INTEGRATED ISLAMIC EDUCATION IN THE 21ST
CENTURY : AL AMIN TROPICANA SCHOOL’S EXPERIENCE*
Nor
Zalmiah Jahidin
Pusat
Pendidikan Al Amin Gombak
1.
Introduction
Integrated
Islamic education has been in existence for more than 30 years. It offers an
alternative to the existing national education system whereby besides the
national curriculum Islamic studies curriculum comprising subjects such as aqidah (belief), ibadah (worship), sirah (way
of the Prophet SAW) and akhlaq (character)
are also incorporated. Aside from these, Arabic language and al Qur’an (tilawah, tajwid and Hifz) also form part of Islamic studies
curriculum. Most importantly, the students in these schools are made to
comprehend and internalize Islam as a way of life and form the worldview of
Islam as their framework of thought. This is further reinforced by creating
Islamic biah (environment) allowing
Islamic social ethics and manners to be nurtured and practiced. Some other
forms of Islamic education emphasize on tahfidz
(memorization of al Qur’an) and a few academic subjects while some others
offer purely Islamic studies subjects taught in Arabic or Malay whose
curriculum varies accordingly.
Throughout
30 years in operation, Pusat Pendidikan Al Amin (PPAA) has introduced some
modifications and changes in the curriculum sporadically. Beginning with 2001,
under the proposal of PROJEK MERKURI (Merubah
Kurikulum) some changes were introduced (Projek Merkuri, 2001). Most
significantly is that all Islamic studies subjects are taught as a single
subject, Tasawwur Islami (Worldview
of Islam) (PPAA Curriculum Committee, 2002). This is a conscious effort to mold
students’ comprehension of Islam as a complete way of life versus it being
taught in a fragmented form (Saari Sungib, 1998), which is also in line with
the approach adopted by Daud Tawhidi in his Tarbiyah
(Character Building) Project (2000-6). Worth mentioning are two other
changes namely instruction of subjects is in accordance with Islamic perspective
(Nor Zalmiah Jahidin, 1999 & 2011, Ruzainah, 2004) and the adoption of a new
curriculum for Arabic language, Bahasa
Arab Fitrah in 2014.
With
the emergence of the 21st century, the Malaysian Education Ministry
slowly concurs with the changing tide. In 2014 in line with their Educational
Development Plan (Plan Pembangunan
Pendidikan - PPP) Malaysia (2013 – 2025), pioneer schools were selected to
slowly implement 21st century education in Teaching and Learning (TnL)
as well as other requirements for the success of 21st century
education such as teachers’ preparation and infrastructure. In 2015, 21st century education is
extended to many more schools throughout the country and by 2016 21st
century classroom fully becomes a culture.
Pusat
Pendidikan Al Amin views positively towards the move, its benefits to Teaching
and Learning (TnL) and most importantly its ability to equip and prepare the
students for the 21st century such as ‘the challenges that they have
to face, the skills they have to acquire, and the attitude they have to adopt’
(AATS’s Flyer, 2015).
2.
21st
Century Education
‘Teaching in a 21st century
classroom means a transition from a teacher-centered, memorization-based
methodology to a student-centered, experiential and knowledge-based, diverse learning methodology through
global media and technological means’ (Jabatan Pendidikan Johor, 2014). 21st
century classroom facilitates a learning environment for students to work collaboratively on projects with people around
the world and to guide them rather than lecturing to students as was the case
in the classroom of the 20th century. 21st century classrooms will likely move
to non-traditional locations such as outdoor spaces whereby learning will take
place anywhere be it at the canteen, park, library, school visits, social
community services, outdoor programs, clubs and societies activities and et
cetera.
On
top of that, 21st century education involves acquiring skills in
numeracy, ICT, scientific, financial, cultural and civic literacies and
competencies in creativity, communication, collaboration, critical thinking and
problem solving in addition to nurturing certain character qualities
appropriate to face the challenges of the 21st century such as
curiosity, initiative, persistence, adaptability, leadership, social and
cultural awareness (Jenny Soffel, 2016). 21st century education is,
‘flexible, creative, challenging and complex and it addresses a rapidly
changing world as well as filled with fantastic new problems and exciting new
possibilities’ (Shane Mason, http://www.21stcenturyschools.com). In sum, ‘we
are preparing students for jobs that do not yet exist, using technologies have
not yet been invented in order to solve problems we do not even know are
problems yet’ (Karl Fisch, http://www.thefischbowl.blogspot.com)
2.1. Islamic Education and
the 21st Century
Islam
is open to anything that brings maslahah (benefit)
to the community, which is the essence of Shari’ah
(Islamic Law) in order to guarantee maqasid
al Shari’ah (higher objective of Shari’ah)
is achieved. Aptly, ‘Shari’ah is interested in the
preservation and enhancement of all dimensions of human and ecological
existence’ (Dakwah Institute of Nigeria, 2015). The general purpose of Shari’ah is to establish justice, show rahmah (mercy), bring goodness and
exercise hikmah (wisdom) whereas maqasid al Shari’ah is concerned with
the preservation of : i. Din (Religion
of Islam), ii. nafs (life), iii. ‘aql (intellect), iv. Progeny, v. wealth
and vi. honor (Jasser Audah, 2009). To put it simply, providing education falls
under the preservation of ‘aql and
honor and so is its means (the curriculum) is permitted as long as it does not
conflict with the Islamic principles. With respect to managing lives in dunya (world), it is further supported
by a Hadith (saying of the Prophet
SAW) wherein he reiterated that ‘you know better with respect to the worldly
affairs’. This is further reinforced by the statement of the fourth Caliph of
Islam and a Sahabah (companion), Ali
RA wherein he says, ‘educate your child according to his time’. A survey of
history of Islamic education agrees on the fact that Islamic education is not
rigid as it develops with time from its inception until the present (Nor
Zalmiah & Hamidah Mat, 2014).
3.
Al
Amin Tropicana School (AATS) : 21st Century Integrated Islamic
Education
Al
Amin Tropicana School was established in 2015 starting with student’s enrolment
of only 50 in AATS and 25 in Al Amin Tropicana Early Childhood Center (AATECC).
The school is located at No. 1 & 3 Jalan Nautika B U20/B, 40160, Shah Alam,
Selangor. An English medium Integrated Islamic education is becoming popular
among the young educated working parents whereby the system provides one stop
solution for their children’s education as seem fit for the Muslims of the 21st
century. In support, the Board of Directors and Governors envisions that the
school should be able to produce young Muslims well versed with their Islamic roots
and are able to convey the message in the language of the day that is English
language. Thus, AATS becomes the first English medium integrated Islamic school
under the full ownership of Pusat Pendidikan Al Amin Berhad (PPAAB).
For
any dynamic organization, its policy makers, leadership and management as well
as educators continually exert and research the most suitable curriculum and
its instruction that fit their ideals. During a retreat in early 2013, one of Al
Amin Board of Governors’ outcome is to study the prevalent, latest and most
appropriate curriculum and its instruction for students of this century. Methods
and programs such as thematic, Montessori, Finland, Singapore, United States
and British Education program, Gulen’s method and International Primary
Curriculum became the objects of study.
Elements from each of those educational programs
fulfil and attract the Board’s attention with respect to future curriculum and
its instruction. Features such as 21st century objectives (world,
student, skill), thematic, big ideas, goals (personal, subject and
international), learning process or structure (sound principles, rigorous, up
to date, enjoyable, time saving, comprehensive), interdisciplinary and
multidisciplinary, unit of work, learning style (collaborative, exploratory,
mastery, inquiry, research and record) and last but not least assessment for
learning best fit our description of future curriculum and instruction (Nor
Zalmiah & Hamidah, 2014).
By adopting those ideas, the Board hope to develop
students into multi-perspectival, adaptable, resilient, internationally-minded,
communicators, moral, thoughtful, co-operative, respectful, enquirers and FAST
[fatanah (wisdom), amanah (trustworthy), siddiq (truthful), tabligh (convey)] personalities through learning activities which
are meaningful or exciting, enriching or engaging, energetic or active,
reflective, independent, innovative, effective and making connection.
Having laid the above, PPAA’s curriculum committee next
formulated and documented some pertinent foundations for AATS and AATECC.
3.1. 21st
Century Integrated Islamic Education at AATS
3.1.1.
AATS
Curriculum
AATS
curriculum ensures that elements of J-TASK [J – Jasadi (physical) quotient,
T – Tawhidi (spiritual) quotient, A –
Aqli (intelectual) quotient, S – Syu’uri (emotional) quotient,
K – Khuluqi (character) quotient] are incorporated in :
·
The
National Curriculum, KSSR
·
The International Syllabus
·
The ISLAH Curriculum : Tasawwur Islami, Al Qur’an & Al Hadith studies, Languages
(Arabic & Mandarin), Social Studies (History, Geography, Anthropology, Sociology)
3.1.2.
Concept
·
Thematic
3.1.3.
Methodology
·
International
Primary Curriculum (IPC) Learning Process
·
Montessori
3.1.4.
Element
across Curriculum
·
Inculcation
of Tawhid across curriculum
3.2. AATS Principles and
Values
3.2.1.
EDUCATE YOUR CHILDREN ACCORDING TO THEIR TIM
(Saidina Ali RA)
3.2.2. AATS believes that we
have to prepare the students for the world that we live in with respect to :
·
the challenges that they have to face
·
the skills they have to acquire
·
the attitude they have to adopt
3.3. AATS Tagline
·
INSPIRE – ENRICH – NURTURE
3.4. AATS Philosophy
·
A comprehensive
and on-going educational effort yet dynamic based on al-Qur’an and al-Sunnah
with the aim to develop human potential as ‘abid and khalifah
capable of establishing a sound civilization in this world and
·
attaining
happiness in the Hereafter
3.5. AATS Vision
·
A leading
pioneer in 21st Century Integrated Education
3.6. AATS Mission
3.6.1.
To produce students of integrity and competence with
the ability to initiate change in the family and community
3.6.2.
To contribute towards the establishment of a prosperous
civilization
3.7. AATS Goals
3.7.1. obtain
appropriate and sufficient academic standards to pursue tertiary education
3.7.2. perform
obligatory ibadah correctly and have aqidah shahihah
3.7.3. exhibit and
internalise their understanding of Islam as a complete way of life
3.7.4. sufficiently
carry out their roles as ‘abid and khalifah benefiting themselves
and others
3.7.5. Display
leadership qualities in team and are able to communicate ideas effectively
among their peers and adults
3.8. AATS Higher Objective
: Personal, Subject, Ummatic
3.8.1.
Personal Goals
·
Mardatillah : seeking Allah’s pleasure
·
Ihsan : striving for excellence
·
Ithar : preferring others above oneself
·
Islah : embracing transformation
·
FAST - Fatanah : wisdom, Amanah : trustworthy, Siddiq : truthful, Tabligh : Convey
3.8.2.
Subject Goals
·
Abide by the objectives
of each subject
3.8.3.
Universal, Ummatic Goals
·
Concerns with achieving
an international perspective of the theme being taught
3.9. Principles in TnL
3.9.1.
Children and
students should be encouraged to inculcate the spirit of inquiry and explore.
3.9.2.
The
characteristics of active students should include among others wonder, plan,
investigate, discover, reflect, share and act.
3.9.3.
Spiritual and
Character Education should emphasize on inculcating faith, knowing roles
and responsibilities, encouraging goodness, refraining from prohibited
acts, feelings, attitude and way of life and developing skills in al
Qur‟an.
3.9.4.
Adoption of
challenging and inspirational ideas.
3.9.5.
Effective TnL
should be meaningful, integrative, value-based, challenging, and TnL Islamic
studies should be active, interactive and interesting
3.9.6.
TnL should
focus on developing HOTS, indepths knowledge and related to the real
world
3.9.7.
Measurement
and evaluation should be organized, in accordance to standard and quality,
continuous and fair.
(Tawhidi, 2001-6 & PPAAB, 2002)
3.10.
Features of AATS Curriculum
AATS
curriculum is designed such that it is comprehensive and holistic thus
constitutes elements of JTASK namely Jasadi
(physical), Tawhidi (belief in
Oneness of Allah : spiritual), Aqli
(intellectual), Syu’uri (emotional)
and Khuluqi (character). Having considered the proposed future Islamic
studies curriculum and its instruction, AATS curriculum adopts the
followings:
3.10.1.
The
curriculum content should prepare the students with the knowledge, skills and
attitude, which are necessary to face contemporary challenges.
3.10.2.
TnL of
Islamic studies should employ styles, tools and technology that fit 21st
century and generation.
3.10.3.
Students
should be made to understand Islam as a civilization vis a vis religion,
culture or even way of life hence TnL adopts interdisciplinary and multidisciplinary
approach.
3.10.4.
Students
should be made aware that Islam is rahmatan li’l ‘alamin thus language and
cultural barriers should be addressed and programs or activities for that
purpose should be made available for them.
3.10.5.
Most
importantly, students should play their roles as ‘ibad and khulafa’ equipped
with worldview of Islam as framework that enables them to provide solutions to
contemporary challenges and problems.
3.11.
AATS
Learning Goals
AATS learning
goals are comprised of subject, personal and universal or ummatic. Personal
goal comprises :
·
Mardhatillah (seeking Allah’s pleasure) in salimul
aqidah (true faith) and shahihul
ibadah (valid worship)
·
Ihsan (striving for excellence) in qawiyyul
jism (physical fitness), matinul
khuluq (firm character) and mujahadatun
linnafs (striving for Allah’s sake)
·
Ithar (preferring others above oneself) in muthaqqaful fikr (intellect), harithun
‘ala waqtihi (time management), and nafi’un
lighairihi (benefit others)
·
Islah (embracing transformation) in qadirun
‘ala kasb (ability to earn) and munazzamun
fi syu’unihi (well organized).
3.12.
AATS Extra Curriculum
·
KHALIFAH
Program @ Al Amin Leadership Program
·
ADAB Program
@ Al Amin Tarbiah Program
·
HUFADZ
Program @ Al Amin Tahfidz Program
4. Challenges and Opportunities or Way Forward of
Integrated Islamic Education in the 21st Century
4.1. Challenges
The
ensure the success of Integrated Islamic Education in the 21st
Century, many quarters
have to be involved in its planning, administrating,
executing and evaluating. It’s a world
of challenge, fast moving and somewhat
foreign. Every aspect of our lives somehow or
other is affected and need
readjustment or alignment. In the educational aspect, the
upmost importance is a
number of modules need proper planning and to be implemented
to all quarters
involved particularly the stakeholders. Some of which are : challenges and
opportunities of the 21st century, education of Gen Y, Z, Alpha and
their needs, education of the 21st century, equipping teachers with
the right attitude w.r.t TnL of 21st century, nurturing
characteristic of learners of the 21st century, designing effective
curriculum for the 21st century, planning strategies, methods and
techniques of TnL in the 21st century, methods of evaluation and
assessment in the 21st century, enhancing appropriate skills and
attitudes for 21st century challenges and last but not least designing classroom and infrastructure for 21st
century learning.
Having
a group of thinking alike mind is an advantage and able to assure the success
of
this integrated Islamic education system.
4.2.
Opportunities or Way Forward
One with a positive attitude treats or welcomes every instant as an
opportunity. The same goes with what education in the 21st century
has to offer. Looking at the dynamics of things, the proprietors of Islamic
education should be able to gear the business of the whole Islamic education to
their benefit. These involves namely
4.2.1. Planning and designing a sound
curriculum which is
•
Appropriate for the 21st century
•
Tawhidic based – so as to be able to internalize Islam as a
way of life
•
Transmitted within the worldview of Islam
•
Universally appealing and able to attract and
cater the non- Muslims
4.2.2. To produce students possessing
•
Learning skills : collaboration, creative,
critical, communication
•
Attitude : resilient, adaptable, multi perspectival
•
International or ummatic mindedness
•
Tawhidi Quotient :
IIIM (mardatillah, ihsan, ithar, islah ) & FAST
(fatanah, amanah siddiq, tabligh) – characteristic of a muttaqi
•
Worldview of Islam framework so as to be able
to offer the right solution in all walks of life as a specialist muttaqi
4.2.3. To prepare and equip the working force with characteristics of
•
amanah, risk taker, adaptability and collaboration,
visionary & leadership quality, being a role model, able to communicate,
lifelong learners, ability to establish a learning community of professional
4.2.4. To equip the infrastructure :
•
ICT facilities, 21st century
classroom arrangement, suitable class decoration, other facilities for learning
beyond classroom
5.
Aspiration
Education being the
main vehicle of civilization, undoubtedly somehow or rather has a share in
molding a civilization. A sound and prosperous civilization has to be portrayed
by its healthy systems in her politic and administration, social and spiritual,
environment, health and food, economy and finance, culture and education,
architecture and town/city planning et cetera. On that note the products of
21st century integrated Islamic education should be able to contribute
positively towards building this kind of civilization. As specialists of the
future with a good grasp of worldview of Islam as framework of thought and
action, they should be able to offer expertice and solution to the challenges
and complexities of 21st century.
*Paper published in conjuction with
Pusat Pendidikan Al-Amin’s 30th Anniversary in 2016.
6.
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