Religious school

8/7/2019 Religious school

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PREPARED BY:

NUR BASYIRAH BINTI SHAFEI2009337201

SITI NORFAIZAH BINTI BIDUN2009982245

NOOR FARAHIM BINTI MEGAT MUDA2009582321

ANALYSIS AND COMPARISON OF ISLAMIC AND NATIONAL EDUCATION


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RELIGIOUS SCHOOL AFTER INDEPENDENCE

CURRICULUM SCHOOL

EXAMINATION STUDENTS


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CURRICULUM

Formulated by State Religious DepartmentObjective :

- To establish a single religious school system that is properlyorganized.

-To produce progressive intellectuals and ulama in that

state.

-To coordinate the curriculum and system of educationbetween government and non-government religious school.


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Cont

Subjects in Primary Religious School : Aqidah Adab Ibadah Sirah Al-quran Jawi


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For Secondary School : The curriculum was revised in accordance with the

National Education Policy. Use Arabic as the medium of instruction. Their curriculum including the subjects that would enable

their students to sit for National Examination.


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Subject in Secondary Religious School : Tauhid Fiqh Tafsir Hadith Arabic Language and all its branches English Bahasa Melayu Mathemathics Geography History General Science


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EXAMINATION

Students were overburdened with too manysubjects.Have to sit for too many examinations.Have to sit for 2 national exam in addition to 2Islamic Studies & Arabic examinations

This was adapted from Institution in Middle East


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STUDENTS

Decline in pupil enrolment.Opportunities to continue study to higher

education more greater throughNational/National Type School than religiousschool.Job opportunities awaited graduates fromnational school compared to religious school.


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SCHOOL

Admit students from national school who had

failed in national examination.Destroyed the academic credibility of themadrasah.


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Received financial aid in proportion to thenumber of students and the level of education.But, it had to offer it s students to sit thenational exam.That the reason why the secular subjects needto be teach at that school.


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Mini conclusion

Only a few pon d ok in Kelantan survivedbecause of financial problems and pupils

enrolment (1960).Students demand that the school be placedunder Ministry of Education.

Hard to further their study and to find job.


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According to that problems, several institutionsof higher education and Islamic education wereestablished during this period :

Department of Islamic Studies, UM (1959) 467 religious school in Peninsular Malaysia (1966) Islamic Higher Edu. Foundation

1965, Nilam Puri, Kelantan Recognized by Middle Eastern Graduates from there were accepted into second

year of the study progamme in Al-Azhar University,Egypt.


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SIMILARITIES AND DIFFERENCES

OF ISLAMIC AND NATIONAL EDUCATION

AIMS

METHODSCONTENTS


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AIMS OF EDUCATION

SIMILARITIESThe freedom to acquire religious instruction- The national education system now is more inclinedtoward moral values and this suits Islamic system as well.

Agree implicitly on the fundamental goals of abd(servantship) and khalifah (vicegerency)

- The goals of submission and vicegerency are important for

individual and society development.

The concept of the balanced development of the individual

- Aim at developing the intellectual, spiritual, physical, andmoral perfection of the person.


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Advocate that education should be integrated and holistic- Moral values are integrated in the teaching of every subject.- Not confined just to the teaching of religious and moral

education.

Grown more conscious of the need to develop practicalskills

- Useful for those who will be continuing further into highereducation.

Both Islamic and national philosophies of education regardeducation as a lifelong process

- Important aim of education is to inculcate the attitude thateducation and the pursuit of knowledge must continue even after

leaving school.

Do not give sufficient attention to the issue of national unity intheir aims

- National unity is not stated explicitly in either educationalphilosophies.


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DIFFERENCES

Islamic system

Principles of education arebased on the doctrine of tauhid.

Formal Islamic primary schoolsavailable only in few states likeSelangor, Johor and Melaka.

The idea that learning is anongoing efforts and acontinuous process is marred

by the limited number of tertiary institutions offeringspecialization in Islamic studies.

National system

Ambiguous on Islamic system. In National EducationPhilosophy, the concept of godinterpret in different religiousand may be used toaccommodate the variousbeliefs of all Malaysians.

Principles of Education


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CONTENT OF EDUCATION

SIMILARITIES

Islamic ethics is taught as a component of Islamiceducation for muslim students and for non-muslimstudents moral education is taught formally in thenational system

Offer both the acquired and revealed knowledge or thereligious, the natural and the human sciences


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Teaching core components of revealed knowledge- National religious secondary school and the special Islamic StreamClasses (KAA) are exposed to a greater depth in all of revealed

sciences, since they are allocated more time.

The teaching of Arabic language in both systems- Has been introduced in the national secondary schoolsystems- Offered only when there is a strong request.

The subject content of natural and human sciences- Lower secondary level:Mathemathics, Science, living skills and history.- Upper secondary level:Compulsory core subject and electives;humanities, vocational or technical, science and Islamicstudies.- Both levels: Malay and English languages are taught.


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DIFFERENCES

Islamic school

Arabic is taught intensivelybecause its necessity as afoundation for specializationin Islamic and Arabic studiesat the tertiary level.

National school

Spends only short amount of time in Islamic studies andsometimes none in Arabic. Could not offer Islamicstudies electives in the uppersecondary level.

Inequitable amount of time allocated to Arabic language andIslamic studies


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METHODS OF EDUCATIONSIMILARITIES

Strictly teacher-oriented- Teacher have great authority and students were receive thefactual knowledge.

The underutilization of learning by experience or through travel

- The bookish tradition is still considered superior, which is easyto understand given an elitist educational tradition.

Frequent complaints about the methodology of teaching Arabiclanguage

- The rate of passes in Arabic language is low.

- The teaching method base on spelling and reading.

The methodology of teaching moral education and Islamicethics

- Learning is imparted through reading comprehension insteadof discussion method.


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DIFFERENCES

Islamic school

Lack proper laboratoryfacilities and scientificequipment. Lack good science teacher.

National school

More advanced thanIslamic school.


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DUALISM IN THE

EDUCATION SYSTEM

The Muslim Dilemma

Related studies on EducationalDualism

Resolving the Dualism


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THE MUSLIM DILEMMA NATIO NAL EDUC ATIO N

1) Muslim feel that the teachin of Islamic reli ious knowled e isineffecti e in the national schools.

2) Muslim consider Islamic knowled e to be inadequately tau ht for themodern era.

3) Muslim Youth Mo ement of Malaysia ( An katan Belia IslamMalaysia ) has critized the o ernments education policy as beino er-concerned with physical and material de elopment & manpower trainin .

4) Althou h Muslim accepted the rationale of the National EducationPhilosophy & the KBSM, they are not optimistic when it comes to itsimplementations.


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ISLA MIC EDUC ATIO N

1) They claim the content of the curriculum is limited andoutdated.

3) Islamic schools are poorly financed &lar ely depend on resources from the ariousstates reli ious departments and pri ateendowments.

2) Muslim scholars points out that the methodolo yemployed in instruction does not encoura e or stimulate inquiry & critical thinkin .


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RELATED STUDIES ON EDUCATIONAL DUALISM

MUH AMM AD ABDUHWanted to introduce modern subject into the curriculum.Howe er, he was accused of attemptin to secularize the

institution. But he succeed in implementin someadministrati e reforms .


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RESOLVING THE DUALISM

Focus only on what may be lost throu h modernization & i norewhat stands to be ained in the way of the scientific & socialde elopment that economics pro ress brin s.

Focus only on industrialization to the extent of denyin moral &reli ious alues in their materialistic pursuit.

Ne ati e attitude towards inno ation reflected in the educationalsystem must be chan ed.


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CONCLUSION

Even there are some differences in both educationsystem, most of the component in education arefollowed.

Both system need to overcome the weaknesses inthe education system.

The present national primary school should beadopted by Islamic schools with some slightmodifications in the curriculum.

Documents

Religious school