Professional Documents
Culture Documents
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.
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
menunjukkan 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.
Introduction
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.
local government also often conducts training for Madrasah teachers. All
madrasah also receives education funding of more than 3 million dollars per
year.
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.
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.
This is library research, and the method of content analysis and constant
comparative analysis becomes the first option of a writer.
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.
Madrasah
Organization
Mosque
Madrasah
Private
Mosque
Madrasah
1. Part-Time Education
12 Interview with Arifin, “Assistent Head, Madrasah Policy and Planning Strategy Unit, Majlis
Ugama Islam Singapura”; see also Admin, “Majlis Ugama Islam Singapura.”
• Kids
• Tweens
Categories
• Teens
• Youths
13 Interview with Sharifah Thalha Binti Syed Haron, “Eksekutif, Unit Dasar Dan Perancangan
Madrasah, Majlis Ugama Islam Singapura,” 2014.
a. KIDS ALIVE
Tauhid & Fiqh Akhlak & Sirah & Islamic Quranic Literacy &
Character Civilisation Understanding
KIDS - Belief in Allah - Respect their - Learn the sunnah - Introduction to
Year 1 elders of Prophet hija'iyah letters
(5 Muhammad
years S.A.W. appropriate
old) to their age
- Halal &
Haram foods
Tauhid & Akhlak & Sirah & Islamic Quranic Literacy &
Fiqh Character Civilisation Understanding
- Introduction - Prophet
to Hajj Muhammad's
qualities - Al-
Ameen & Al-
Siddiq
Tauhid & Akhlak & Sirah & Islamic Quranic Literacy &
Fiqh Character Civilisation Understanding
KIDS - Pillars of - Covering our - Prophet - Revision of Surahs
Year 3 Iman: bodies well Muhammad saw. learned in K1 & K2
(7 (Aurah) and His Family
years Name 6 of
old) Allah's angels
and their
responsibilities
Al-Qur'an as - Etiquette/ - Story of Prophet - Reading and
the final Behavior during Zulkifli & Prophet understanding of Surah
Revelation Ramadan, Sahur, Syuaib Al-Alaq (1-5) Surah Al-
from Allah Zakat & Sadaqah Qadr Surah Al-An'am
162 Surah Al-Ma'um
Surah Al-Quraisy
Qiyamah and
Akhirah
- Sunnah acts
of solat
- Cleanliness
and Personal
Hygiene
During solat
(wudu')
Istinkjak
Clothing
Living
conditions
Food &
drinks
b. TWEENS ALIVE
Tauhid & Fiqh Akhlak & Sirah & Quranic Literacy &
Character Islamic Understanding
Civilization
Tweens - Belief in Oneness of - Have a greater - Birth of - Memorization,
Year 1 Allah self-awareness Prophet reading, and
(9 years & self- Muhammad understanding of
old) acceptance saw.
Surah Al-Alaq
- Categories of - Prophet Surah Al-Bayyinah
Islamic regulation - Muhammad
Wajib, Sunnah, saw in his
Prohibitions, etc. Youth
Surah Al-Takathur
- Solat Sunnah - - Learn about Surah Al-Qadr
Tahiyatul Masjid, the Early
Rawatib, Terawih, Spread of Islam
Witr & Eid and the first
revelation
Surah Al-Alaq
- Classification of Surah Al-Tin
Syariah Law (Fardu
Ain & Fardu Kifayah)
- Cleanliness &
Hygiene - Sunnah
Acts before Prayers
for Jum'at & Eid
Celebration
Tauhid & Fiqh Akhlak & Sirah & Quranic Literacy &
Character Islamic Understanding
Civilization
Tweens - Introduction to - Learn and - Learn about - Memorization,
Year 2 Solat Jama' & Qasr emulate the history of reading, and
(10 Positive Hijrah, understanding of
years Attitude as a Muslim's Life in
old) Muslim - Medina
optimism, Surah Al-Duha
- Solat Sunnah 3 - acceptance & - Review Surah Al-Sharh
Dhuha, Tahajjud, resiliency Significant
Hajat and Istikharah events in Sirah
Surah Al-Adiyat
- Sources of Surah Al-Bayyinah
Authority in Islam
(Quran, Hadith,
Fatwa, Syura, etc.)
- Sunnah acts-
Umrah
- Pillars of Hajj
- Cleanliness &
Hygiene - Ghusl hor
Haid, Nifas & Bulugh
- Sunnah acts -
Aqiqah & Korban
Tauhid & Fiqh Akhlak & Sirah & Quranic Literacy &
Character Islamic Understanding
Civilization
Tweens - Revisit Solat Jama' - Love, Care, - Learn about - Memorization,
Year 3 & Qasr and Share The Four reading, and
(11 Rightly Guided understanding of
Years Caliphs
Old) Surah Al-
Ghasyiyah
- Halal & haram in - - Learn about Surah Al-Balad
Islam Understanding Muslims
about BGR Around the
(Islamic World
Perspective)
Surah Al-Shams
- Relationship with - Learn how to Surah Al-Fajr
Humans, e.g., Respect
Mahram, BGR issues Yourself,
Respect Others
- Slaughtering of
animals
- Revisit Islamic
TAUHID & FIQH:
Arkanul Iman
- Solat Sunnah -
Istikharah, Janazah,
Eclipse
Tauhid & Fiqh Akhlak & Sirah & Quranic Literacy &
Character Islamic Understanding
Civilization
- Overview of
Islamic History
and Civilisation
c. TEENS ALIVE
Tauhid & Fiqh Akhlak & Sirah & Islamic Quranic Literacy
Character Civilization & Understanding
Teens - Understand the - Being a good - Know the early - Learn simple
Year 1 purpose of life role model and progress of Islam Arabic words and
(13-16 and the concept grateful to phrases
years of creation parents
old)
- Seeking help - Being - Introduction to - Introduction to
from Allah in responsible and the Muslim and Tafsir Al-Qur'an
dealing with accountable for pluralistic society
challenging one's own choices
teenage years and decision
- Understand the
Ummah's
responsibility and
among fellow
Muslims
d. YOUTH ALIVE
Tauhid & Fiqh Akhlak & Sirah & Islamic Quranic Literacy &
Character Civilization Understanding
Youth - Explore deeper - Learn to - Learn the - Recite and memorize
(17-20 into Pillars of communicate history of Islamic Al-Qur'an
years Islam and Iman and listen Civilisation and - Learn the Arabic
old) - Clarify any effectively the expansion of language in Al-Qur'an
issues or - Acquire Islam beyond the and Hadith
misconception leadership skills Arab peninsula - Internalize the
regarding - Being a - Understand the meaning of each
Tauhid resilient, influence of Quranic verses
- ensure mastery confident and culture and
of all the content robust youth science in Islam
in the Pillars of - Acquire the
Islam usage and
misusage of
natural resources
- Know the
economic system
in Islam
2. Full-Time Education
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.”
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.
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.
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.
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.”
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.
Conclusion
References
Admin. “Majlis Ugama Islam Singapura,” 2020. https://www.muis.gov.sg/.
Ahmad Islamy Jamil. “Ada Banyak Madrasah Di Singapura,” 2017.
https://www.republika.co.id/berita/dunia-islam/islam-
nusantara/17/10/23/oy9k5q313-ada-banyak-madrasah-di-singapura.
Al-Attas, Syed Muhammad Al-Naquib. The Concept of Education in Islam: A
Framework for an Islamic Philosophy of Education. Kuala Lumpur:
Muslim Youth Movement of Malaysia (ABIM), 1980.
Aljunied, Syed Muhd Khairudin, and Dayang Istiaisyah Hussin. “ Estranged
from the Ideal Past: Historical Evolution of Madrassahs in Singapore
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Arifin, Muhammad Taufiq. “Assistent Head, Madrasah Policy and Planning
Strategy Unit, Majlis Ugama Islam Singapura.” 2014.
Boyle, Helen N. “Memorization and Learning in Islamic Schools.”
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Haron, Sharifah Thalha Binti Syed. “Eksekutif, Unit Dasar Dan Perancangan
Madrasah, Majlis Ugama Islam Singapura.” 2014.