Islamic Education in Malaysia: A Study of History and Development

Ishak, Mohd. Shuhaimi; Abdullah, Osman Chuah

doi:10.1080/00344087.2013.783362

Cited by 10 publications

(13 citation statements)

References 3 publications

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“…The policy taken by both colonial administrations, the British and the Dutch, set a beginning of the dichotomic policy in education that separates Islamic education from general education. In Malaysia, in respecting the Islamic education, the British includes the vernacular schools with Islamic materials to promote its school to be attended by more citizen (Ishak & Abdullah, 2013). However, this strategy should not be interpreted as a clear support for Islamic education, as the British undermined Islamic materials over time and stopped funding Islamic topics with public money (Hamid, 2010b).…”

Section: Nizhami Pondok Modernmentioning

confidence: 99%

“…However, this strategy should not be interpreted as a clear support for Islamic education, as the British undermined Islamic materials over time and stopped funding Islamic topics with public money (Hamid, 2010b). This policy also resulted in the division of schooling system into two, the morning class for secular subjects and sekolah petang (afternoon class) for Islamic materials (Ishak & Abdullah, 2013).…”

Section: Nizhami Pondok Modernmentioning

confidence: 99%

“…Both in Indonesia and in Malaysia, Islamic education initially began from teachers' homes, which were gradually encircled by student huts. These huts were called pondok, from Arabic word funduq which means hostel (Ishak & Abdullah, 2013). In the pondok, students learn from Kyai or Tok Guru mainly on fiqh (Islamic jurisprudence), kalam (theology), tasawuf (Sufism), and Arabic grammar (Mas'ud, Fuad, & Zaini, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…In the pondok, students learn from Kyai or Tok Guru mainly on fiqh (Islamic jurisprudence), kalam (theology), tasawuf (Sufism), and Arabic grammar (Mas'ud, Fuad, & Zaini, 2019). They sit in a semi-circle and listen to the teacher explaining the lesson from religious manuscripts (Ishak & Abdullah, 2013). The earliest of these manuscripts, which are written by Nuruddin al-Raniri, are written in Malay or Javanese (Hamisi & Fahm, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Historical Continuity and Changes: Understanding the Dynamics of Islamic Education in Indonesia and Malaysia

Saputra,

Mughni,

Zohkarnain

et al. 2022

Tarbiyatuna

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Despite having identical demographic composition with the presence of the Muslim majority, the expression of Islam in Indonesia and Malaysia has a different nuance. Islam in Indonesia is more varied and open, while Islam in Malaysia is more centralized and formal. These different expressions must be influenced by the differences of Islamic education in the two countries. This study intends to examine the Islamic education system in Indonesia and Malaysia by describing the history of its development. By referring to library sources, this study conducted a qualitative analysis with the help of Michel Foucault's genealogical theory. With this theory, the author reveals the changes that have occurred throughout the history of Islamic education in Indonesia and Malaysia. This study found that Islamic education in Indonesia and Malaysia departed from the same origin: traditional Islamic learning. Differences begin to emerge when the British government accommodated Islamic education in the vernacular education system in Malaysia, while the Dutch marginalized Islamic education in Indonesia. The Malaysian government further integrated Islamic education into the national education system, while the Indonesian government recognized Islamic education in an independent form outside of state management. As a result, Islamic education in Indonesia has developed adaptively to the temporal challenges by producing diverse forms of education, while Islamic education in Malaysia is stagnating because of the politization. Government policy also influenced this adaptive character where the strict approach of the Dutch colonial government required Islamic boarding schools in Indonesia to be more independent and creative.

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Section: Nizhami Pondok Modernmentioning

confidence: 99%

Section: Nizhami Pondok Modernmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Historical Continuity and Changes: Understanding the Dynamics of Islamic Education in Indonesia and Malaysia

Saputra,

Mughni,

Zohkarnain

et al. 2022

Tarbiyatuna

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“…Students may have limited access to Islamic teaching materials provided by their teachers through the traditional teaching methods. Moreover, they cannot have multiple forms and learning materials (Ishak & Abdullah, 2013). Therefore, the development of IECP aims to establish a web platform to assist the teaching and learning of Islamic subjects to increase students' interest in the learning process and their ability to learn remotely.…”

Section: Introductionmentioning

confidence: 99%

Islamic Education Content Platform for Secondary School Students

Yahya

Yusof

Ahmad

et al. 2021

JCRINN

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The rapid development of information technology has affected various aspects of life including education at the school level. However, conventional teaching and learning methods are still used in secondary schools, especially for Islamic subjects. One of the ways to help students learn better in Islamic subjects is by implementing a web-based content platform in the context of Islamic education. This is a learning tool to support the teaching and learning process using various media such as educational video materials for secondary school students, because multimedia elements will make learning more interesting especially for Islamic subjects that require memorization, reading, and comprehension. Another desired goal is for teachers to be able to manage their Islamic lessons online. In developing web applications, appropriate development methodologies have been implemented using Waterfall Model as a guideline. The waterfall model has different development phases such as analysis, design, implementation, testing and finally documentation. The web-based Islamic Education Content Platform (IECP) was designed and developed using Visual Studio Code with PHP and MySQL databases. It was assessed by obtaining Expert Review (ER) through a set of questionnaires given to four experts and fifteen respondents through User Acceptance Test (UAT). The results of ER indicate that web-based IECP is suitable for use and currently need to be refined and improved. Meanwhile, the UAT results show that web-based IECP is generally accepted and believed to be beneficial, especially to secondary school students and teachers.

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