ANALYSIS AND COMPARISON OF

ISLAMIC AND NATIONAL

EDUCATION

PREPARED BY:

NUR BASYIRAH BINTI SHAFEI

2009337201
SITI NORFAIZAH BINTI BIDUN
2009982245
NOOR FARAHIM BINTI MEGAT MUDA
2009582321
 RELIGIOUS SCHOOL AFTER
INDEPENDENCE

CURRICUL
UM
SCHOOL

EXAMINATI
STUDENTS
ON
 CURRICULUM
• Formulated by State Religious Department
• Objective :
- To establish a single religious school system that is properly
organized.
-To produce progressive intellectuals and ‘ulama’ in that
state.
-To coordinate the curriculum and system of education
between government and non-government religious school.
 Cont…
• Subjects in Primary Religious School :
– Aqidah
– Adab
– Ibadah
– Sirah
– Al-quran
– Jawi
 Cont…

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

• Students were overburdened with too many

subjects.
• Have to sit for too many examinations.
• Have to sit for 2 national exam in addition to 2
Islamic Studies & Arabic examinations
– This was adapted from Institution in Middle East
 STUDENTS
• Decline in pupil enrolment.
• Opportunities to continue study to higher
education more greater through
National/National Type School than religious
school.
• Job opportunities awaited graduates from
national school compared to religious school.
 SCHOOL

• Admit students from national school who had

failed in national examination.
• Destroyed the academic credibility of the
madrasah.
 Cont…
• Received financial aid in proportion to the
number of students and the level of
education.
• But, it had to offer it’s students to sit the
national exam.
• That the reason why the secular subjects need
to be teach at that school.
 Mini conclusion
• Only a few pondok in Kelantan survived
because of financial problems and pupils
enrolment (1960).
• Students demand that the school be placed
under Ministry of Education.
– Hard to further their study and to find job.
 Cont…
• According to that problems, several institutions of
higher education and Islamic education were
established 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.
SIMILARITIES AND DIFFERENCES
OF ISLAMIC AND NATIONAL
EDUCATION

AIMS

CONTENTS METHODS
 AIMS OF EDUCATION
SIMILARITIES
• The freedom to acquire religious instruction
- The national education system now is more inclined toward
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, and moral
perfection of the person.
• 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 practical skills

- Useful for those who will be continuing further into higher education.

• Both Islamic and national philosophies of education regard

education as a lifelong process
- Important aim of education is to inculcate the attitude that education and
the pursuit of knowledge must continue even after leaving school.

• Do not give sufficient attention to the issue of national unity in their

aims
- National unity is not stated explicitly in either educational philosophies.
 DIFFERENCES

Principles of Education

Islamic National
system system
●
Principles of education are based on the
doctrine of tauhid.
●
Ambiguous on Islamic system.
●
Formal Islamic primary schools available ●
In National Education
only in few states like Selangor, Johor Philosophy, the concept of
and Melaka.
●
The idea that learning is an ongoing god interpret in different
efforts and a continuous process is religious and may be used to
marred by the limited number of tertiary accommodate the various
institutions offering specialization in
Islamic studies. beliefs of all Malaysians.
 CONTENT OF EDUCATION
SIMILARITIES

• Islamic ethics is taught as a component of Islamic

education for muslim students and for non-muslim
students moral education is taught formally in the national
system

• Offer both the acquired and revealed knowledge or the

religious, the natural and the human sciences
• Teaching core components of revealed knowledge
- National religious secondary school and the special Islamic Stream Classes
(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 school systems
- 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 Islamic studies.
- Both levels: Malay and English languages are taught.
 DIFFERENCES

Inequitable amount of time allocated to Arabic language and

Islamic studies

Islamic National school

school
●
Spends only short amount of
●
Arabic is taught intensively
time in Islamic studies and
because its necessity as a
sometimes none in Arabic.
foundation for specialization ●
Could not offer Islamic studies
in Islamic and Arabic studies
electives in the upper
at the tertiary level.
secondary level.
 METHODS OF EDUCATION
SIMILARITIES
• Strictly teacher-oriented
- Teacher have great authority and students were receive the factual knowledge.

• The underutilization of learning by experience or through travel

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

• Frequent complaints about the methodology of teaching Arabic

language
- The rate of passes in Arabic language is low.
- The teaching method base on spelling and reading.

• The methodology of teaching moral education and Islamic ethics

- Learning is imparted through reading comprehension instead of discussion
method.
 DIFFERENCES

Islamic school National school

●
Lack proper laboratory
facilities and scientific ●
More advanced than
equipment. Islamic school.
●
Lack good science teacher.
 DUALISM IN THE
EDUCATION SYSTEM
Related studies
The Muslim
on Educational
Dilemma Dualism

Resolving the
Dualism
 THE MUSLIM DILEMMA

NATIONAL EDUCATION

1) Muslim feel that the teaching of Islamic religious knowledge is

ineffective in the national schools.

2) Muslim consider Islamic knowledge to be inadequately taught for the

modern era.

3) Muslim Youth Movement of Malaysia ( Angkatan Belia Islam

Malaysia) has critized the governments education policy as being
over-concerned with physical and material development & manpower
training.

4) Although Muslim accepted the rationale of the National Education

Philosophy & the KBSM, they are not optimistic when it comes to
its implementations.
 ISLAMIC EDUCATION

1) They claim the content of the curriculum is limited and

outdated.

2) Muslim scholars points out that the methodology

employed in instruction does not encourage or
stimulate inquiry & critical thinking.

3) Islamic schools are poorly financed &

largely depend on resources from the various
states religious departments and private
endowments.
 RELATED STUDIES ON EDUCATIONAL
DUALISM

MUHAMMAD ABDUH
Wanted to introduce modern subject into the curriculum.
However, he was accused of attempting to secularize the
institution. But he succeed in implementing some
administrative reforms.
 SYED ALI ASHRAF
Attempts to resolve the dualism and to Islamize
modern education have failed because the problem
has not been approached holistically.

ISMAIL RAJI AL-FARUQI

He argue that there can be no revival of
the Muslim ummah unless the dual system
of education in integrated & infused with
spirit of Islam.
 RESOLVING THE DUALISM

Focus only on what may be lost through modernization & ignore what stands
to be gained in the way of the scientific & social development that
economics progress brings.

Focus only on industrialization to the extent of denying

moral & religious values in their materialistic pursuit.

Negative attitude towards innovation reflected in

the educational system must be changed.
 CONCLUSION
• Even there are some differences in both education
system, most of the component in education are
followed.

• Both system need to overcome the weaknesses in

the education system.

• The present national primary school should be

adopted by Islamic schools with some slight
modifications in the curriculum.