and compassion, to my four sisters Farhana

Deporos, Sitty Raffia D. Oniola, Amerah Deporos and Sarifah Laarni C. Daud who serve as my

inspirations

ACKNOWLEDGEMENT

I am greatly indebted to ALLAH SubhanahuwaTaala, my benefactor for giving me His

generosity, I thank the almighty creator for giving me the will, courage and strength to finally

finish this humble endeavor.

Moreover, there are numbers of personalities to thank of, without their support and

motivation this thesis might not be realized.

1. To the Ministry of Education Indonesia in cooperation with the Universitas

Muhammadiyah Surakarta and the Department of Education (DepEd) Republic of

the Philippines, Davao City in particular for granting me this wonderful scholarship.

2. To the Secretary of Education BR. ARMIN A. LUSTRO FSC. For signing my contract of

this prominent scholarship.

3. To the Schools Division Superintendent of Davao City HELEN D. PAGUICAN, CESO V

and HAROUN RANAIN Davao City ALIVE Coordinator together with our District

Supervisor EVELYN DELOS REYES and my former School Principal JERRY M. LAYAGUE,

for the full support and guidance throughout this journey.

4. To the head of the University of Muhammadiyah Surakarta (UMS, (Rektor) Prof. Dr.

BambangSetiaji for giving me a chance to study in this brilliant university.

5. To my Advisers for guiding me and my work for several months namely:

a.) AGUS WIJAYANTO, PH.D

b.) Dr. ANAM SUTUPO,M.Hum

6. To the Director of UMS International Relation Office MUSLICH HARTADI SUTANTO,

Ph,D. together with WIJIANTO ST. M. Eng. Sc. And staff Pak Indi for understanding

and financial support to be able to realize this humble work.

7. To my fellow Philippine-Indonesia Youth Scholars Awardee, for the prayer and

encouragement throughout this study.

8. To the Director of International Islamic Boarding School, K.H Mas Mansur PESMA

Miss MUAMAROH,Ph.D for being a good mentor and a mother to me.

9. To Madrasah Comprehensive Development and Promotion Program, Davao City

headed by ALIM JAMAL MUNIB for allowing me to conduct my study to the following

schools: Eastern Mindanao Islamic Academy (Sirawan), Maahad Rabitatu Davao Al-

Islamie (Waan), and Almadrasatul Arabiyatu wal Islamiyyah (Bankal)

10. To my late Parents Ustadha FATIMA ADAMA CALE and HADJI EHSAN CALIMBO

DEPOROS for being my inspiration after AllahuSubhanahuwaTaala.

11. To my Four Sisters FARHANA DEPOROS, SITTY RAFFIA D. ONIOLA, AMERAH DEPOROS

AND SARIFAH LAARNI D. DAUD, for their undying moral and financial support.

12. To my former school ALMAARIF EDUCATIONAL CENTER in Baguio City, who gave me

knowledge and be an instrument for my Islamic Wisdom.

13. To my former Teacher in AEC in Baguio City, Sheikh ABU AIMAN AL-QAMARI for

being a good counselor and a father during my study in AEC, who helped me and

challenged me to become a good individual in the future, Sheikh you have a big part

of this journey.

14. To my students in Halaqa in Sirawan and Shababul Ummah of Sirawan headed by

Mikael Haziz Sabello , Michael Sebastian , Aljedh Lucaberte and Joradz Lamba who

helped me become who I am as their ItinSapro, their mentor and a big brother.

15. To PESMA staffs,PASCASARJANA Classmates namely IBU TIYAS AND

ANISA,Indonesian Friends like ANAS TINTON, SADDAM, HANEF,AGUS, ABU SALIM,

SAEIV, Palestinian Friends like ABDURAHAMAN, REYAD, A’LA, ISHAM, and UMS-Unit

Bola Voli buddies RONNIE, TAUFIK, and KINDER BITS my team mates thank you very

much for being kind to me.

16. To my friends who encouraged me to grab this prominent scholarship opportunity

BUTCH DIATAS and NAGS SASAPAN. Shukran

17. Finally to my Filipino Friends and FAMILY CALE, ADAMA, CALIMBO and DEPOROS.

Thank you very much for the optimism that you brought out to my life.

Surakarta 15thday of December 2015

SAPROLLA ROLLIE C. DEPOROS

TABLE OF CONTENTS

Title Page …………………………………………………………………………………………. i Adviser’s Note II …………………………………………………………………………………………. ii Adviser’s Note I …………………………………………………………………………………………. iii Pronouncement ………………………………………………………………………………………… iv Motto …………………………………………………………………………………………. v Dedication …………………………………………………………………………………………. vi Acknowledgement …………………………………………………………………………………………. vii Abstract …………………………………………………………………………………………. viii Abstrak …………………………………………………………………………………………. ix Chapter I – Introduction

A. Background of the study ………………………………………………………………………………………… 1

B. Problem Statement ………………………………………………………………………………………... 12

C. Objectives of the study ………………………………………………………………………………………….. 13

D. Benefits of the research ……………………………………………………………………………………….… 14

1. Theoretical benefits ………………………………………………………………………………………… 15

2. Practical benefits …………………………………………………………………………………………….. 16

E. Research organization …………………………………………………………………………………………… 17

Chapter II – Review of Related Literature and Related Studies

A. Previous study ………………………………………………………………………………………………………. 18

B. Curriculum ……………………………………………………………………………………………………………. 25

1. Status of Madrasah standard Curriculum …………………………….…………………………. 32

2. Curriculum development plan guidelines ……………………………………………………….. 35

3. Basic Concepts of curriculum ………………………………………………………………………….. 41

a. Characteristics of curriculum ……………………………………………………………………. 42

b. Need of curriculum ………………………………………………………………………………….. 42

c. Process of curriculum ………………………………………………………………………………. 43

1.) Curriculum analysis or planning …………………………………………………………. 43

2.) Curriculum design ………….………………………………………………………………….. 44

3.) Curriculum development …………………………….…………………………………….. 44

4.) Curriculum implementation or transaction ……………………………………….. 45

5.) Curriculum evaluation ……………………………………………………………………….. 45

4. The school curriculum and the teacher ………………………………………………………….. 47

Chapter III – Research Methodology

A. Type and research design ……………………………………………………………………………………. 51

B. Research Location and time ………………………………………………………………………………… 51

C. Data, Data source and respondents ……………………………………………………………………… 53

1. Data ………………………………………………………………………………………………………………. 53

2. Data Sources ………………………………………………………………………………………………….. 53

3. Respondents ………………………………………………………………………….………………………. 54

D. Data Collection techniques ………………………………………………………………………………….. 56

E. Data validity ………………………………………………………………………………………………….……… 56

F. Technique of data analysis ………………………………………………………………………….……… 56

Chapter IV – Analysis Interpretation and Discussion

A. The Similarities and Differences ……………………………………………………………………….. 60

1. Curriculum…………………………………………………………………………………………... 69

2. Class Implementation ......……………………………………………………………………. 62

3. Teaching’s Approach Sample ………………………………………………………………. 64

4. Teachers and School Heads …………………………………………………………………. 65

B. Teachers understanding about curriculum ……………………………………………….......... 66

C. The causes of unimplemented curriculum ………………………………………………………… 69

1. Educational Goals ………………………………………………………………………………… 75

D. Discussion of Findings ………………………………………………………………………………………. 76

1. Curriculum Guidelines of three schools ………………………………………………... 84

a. School A – Madrasatol Arabiyyah Wal Arabiyyah …………………………… 84

b. School B – Rabitatu Davao Al- Islmie ……………………………………………… 86

c. School C – Eastern Mindanao IA ……………………………………………………. 88

E. Recommended Curriculum ……………………………………………………………………………….. 92

1. Conceptual framework ……………………………………………………………………………….. 92

2. Vision of Madrasah Learner ………………………………………………………………………... 95

a. Background ………………………………………………………………………………………….. 96

b. What is in the framework …………………………………………………………………….. 97

c. How to use the framework ………………………………………………………………….. 86

3. Arabic Language ………………………………………………………………………………………… 99

a. Subject description ……………………………………………………………………………… 99

b. Subject goal …………………………………………………………………………………………. 100

4. Quran …………………………………………………………………………………………………………. 101

a. Subject description ………………………………………………………………………………. 101

b. Subject goal …………………………………………………………………………………………. 101

5. Sirah and Hadith ………………………………………………………………………………………… 101

a. Subject description ………………………………………………………………………………. 101

b. Subject goal …………………………………………………………………………………………. 102

6. Aquida and Fiqh ………………………………………………………………………………………….. 103

a. Subject description ………………………………………………………………………………. 103

b. Subject goal Aquida ……………………………………………………………………………… 103

c. Fiqh ……………………………………………………………………………………………………… 103

d. Subject goal Hadtih ……………………………………………………………………………… 103

7. Islamic Values ……………………………………………………………………………………………. 104

a. Subject description ……….……………………………………………………………………. 104

b. Subject goal ………………………………………………………………………………………… 104

Chapter V – Conclusion and Recommendation

A. Conclusion ………………………………………………………………………………………………………… 106

B. Recommendation ……………………………………………………………………………………………. 107

Bibliography ……………………………………………………………………………………………………………… 110

Appendices ……………………………………………………………………………………………………………… 113

1. Appendix – A ………………………………………………………………………………………………. 114

a. ALIVE Curriculum ………………………………………………………………………………….. 115

2. Appendix – B ………………………………………………………………………………………………. 175

a. Thesis topic and Advisers approval …………………………………………………… 176

b. Approval sheet …………………………………………………………………………………… 177

c. Permission Letter …………......................................................................... 178

d. Office Visitations, Interviews, Actual consolidated Photos ………………… 180

3. Appendix – C …….............................................................................................. 191

a. Certificates …………………………………………………………………………………………… 192

4. Appendix – D ………………………………………………………………………………………………. 198

a. Curriculum Vitae …………………………………………………………………………………… 199

ABSTRACT

Education is a lifelong process. It begins the day we are born and ends the day we die. Found in every society, it comes in many forms it could be formal education, informal education or learning by experience. It is a collection of information that makes an individual, being a human as human that holds and secures the future of young generations.

The Weekend Madrasah is basically a system of education to save the Muslim Filipino communities and preserve their traditions and cultures from the malady of Western education. Hence the objectives of this study are (1.) to find out the reasons of disunity of curriculum or being ununified curriculum (2.) to look for a remedy of the situation (3.)To recommend ALIVE program as an answer of the existing circumstances of the Madrasah Comprehensive Program. The research is interesting due its characteristics such as the Madrasah Comprehensive Development and Promotion program is the axis of traditional developmental Islamic basic education implementation in each Muslim society every Saturday and Sunday in Davao City that holds frequent learners and the Arabic Language and Islamic Values Education or ALIVE program under the Department of Education holds the Muslim populated public schools nationwide to be implemented the basic Islamic education. Concerning the quality of Islamic basic education this thesis will give information the difference of the two major Islamic education programs systemize and organize it’s effectively implementation.

Data collected through qualitative approach which consisted by analyzing the written documents available, interviews with the school heads, teachers involved, casual conversation with students and alumni, formal discussion was made and an individual analization in order to accumulate the sequence of information.

Consequently the study found out the following (1.) The implementation of Madrasah Comprehensive and Promotion Program in Davao city is stationary in a sense of developing their system and progress of their implementation (2.) Each Madrasah under weekend developmental program have their own curriculum used (3.) the malady of the situation triggered the declination instead of growth. This study opens a chance to understand the needs of Muslim educators about the characteristics of curriculum to be an effective institution.

ABSTRAK

Pendidikan adalah proses seumur hidup. Ini dimulai sejak kita dilahirkan sampai kita meninggal. Ditemui di masyarakat, pendidikan bisa terdiri dari berbagai bentuk; pendidikan formal, pendidikan informal atau belajar dari pengalaman. Ini adalah sekumpulan informasi yang membuat seorang individu menjadi manusia yang ikut berperan dalam menyelamatkan masa depan generasi muda.

Weekend Madrasah pada dasarnya adalah sebuah sistem pendidikan untuk menyelamatkan masyarakat Muslim Filipina dan melestarikan tradisi dan budaya mereka dari pengaruh pendidikan Barat. Intelektual Muslim di Filipina telah menunjukkan ambisi dan kepedulian mereka untuk mentransformasi Madrasah Tradisional menjadi pendidikan Islam secara formal sebagai cara untuk menyelamatkan individu Muslim dalam waktu dekat. Penelitian ini menarik karena karakteristiknya (1.) Madrasah Comprehensive Development and Promotion program adalah sumbu dari penerapan pendidikan dasar berbasis islam tradisional yang dilaksanakan setiap sabtu dan Minggu oleh masyarakat di Kota Davao yang jumlah siswanya banyak (2.) Arabic Language and Islamic Values Education or ALIVE program di bawah Departemen Pendidikan yang mengkoordinasi sekolah muslim nasional yang menerapkan pendidikan dasar Islam. Hubungan kualitas pendidikan dasar Islam dengan tesis ini adalah untuk memberikan informasi yang berkaitan dengan perbedaan utama antara dua program pendidikan Islam yang telah diterapkan dengan sistematis dan terorganisir secara efektif.

Data dikumpulkan melalui pendekatan kualitatif yang terdiri dengan menganalisis dokumen tertulis yang tersedia, wawancara dengan kepala sekolah, guru yang terlibat, percakapan santai dengan mahasiswa dan alumni, diskusi formal dan analisis peneliti untuk mengumpulkan urutan informasi. Analisis ini diharapkan bisa digunakan untuk mengetahui pentingnya kurikulum terpadu, organisasi, kurikulum dalam perspektif Islam dan pendekatan kontemporer yang menawarkan dampak yang telah diharapkan oleh Program Pendidikan Dasar Islam. Tesis ini juga membuka kesempatan untuk memahami kebutuhan pendidik Muslim tentang karakteristik kurikulum untuk menjadi lembaga yang efektif.