Traditional Religious School (Before Independence)

8/6/2019 Traditional Religious School (Before Independence)

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Prepared by :

Pn.Suziyana Fariza

Tesl(4)

1021514


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Introduction

y From Islamic perspective:

a long life process of preparing an individual to actualize his role as a vicegerent

( khalifah ) of Allah on earth and thereby contribute fully to the reconstructionand development of his society in order to achieve well-being in this world and

hereafter.

Al- Attas (1984) :-

the purpose of Islamic education is not to cram the pupils head with fact but to

prepare them for a life of purity and sincerity


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BACKGROUND OF ISLAMIC

RELIGIOUSSCHOOL

Started with the emergence of Pondok school ( literally, hut school)

Many of earliest Pondok school were founded in Kedah ,Kelantan and Terengganu.

Carried out in an informal way Expanded and influent from outsider foreigners ( Arab,India etc)

Beginning the end of the 19th ~ and early 20th century.

No standardized content

Curriculum perspectives:-

subject related to Islam( normally basic Islamic teaching )

Purpose: To teach and students acquire different aspects of knowledge within the

parameters of Islam through the use of a well designed curriculum.


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TypesofIslamicreligiousschool

beforeindependenty Centered around teachers house

y Centered around mosques, suraus and madrasahs.

y Centered around religious institutions calledPondok literally hut school )

y Centered around religious institutions called

Madrasah schools.


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1) Centeredaroundteachershousey Carried out in a informal way.

y Suited to the environment at that time

y The teachers normally known as Ulama.

y Students come to the teachers houses

y Learn reading Quran and Fardu Ain (basic Islamic teaching)


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2) Centeredaroundmosques,

suraus andmadrasahs

The idea came due to the increasing number ofstudents.

Teachers used to sit with their students in thecircles.

The teachers also act a advisor to the villagers

families and communities.


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Easily received by the society.

After graduated, students would go back to theirhome land:-

open their own circle/ halaqah (study)

further their studies to the Middle

Eastcountry.


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3) Centeredaroundreligious

institutionscalled Pondok

Religious institutions called Pondok

Dominated in the Malay education system. i.e. pre colonial and even during colonoial period

First and most influential legacy in Islamic

educationMalaysia and Indonesia ( called Pesantran)


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Differs place to place.

No standart syllabus. Mode of instruction:- similiar that practiced

in Mekkah and Cairo.

No limitation of years of study.


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y Mode of instruction:- similiar that practiced

in Mekkah and Cairo.

Possibilities:

I. Content and the teaching methods were comparableto those in the Al Haram Mosque.

II. Teachers pilgrimage to Makkah and deepened theirknowledge of Islam

Famous ulama~ Tok Selehor Tok Kenali Tok Kemuning

etc.


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Curriculumsharedy Basic diciplines-

Al-Quran, Fiqh, Hadith, Nahu, Sarf, Tasawwuf,

and Akhlaq.


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yAfter master their study:

a. Come back to their respective villages to teach.b. Go abroad to further studies.


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y In Fact- when students went to Al-Azhar University/Middle East Countries.

- They were easily though and train with the particularplace of study.(easily to influenced)

- Also known carbon copy of Al-Azhar or other Middle

East countries. ( following curriculum that they hadwent trough)


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4)Centeredaroundreligious

institutionscalled madrasahschool

y Influence of Islah movementled by reformists.y Could not deal with the challenge colonial

education.

y Curriculum only confined to Fardu Ain

y Ideas came from (Malaysian reformists )o

` Syeikh Tahir Jalaludin and Syeikh Ahmad Al-Hadi


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Example:y Madrasatul Mashoor al-Islamiyah(1916)by Sheikh

Ahmad

~ using Arabic as a language, though Fiqh as well

as secular subject.

~ abandoned the memorization of method of study &narrow religious curriculum & initiated

student activities.

Example:


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y Islam education not only focused on spiritual, fardu

Ain andTauhid but it become more comprehensive.


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The development of Islamic

religious school during British

period.

y Educational reforms byBritish:

~ lack of religious instruction in schools.

~ class in the afternoon sessions to be covered.

~ beginning of the secular education in Malaysia.


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CONCLUSION..Most of the Islamic religious school were only focused tothe basic Islamic teaching and the content or the

syllabus could not deal with the secular educationreforms byBritish on that time. Moreover, the academicresults or certificated given by these schools were notgenerally accepted by mainstream universities, so thestudents did not have the chance to further their studiesin different options.

Documents

Traditional Religious School (Before Independence)