Development of Islamic Integrated Education in Pakistan since 1947: Current Needs for the Globalized World

Education entails much significance and prominence for building a nation. Every country has certain policies and planning in terms of how their education system should work. Since Pakistan has been independent of Islamic values and religious autonomy, Islamic education is the fundamental and most crucial element. In this regard, this research paper has aimed to discover the timeline of how Islamic education was integrated into the Pakistani curriculum. The research findings have suggested that the educational policies of Pakistan from 1969 to date are emphasizing the inclusion of Islamic education into the modern secular system. However, most Islamic-educated colleges are not effectively addressing Islamic education as required in national policies as part of the compulsory part of the curriculum. Nevertheless, a more effective balance between secular education and Islamic education is found between new Islamic integrated schools to prepare students for the challenges of this globalized world.

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Islamic Education Institutions in Singapore

10.31219/osf.io/392ae ◽

2019 ◽

Author(s):

Laila Fariha Zein ◽

Adib Rifqi Setiawan

Keyword(s):

International Education ◽

Religious Education ◽

Education System ◽

Tertiary Education ◽

The Other ◽

Islamic Education ◽

Full Time ◽

Positive Potential ◽

Secular Education ◽

Qualitative Descriptive

This qualitative descriptive work briefly examines what it has been and continues to be like for islamic education institutions to be alternative institutions in the Singapore’s education system that has the highest performance in international education and tops in global rankings. In Singapore’s education system, islamic education institutions represented by madrasah that are full-time and offer a pedagogical mix of Islamic religious education and secular education in their curricula. There are currently six madrasahs in Singapore offering primary to tertiary education, namely, Aljunied Al-Islamiah, Al-Irsyad Al-Islamiah, Al-Maarif Al-Islamiah, Alsagoff Al-Arabiah, Al-Arabiah Al-Islamiah, and Wak Tanjong Al-Islamiah. Four of them are co-educational, while the other two offer madrasah education exclusively to girls. It explores the powerful and positive potential of islamic education institutions in developing a truly humane science of the the future.

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Strategi Epistimologis Implementasi Pendidikan Holistik Pada Pondok Pesantren

Ulumuddin : Jurnal Ilmu-ilmu Keislaman ◽

10.47200/ulumuddin.v11i1.767 ◽

2021 ◽

Vol 11 (1) ◽

pp. 69-84

Author(s):

Muhammad Nasrudin ◽

Hilman Harun ◽

Ahmad Salim ◽

Ahmad Dimyati

Keyword(s):

Education System ◽

Boarding School ◽

Boarding Schools ◽

School Education ◽

Islamic Education ◽

Distinct Advantage ◽

Religious Knowledge ◽

Basic Principles ◽

Two Sides ◽

Islamic Values

the basic principles of Islamic boarding school education, namely; Al Muhafadhah ala al-qadim al shalih wa al akhdzu bi al jadid al ashlah. This principle has encouraged pesantren to maintain good old Islamic values without denying better changes. This paper intends to explore two sides of the coin for Pondok Persantren where one side is a distinct advantage for but can be a boomerang that hinders the progress of Islamic education based on understanding the basic elements and values of Islamic boarding schools and, then contributing thoughts in building a holistic Islamic boarding school education so that can follow the development of science without losing the obligation to maintain basic values. Holistic pesantren education can only be achieved if it is reaffirmed that the elements of the boarding school education system are not oriented towards learning religious knowledge but how kyai, teachers / ustaz and santri can learn to live in religion.

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PENDIDIKAN ISLAM DI MESIR DAN MALAYSIA DI ERA GLOBALISASI KAJIAN PSIKOLOGI POSITIF

Edukasia Jurnal Penelitian Pendidikan Islam ◽

10.21043/edukasia.v13i1.3252 ◽

2018 ◽

Vol 13 (1) ◽

pp. 127

Author(s):

Saliyo Saliyo

Keyword(s):

Positive Psychology ◽

Qualitative Study ◽

Religious Education ◽

Education System ◽

Islamic Education ◽

Positive Thinking ◽

Modern Education ◽

Secular Education ◽

Muslim Majority

AbstrakPenelitian ini dilakukan untuk mengetahui pelaksanaan pendidikan Islam di Mesir dan Malaysia di era globalisasi dalam kajian psikologi positif. Penelitian ini merupakan penelitian kualitatif mengkaji literatur dengan cara mereview sumber bacaan buku dan jurnal. Metode yang digunakan untuk menganalisis penelitian ini menggunakan pola berpikir deduktif induktif. Hasil penelitian menunjukan bahwa seiring dengan tantangan zaman di era globalisasi Negara yang mayoritas muslim di Mesir melaksanakan pendidikan di Negaranya dengan menganut sistem pendidikan sekuler dan sistem Islam. Begitu juga di Malaysia yang memiliki warga Negara multi ras, multi budaya dan multi agama menganut sistem pendidikan tradisional dan pendidikan modern. Kedua Negara tersebut dalam melaksanakan pendidikan Islam dilaksanakan dengan baik. Sebagai penyelenggara pemerintahan baik di Mesir maupun di Malaysia yang mampu melaksanakan pendidikan Islam yang baik, berarti pelaku orang tersebut dalam kajian psikologi positif merupakan orang-orang yang memiliki kepribadian positif dan berpikir positif dalam perspektif psikologi positif. AbstractThis research was done to investigate the implementation of Islamic education in Egypt and Malaysia in the globalization era in the study of positive psychology. This study is a qualitative study reviewing the literature by way of reviewing the source of reading books and journals. The method used to analyze this study using inductive deductive thinking patterns. The results showed that along with the challenges of the age of globalization muslim-majority state in Egypt carry out education in the country by embracing the secular education system and the Islamic system. So also in Malaysia that has a multi-racial citizens, multi-cultural and multi-religious education system adheres to both traditional and modern education. The two countries in implementing Islamic education properly implemented. As organizers of governance both in Egypt and in Malaysia, capable of performing a good Islamic education, meaning that the actors in the study of positive psychology are people who have a positive personality and positive thinking in the perspective of positive psychology.

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KEBIJAKAN PENDIDIKAN NASIONAL TERHADAP PENDIDIKAN ISLAM DAN PENDIDIKAN SEKULER

MIQOT Jurnal Ilmu-ilmu Keislaman ◽

10.30821/miqot.v40i2.304 ◽

2016 ◽

Vol 40 (2) ◽

Author(s):

Hasbullah Hadi

Keyword(s):

Education System ◽

Islamic Education ◽

Review Of Literature ◽

National Education ◽

Secular Education ◽

National Education System ◽

National Education Policy ◽

National Educational Policy ◽

Human World ◽

The Relationship

Abstrak: Permasalahan utama dalam penelitian ini adalah kebijakan pendidikan nasional terhadap pendidikan Islam dan pendidikan sekular. Pada mulanya, sekularisme memang hanya berbicara tentang hubungan antara agama Kristen dan negara saja. Namun kemudian berkembang merambah kepada seluruh aspek kehidupan dunia manusia, dan juga masuk ke dalam berbagai pemikiran para filsuf dan kaum intelektual pada saat itu. Selanjutnya, ide pemikiran sekularisme ini juga masuk menyebar ke dunia Islam dan juga masuk ke dalam undang-undang sistem pendidikan nasional. Tujuan penelitian ini adalah untuk mengetahui kebijakan sistem pendidikan nasional terhadap keberadaan pendidikan Islam dan pendidikan sekular. Penelitian ini adalah studi literatur yang sumber datanya dari buku-buku dan dokumen tertulis. Setelah dianalisa, ditemukan bahwa dasar pemikiran sekularisme yang bertentangan dengan ajaran Islam telah mempengaruhi kebijakan sistem pendidikan nasional. Abstract: National Education Policy toward the Existence of Islamic and Secular Education. The main problem in this research is a national educational policy towards Islamic education and secular education. At the outset, secularism is only talking about the relationship between Christianity and state. Then it develops extended to all aspects of the human world, and entered into the philosophers thinking and intellectuals at the time. Furthermore, the idea of secularism is spread to the Islamic world and entered into the law of national education system. The purpose of this research was to determine the policy of the national education system to the presence of Islamic education and secular education. This research is a review of literature which the data sources from books and written documents. After analysis, it was found that the rationale of secularism in contradiction with Islamic teachings that have influenced policy of the national education system. Kata Kunci: pendidikan, Islam, sekuler, kebijakan, politik hukum

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Pendidikan Agama Berbasis Kerukunan

ULUL ALBAB Jurnal Studi Islam ◽

10.18860/ua.v4i1.6141 ◽

2018 ◽

Vol 4 (1) ◽

pp. 95-101

Author(s):

Roibin Roibin

Keyword(s):

General Education ◽

Religious Education ◽

Education System ◽

Islamic Education ◽

Religious School ◽

Moral Attitude ◽

Secular Education

The Islamic education has ever been sociologically and historically regarded as Islamic religious education. It is intended to differentiate it from general (secular) education. This view is considered as the reason for the presence of Islamic religious school (madrasah diniyah) and the dichotomy between religious education and general (secular) education. Since then, the treatment for students'. characters, moral, attitude, personality or what commonly known as affective aspects is relied on religious education. On the contrary, the treatment for students 'psychometrics and cognitive aspects is charged to general education system.

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PROBLEM-BASED LEARNING AT AHMAD IBRAHIM KULLIYYAH OF LAWS

IIUM Law Journal ◽

10.31436/iiumlj.v17i1.34 ◽

2012 ◽

Vol 17 (1) ◽

Author(s):

Bashiran Begum Mobarak Ali ◽

Nor Asiah Mohamad

Keyword(s):

Education System ◽

Time Management ◽

Journal Writing ◽

Problem Based Learning ◽

Team Work ◽

Islamic Education ◽

Peer Evaluation ◽

Work Time ◽

Reflective Journal ◽

Islamic Values

Problem-based learning (PBL) serves as an alternative tool in the teaching of law at the International Islamic University Malaysia (IIUM). IIUM emphasises on producing well-rounded graduates who are professionally qualified and who practice Islamic values. Problem-based learning has proven to be a very effective complementary tool in achieving this educational aim. The main elements of problem-based earning (PBL) are the study of real case problems, team work, time management, reflective journal writing and peer evaluation. All of these elements form essential parts of the Islamic education system. This paper discusses the Islamic values existing in problem-based learning and evaluates to what extent Ahmad Ibrahim Kulliyyah of Laws (AIKOL) in general, and the course Equity and Trust in particular, has successfully harmonized and integrated problem-based learning with Islamic values.

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Towards an Integrated Islamic Curriculum for Bangladesh in line with the Recommendations of OIC Conference'77

IIUC Studies ◽

10.3329/iiucs.v9i0.24012 ◽

2015 ◽

Vol 9 ◽

pp. 17-38

Author(s):

Abu Bakr Rafique

Keyword(s):

Education Policy ◽

Education System ◽

Islamic Education ◽

Educational Institutions ◽

Continuous Training ◽

High Position ◽

Knowing That ◽

Secular Education ◽

Integrated Policy ◽

Very High

Education holds very high position in Islam, the 1st revelation to the Prophet (s.a.w.) contains especial emphasis on knowledge and has been identified as an especial favour of the Creator. The four point objectives behind sending the Prophet Muhammad (s.a.w) with the mission of prophethood are all related to recitation, teaching and purification of soul through continuous training and guidance. Seeking knowledge has been made an obligatory duty on every Muslim - male and female - by the Prophet (s.a.w.). The Muslim wherever had ruled they had patronized education and established educational Institutions. These were open to all the peoples regardless of race, religion and caste. The Muslim rulers who ruled Bengal for more than 500 years had established many educational institutions, introduced a very advanced education system in Bengal, which was Islamic in nature and an integrated policy based on Arabic and Persian. After the British took over the rule of Bengal from the hands of the Muslims, they introduced an English medium secular education policy replacing the prevailing education system introduced by the Muslims. But the majority of the Muslims could not accept that policy, knowing that the main objective behind introducing that policy was degrading the Muslim society. The paper is a historical overview of prevailing Curriculum of the Islamic Education System in Bengal and the then East Pakistan in general, and the present Bangaldesh in particular in one hand, and a recommendation for introducing an integrated Islalmic Education Policy on the other.IIUC Studies Vol.9 December 2012: 17-38

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EDUCATIONAL POLICIES (1947-2009) OF PAKISTAN AND INTEGRATION OF ISLAMIC VALUES AMONG SECONDARY LEVEL LEARNERS: AN EVALUATIVE STUDY

Pakistan Journal of Humanities and Social Sciences Research ◽

10.37605/pjhssr.3.1.7 ◽

2020 ◽

Vol 3 (01) ◽

pp. 79-90

Author(s):

Dr. Waqar Un Nisa Faizi ◽

Dr. Wilayat Bibi ◽

Dr. Farah Khan

Keyword(s):

Student Behavior ◽

Secondary Level ◽

Educational Programs ◽

Islamic Education ◽

Educational Policies ◽

Strong Base ◽

Evaluative Study ◽

Islamic Values ◽

Policy Setting ◽

Made In

Educational policies are being made in any country to support more rigorous educational programs as evidenced in history. In all policies and plans, some important foundations are considered as essential for the required level of learners. Being a Muslim nation, Pakistan has always thought of a strong base of Islam because it is a fundamental element in the preparation of any policy. This study aims to provide a review of each educational policy setting from 1947 to the 2009 instructive plan. The main findings of the study are that all of these plans have some good suggestions for providing information on Muslim qualities, but ironically, steps related to Islamic knowledge are taken for granted. Only 1978 policy has given stress on Islamic Education and the establishment of institutions like Maktab School etc. So in the light of the evaluation, it is suggested that strong preparations has to be made to give greater attention to Islamic knowledge for secondary level learners because multicultural development occurs at this stage and it is necessary for good student behavior.

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STRATEGIES FOR DEVELOPING RELIGIOUS CULTURE TO SHAPE, THE CHARACTER OF STUDENTS

International Journal of Educational Management and Innovation ◽

10.12928/ijemi.v1i3.2592 ◽

2020 ◽

Vol 1 (3) ◽

pp. 262

Author(s):

Muslimah Hikmah Wening ◽

Enung Hasanah

Keyword(s):

Social Services ◽

Qualitative Data ◽

Sampling Technique ◽

Religious Culture ◽

Islamic Education ◽

Sunday Morning ◽

Ramadan Fasting ◽

Research Findings ◽

Depth Interviews ◽

Islamic Values

Religious culture is applied in schools so that the good habits of students, so that the strategy of developing religious culture is essential to be applied to schools so that students have a noble character in Islamic education. The purpose of this study is to describe the strategy of developing a religious culture to shape students' character. This research is qualitative. Data collection obtained through in-depth interviews, observation, and documentation studies. This study's subject was determined based on a purposive sampling technique with information from the homeroom teacher. Checking the validity of the data starts with using a check and continues with the triangulation technique. The results showed that the strategy of developing a culture of religious and improving the character of students at SD Muhammadiyah Tonggalan, 1) creating a religious atmosphere in schools including allocating half an hour to learn to read the Qur'an before the lesson begins, do the Dhuha, Dhuhr, Asr prayer, Ramadan fasting, qurban worship, hajj rituals, social services, Sunday morning teachings, also (2) habituation of Islamic values. The research findings expected to illustrate that the strategy of developing religious culture can shape students' character.

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Integrated And Holistic Education System As Fundamental Approach Towards Quranic Generation Outcome

Journal Educative Journal of Educational Studies ◽

10.30983/educative.v6i1.3701 ◽

2021 ◽

Vol 6 (1) ◽

pp. 72

Author(s):

Zetty Nurzuliana Rashed ◽

Ab Halim Halim

Keyword(s):

Human Development ◽

Education System ◽

Holistic Education ◽

Islamic Education ◽

Academic Excellence ◽

Integrated Education ◽

Muslim Education ◽

Knowledge Assimilation

AbstractNecessities towards integrated education system based upon aqli and naqli knowledge assimilation have a significant impact in moldings students’ character and personality towards understanding al-Quran and consequently produces Quranic generation. The holistic and integrated education system becomes the basis to form the Quranic generation. Quranic generation as mentioned refers to a generation that understands religion and is not being enfolded with false interest towards wealth and possessions. This generation needs to be guided by al-Quran and being educated with the value and inspiring character as contained in the teachings of Islam. This study discussed the generation who can be the asset in building a civilization that can live the Islamic spirituality dynamically and positively. This generation will deal with changes that happen in our society based on human development and the spirit of Islam. It corresponds to the main purpose of Islamic education to bore human that is obedient towards Allah SWT. This paper could inspire and encourage curriculum developers, school founders, and administrators in striving for the academic excellence of Muslim education by providing a clearer picture of the concept of the Integrated Holistic Islamic system and its application.Kebutuhan terhadap sistem pendidikan terpadu berbasis asimilasi pengetahuan aqli dan naqli berdampak signifikan dalam membentuk karakter dan kepribadian siswa menuju pemahaman al-Qur'an dan akibatnya menghasilkan generasi al-Qur'an. Sistem pendidikan yang holistik dan terintegrasi menjadi dasar untuk membentuk generasi Al-Qur'an. Generasi Al-Qur'an sebagaimana disebutkan mengacu pada generasi yang memahami agama dan tidak diliputi oleh minat yang salah terhadap kekayaan dan harta benda. Generasi ini perlu dibimbing oleh al-Quran dan dididik dengan nilai dan karakter inspiratif yang terkandung dalam ajaran Islam. Kajian ini membahas tentang generasi yang dapat menjadi aset dalam membangun peradaban yang mampu menghayati spiritualitas Islam secara dinamis dan positif. Generasi ini akan menghadapi perubahan yang terjadi dalam masyarakat kita berdasarkan pembangunan manusia dan semangat Islam. Hal ini sesuai dengan tujuan utama pendidikan Islam untuk melahirkan manusia yang bertaqwa kepada Allah SWT. Makalah ini dapat menginspirasi dan menyemangati para pengembang kurikulum, pendiri dan pengelola sekolah dalam memperjuangkan keunggulan akademik pendidikan Islam dengan memberikan gambaran yang lebih jelas tentang konsep sistem pendidikan Islam yang terpadu dan penerapannya.

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