ISLAMIC STUDIES course outline by HU under HEC (original) (raw)
TEACHING OF ISLAMIC STUDIES AS A SUBJECT IN THE SECONDARY SCHOOLS AND MADARIS IN PAKISTAN
In Pakistan it is mandatory for all Muslim students up to Secondary school level to study Islamic Studies as a compulsory subject. In the government sector and private sector secondary schools provide education to the general youth of the country to perform services in all fields of life. Islamic Studies to the masses is also main component of the syllabi of the Islamic religious schools or Madaris in the country. These Islamic religious schools or Madaris mostly provide to the youth from poor class and those learning to be Islamic clerics. In the paper Education Policy of Pakistan with reference to Islamic Education will be discussed the education policy of the country clearly mentions that Education and training should enable the citizens of Pakistan to lead their lives according to the teachings of Islam as laid down in the Qur'an and Sunnah and to educate and train them as a true practicing Muslim. There are two main education systems running parallel in the country modern education system and religious education. The education policy of the country assures to evolve an integrated system of national education by bringing Deeni Madaris and modern schools closer to each stream in curriculum and the contents of education. In the primary education system Nazira Qur'an is introduced as a compulsory subject from grade I to VIII while at secondary level translation of the selected verses from the Holy Qur'an is also offered. The paper will further discusses the teaching methodology regarding teaching of Islamic Studies, criteria for selection of Islamic Studies teachers, and their qualification. The paper will further discuss the course contents of Islamic Studies text b ooks teaching in the government secondary schools and their comparison with the courses of other religious schools or Madaris.
METHOD OF TEACHING OF ISLAMIC STUDY SUBJECT AT AN INTERNATIONAL ISLAMIC SECONDARY SCHOOL
Musah Alhassan Musah, 2023
There exists a prevailing perception that Islamic studies teachers predominantly rely on traditional teaching methodologies, such as memorization, drilling, and rote learning, despite the evident need for modern and effective teaching practices that cater to the diverse needs of contemporary students studying Islamic studies. The objective of Islamic studies education should be to cultivate well-rounded Muslims who excel intellectually, emotionally, and physically. Consequently, it is imperative that the instructional methods employed by Islamic studies teachers align with this goal. This study aimed to elucidate students' perspectives on the teaching strategies employed by their Islamic studies instructors at the International Islamic School Malaysia (IISM). Data were collected through a survey conducted at IISM, utilizing a quantitative research methodology. The sample comprised 196 students from various academic levels and ethnic backgrounds. The findings of the study unveil that Islamic studies teachers a
The Concept of Islamic Education Kyai Sahal Mahfudh
2018
This study aims to describe the concept of Islamic Education Kyai Sahal Mahfudh. According to him, Islamic education is the process of interaction of educators, learners, and the environment that leads to the formation of Islamic character of learners who are able to drive their attitude and behavior with Islamic values. This research uses a qualitative approach. The method of this research is descriptive method, by collecting data that have relation with Kyai Sahal thinking. The Analytical technique is using qualitative data analysis in form of data description, then the researchers provide further interpretation to get the meaning contained in it. The results of the research include; a. Educators in the Islamic concept, not only have the potential to improve the quality of a person's physical life, but more than that, he is responsible for the behavior, including the obligation to instill religious beliefs that hold the key to the meaning of everyone's life. b. The existence of teachers, as an important component in escorting learners to develop science, character, and behavior. He must have several attributes, they are zuhud, sincere, forgiving, understanding the tabia'at of students, good personality, having attitude as father to his son, and mastering subjects that become his field. c. The purpose of Islamic education by Kyai Sahal is to prepare learners who salih and akram (noble). d. The preparation of Islamic educational materials in the curriculum always refers to the educational objectives which have central point to achieve the ultimate goal of Islamic education toward a balanced development between the inner-born, the world of the hereafter, sa'âdah ad-daraîn. The Islamic educational materials offered are aqidah, syari'ah, akhlak-tasawuf, fiqh, ushul fiqh, and also not deny two very significant materials that is nahwu and sharaf. According to Kyai Sahal, the main goal is to prepare students to be "khalifah Allah" which akram (more noble) which means more pious to Allah and righteousness in the sense of being able to manage, develop and preserve this nature. e. Methods and approaches education are found, among others; Doctrinal Approach, Authoritative Approach, Charismatic Approach, Approach to appreciation, Rational Approach.
This study deals with the issues of Faculty of Islamic Studies and other Faculties in International Islamic University Islamabad (IIUI), Pakistan (http://iiu.edu.pk/) as there are two important aspects of Qur’anic Studies: interpretation and then implementation. Curriculum offered by Faculty of Islamic Studies (particularly in the Department of Tafseer and Quranic Sciences) does not fully address these two aspects hence it requires some changes according to the needs of the students. Unfortunately students of Islamic Studies (especially Students of Tafseer) cannot recite Quran properly. So, necessary measures should be taken to raise the standards of the subjects like Tajweed-ul-Quran and science of Quran as these are practical subjects. Therefore, full understanding of Quranic verses without using translation for students of Islamic Studies and Shariah and Law; translation of holy Quran (for other faculties) and basic Tafseer should be the part of curriculum. The syllabus should be designed in such a way that it motivates students and enable them to practice the knowledge of religion in their daily lives. It’s an effort that has been made to improve the effectiveness of this department so that students feel no need to rely on other religious institutes to fulfill their shortcomings. This article highlights some such issues and challenges, sheds light on possible solutions, as well as puts forward recommendations for combating these issues and challenges.
A Research Review on the Need of Islamic Education in Modern World
A Research Review on the Need of Islamic Education in Modern World, 2024
The main aim of this research manuscript is to explore the importance and need of Islamic education leading to progress in all fields of life. Every nation must whole heartedly focus and invest on education if that nation aspires to develop by leaps and bounds. This can be done if education particularly Islamic education is prioritized by the state having the commitment to awarding state patronage to it. In modern world, importance and need of Islamic education in the light of Quran and Hadith cannot be denied. Education is prioritized by various developed countries in the present world like USA, China, Russia, Finland, Singapore, England, France and Germany etc. Consequently, these countries have surpassed other counties economically and politically, progressed in the field of technology tremendously and are the most progressive and prosperous countries of the world. So, the way to social, economic and political advancement in all walks of life is paved by the investment and development in education particularly. In this country of the pure, the nation needs urgent attention to invest in education if it wants to progress by leaps and bounds. Continuous Priority needs to be awarded to education by the government especially.
Islamic Education: The Philosophy, Aim, and Main Features
Islam has put greater emphasis on the importance of acquisition and dissemination of knowledge ('ilm) than any other human activities. In fact, it makes it compulsory (far ) upon its adherents, regardless of gender, to learn and disseminate knowledge. The obligation of seeking out knowledge is binding upon every Muslim by the command of the Qur'an and Sunnah of the Prophet (PBUH). Education from Islamic perspective is often defined by Muslim scholars from three different dimensions which are reflected in different concepts introduced, important among them are; tarbiyyah -the process of education that gives emphasis on physical and intellectual development of an individual; ta'dīb -the process of education that gives emphasis on nurturing good human beings with noble codes of conduct/ethics approved by Islam, so that he may conduct and position himself in society with justice; and ta līm -the process of education that is based on teaching and learning. The concept of education in Islam must take into consideration of all the dimensions stated above. No matter which one of the above concepts is preferable to scholars, it should not be used as a pretext for controversy and intellectual acrimony among scholars, because what does it matter is not the concept, but the practice, methodology and its objectives. Education occupies a significant position in Islamic civilization. The first revelation to Prophet Mu ammad (PBUH) in Sūrah al-'Alaq (verses 1-4) is about the divine instruction to "reading by the name of God", thus underscores the taw īd philosophy that education in its essence is not purely a mundane activity, but an integral part of faith. Recently, the concept of education in Islam has been influenced by secularism since the time of colonization and the collapse of the Ottoman Empire, which consequently resulted in the failure of the Muslim Ummah in its quest for nation building and development according to Islamic perspective. The purpose of education in Islam is to produce a good human being (al-insān alāli ), who is capable of delivering his/her duties as a servant of Allāh ( abdullāh) and His vicegerent (khalīfah) on earth. This paper is aimed at highlighting the main features of Islamic education, its methodology and objectives in comparison with the current system of education, which is predominantly secular in its philosophy and methodology.
Education in Islamic Perspective
Social Science Research Network, 2018
Education is an ultimate source of transmitting and preserving the cultural and moral heritage of any religion. Education has always been of prime importance in Islam. Islam is a complete code for better life which gives instruction regarding all aspects of individual’s life: social, political, economic, material, ethical, national and international. The first verse of the Qur’an begins with the word “Read” which highlights the significance of education in Islam. The verse states, “Read! In the name of your Lord, who has created (96.1) Has created man from a clot (96.2) Read, and your Lord is the most honourable (96.3) who taught with the pen (96.4), taught men what he did not (96.5)”. Qur’an and Sunnah forms the basis of education in Islam. Teaching and learning Qur’an are among the noblest and the best of deeds. The Qur’an gives superiority to educated over uneducated. Islamic Education is amalgamation of knowledge (Ta’lim) with upbringing (Tarbiyyah) and mannerisms (Ta’dib). Islam considers education with no mannerisms as useless ta’lim. One who is sincere in his responsibilities towards Allah is the man of ‘adab’. In educational system, Islam aims to produce one who applies the knowledge of the Qur’an and the Sunnah in all fields of his life. This paper deals with the concept of education in Islam, dimensions of Islamic education and its various aspects such as aims and objectives of education, curriculum, method of teaching, discipline and the teacher. Keywords: Islam, Qur’an, Sunnah, Islamic Education
International congress on islamic education, 2019
every Muslim society in the past and present age, the Islamic education is an indispensable part of life. Today, its importance is reflected in the fact that virtually all Muslim countries, irrespective of the position of religion in the state, find it crucial to set aside a subject for Islamic education in their school programme at different levels. In the same vein, the content of this education is as important as the education itself. As there is never a universal standard for the Islamic education curriculum due to change in time and location, different countries tend to include different topics or focus more attention on certain segments. Although, it is arguable that curricula are designed to fit in countries’ educational aim, values and norms, it is worthy of notice that the universality of İslam and the globalization of this age should reflect in countries’ Islamic studies curriculum. For young Muslims to get along with the challenges of the 21st century such as advanced science and technology, economic wars, multiculturalism and terrorism, Islamic studies in middle and high school should prepare their mind about these matters in the light of Islam. Thus, this study considered analysis of the content and structure of the curriculum in three counties namely; Indonesia, Nigeria and Turkey. These countries are members of D8 -8 developing Muslim countries- and have the largest Muslims population in their respective geographical locations. Researchers have investigated topics such as evolution and structure of Islamic studies curriculum in these countries. In addition, studies have also been carried out on evaluation of the contents of their Islamic studies curricula based on different criteria. However, none was found to have compared any of the curriculum with those of other countries in different geographical location, to ascertain what each does differently. In this paper, the curricula were evaluated based on these segments: textual concepts, belief, worship, Islamic history, morals and contemporary matters. This study is a content analysis and the basic references are the copies of the countries’ Islamic studies curricula obtained from the official websites of the countries’ education authorities. Data are presented in tables, interpreted and discussed. Conclusively, recommendations are made for the betterment and enrichment of the curriculum especially on contemporary matters.