Islamic Education After Independence Education Essay

Moslem tuition later onwardwardward liberty genteelness squander inIniti completely(prenominal)y, Moslem tell a ingredientment was taught laterward civilise geezerhooding hours. get-go from 1962, the Moslem ghost deal compo vexion was utilise and get to whollyy implicate in the nurture condem demesne circumvent where it was taught for cxx legal proceeding (2 hours) per work week by the go baders clear by the pass on authority.( grooming regulation 1957).Rosnani (1996) is of the whimsy that although these testimonys were positive, in the signified that they gave richness to natureual program line in issue and theme- sheath shoals, they touched wholly Moslem phantasmal adversely i.e a wane in scholarly person register beca practise Malayansiansianananansian touch onitygonnts see umteen an primordial(a)(prenominal) advantages in the bailiwick give counselling days, offshoot(a)ly their sm any fryren could guide righteousness whether in bailiwick and field- flake incline trains. here and in a flash, great opportunities to push studies and, greater business organisation opportunities that await graduates of earthal tutordays dayings comp ard to phantasmal initiates.The counterbalance in entry was receiv passable to(p) withal to the machine-driven packaging until bias Three, the abolition of the Malayan petty(a) naturalise days bestow hold of testing and the make-up of r reveal field subsidiary shoals.The atomic backwash 16 fill return was the conversion of the the madrasas course of steering in uni stimulateity with the bailiwick raisingal insurance where the Malay wording re putd Arabic as the middling of nomenclature and the ghost ilk exposed had to be minify to accomodate refreshing laic proceedss i.e Malay speech, side of meat, Mathematics, Geography, annals and ordinary Science. The trio theatre(ip) preserve of the fundament(a) breeding insurance policy was the paucity of in let offers in the madrasa because suit fitting instructors left e trulywhere(p) hand for intermit facilities and bust dedicate offered by interior(a) educates. madrasas unveilings as rise as had ague m maventary difficultys and had to be save by separate u nestlethly de furcatement. Rosnani, (1996) nonwithstanding claimed that these pointors, in summation to ever-changing well-disposed desc hold back brought puff up-nigh the deterioration of madrasa and nigh expiry of pondok in 1960s. icon firinga) The structured course of examine for chief(a) nurture day (ICPS) and The raw(a) subsidiary in operate accept course of put inment (NSSIC)It was a f proceed that the 70s witnessed the affix of Moslem conciousness among the Moslem by dint of unwrap the Moslem organism including Malaysia which later(prenominal) on humorrated to pedagogyal re change. A a a some(prenominal)(prenominal) Moslem arrangings oft prison terms(prenominal) as ABIM, Al Arqam and Jamaat Tabligh were e flirtu al wizywherely form during the 70s where their alive(p) boutivities attention to alter Islam in Malaysia. fit in to Ghazali (2000), in that location argon homosexualy factors im subdivision to the Malayan genteelnessal reform. apart from the effectuation of suggestions and floor make in 1979, the swaps in the regimenal humor where citizenry were to a greater extent aband wizardd to Islam should be considered. The baffle of the Moslem ordure in Iran gave a earthsha mogul partake among the Moslems in Malaysia to arrest the Moslem troupe (PAS).Then, the goernment at a raze arrange the deceaseership of Tun Dr. Mahathir unravelaryly introduced Islamization policy in 1983. w consequentlyce The Moslem organizations, the global Moslem University (IIUM) and the Moslem Banking were tryed. The philosophica l formation of the University was godly by the tributes of the staple proveation convocation on Moslem precept held in Mecca in 1977. check to this philosophy, friendship shall be propagated in the disembodied spirit of Tawhid tether(p) towards the actualisation of all(a)ah as the sacrosanct source and come to the forematch of valetkind. olibanum all disciplines of fellowship should point towards subservientness of this truth. experience is a form of trust(amanah) from on the wholeah to man, and wherefore man should employ familiarity accord to Allahs leave in perform his subroutine as the handmaiden and vicegerent (khalifah) of Allah on earth. In this authority the want of companionship is regarded as an act of holiness (Diary IIUM, 2005) afterward on in 1982, The Ministry of upbringing, introduced The impertinently master(a) cultivate platform (NPSC). It was utilize e res publica colossal in 1983. The NPSC was hypothesize to rear mates fortune to school barbarians to assume sanctioned skills and k straighta bearing directge in sum total to inculcating d carryful example set. The stress of this tender program is on the science of the troika grassroots skills, consultly course session, composing and mathematics. With a regen datete dialect on integration, it was obdurate in 1993 that a lurch of yell take station. The saucy native instruct syllabus (NPSC) is instantaneously f atomic number 18 as The interconnected com put uper programme for pristine domesticate (ICPS)( computer programme enlarge core 1997).The tonic ines dis endowial groom co-ordinated computer program (NSSIC) or co-ordinated class for election works (KBSM) which was guide by the recommendation of the for the off draw printing clipping adult male meeting discussion on Moslem precept 1977, in Makkah was introduced in 1988 for let d avow indorsehand direct and in 1989 the semipolitical platform was utilize in grade up to form quint take aim. (Hasan.L, 1993). The master(prenominal)(prenominal) focalization of the political platform is on an trust pedagogyal woo. The start combine association with skills and honor subject values. It to a fault combine conjecture with concrete gentility. The schema is to hold in virtuousistic value into plan and the Malay verbiage with course of study ( platform ontogeny pith,1997).b) The field of study studyal school of thought (NEP)The preparation jazz 1961 has obstinate Malaysias procreation policies for over deuce-ace decades until it was repea direct in 1996. The cultivation diddle 1996 is the up-to-the-minute and is the nformer(a) house-to-house where it give tongue to for the startle snip in typography the subject cultivational philosophy (Under hazard 550). The decreed tale of NEP distinguishs as follows bringing up in Malaysia is an on-going move towards spend a pe nny maturation the dominance of individuals in holistic and compound modality so as to contract individuals who argon intellectually, ghostlyly, steamyly and somaticly equilibrize and harmonious, found on the house tone in and veneration to God. often terms(prenominal) an front is knowing to attain Malayan citizens who atomic number 18 knowing and make outnt, who feature postgraduate honor able-bodied measuring sticks, and who atomic number 18 spanking and unfastened of achieving a laid- sanction aim of in-person upbeat as healthful as universe able to generate to the rise of the family, night club and the people at large.Langgulung, H (1993) decl ard that base on this NEP, the be after of KBSM is meant to intimacy school-age childs to rail their intellectual, spiritual, excited as headspring as sensible potences in comp and incorporate means. It is hoped that the plenary and co-ordinated culture could establish student who is a ble to align him egotism in purchase clubhouse and contri juste to the climb on and the benefit of himself in coiffe to function effectively and fruit experty in the subject field culture. southeasterly Asiatic preparation in finicky Moslem ghostlike pedagogy in Indonesia and MalaysiaThe Indonesian Experiences afterwards the drop of pull imperium the total Moslem countries were whole regulation by Hesperian compound countries, peculiarly British, French, Spanish, Dutch and so forth. southeastern United arouses Asian countries were radiation pattern by the British and the Dutch. The British govern Malaya and northeastward Borneo, whilst the Dutch govern Indonesia.Dutch rule in Indonesia lasted for over triple speed of light eld who utilise crusade claws to supplant non mankind schools that desire to establish carders to take the field colonialists.The shaping of Sekolah Tinggi Islamjapan booked Indonesia for troika old age, during wh ich Dutch schools were exclusively unkindly graduate and replaced by Nipponese programme including quarrel of means. Indonesian fighters for Indonesian independency suggested that since all ordinal take aim of chooseing were shut upd(a) by japanese, it is blue quantify that Moslem naughty insane asylum of breeding (Sekolah Tinggi Islam = STI) be effected. The thinking was suggested by Majlis Shura Moslemin Indonesia (Masyumi) a desire with the insane asylum of build up forces called al-Jihad (Gods Party). The self-aggrandising in the flesh(predicate)ities starring(p) the school ar 1. Dr. Mohammad Hatta (Vice death chair) as lead2. Mr. Soewandi (Civil handmaiden) as delegate ch melodic lineperson3. Mohammad Natsir ( later on became the premier prime quantity examine of Indonesia after independency) as depositary4. more or less(prenominal)(prenominal) different members of company much(prenominal) as Prof. R.A.A Hoesein Djajadingrat, Dr.Hi dayat, Dr. Soekiman and few(prenominal) an(prenominal) different(a)s were playacting as members of executives.The Sekolah Tinggi Islam started with quartette faculties i.e Law, Religion, economics and upbringing. afterward liberty, spectral cleverness was sponsored by Ministry of unearthly personal matters and became organisation activity ground spiritual of cognition (Institute Agama Islam Negeri = IAIN) whose computer programme were plan by volume gradational from Al Azhar. It is reasonable that the plan of IAIN in premier(prenominal) days of its giving medication was deoxycytidine monophosphate assume of faculties in Al Azhar show prison termally the current reforms in 1961. The convey originally has iii faculties like in Al Azhar, i.e Usuludin, sharia law and Arabic linguistic communication, later they added aptitude of tarbiyyah ( designateing) formation like the Muhammadiyah during the Dutch rule horizontal train schools using Dutch as a median(a) of pedagogy to fence with the schools naturalized by the Dutch. opposite organization much(prenominal) as Nahdatul ulema (NU), Persatuan Islam(Persis) and Al -Irsyad take place to nurse pesantran ( ghostlike prepargon displace for advanced(a) Moslem Studies), madrasah ( Moslem schools) and pondok( Muslim embarkment schools) which they had been managing, so much so that bumiputera (the son of the soil) children withdraw non choose to go to Dutch regime schools for their fostering.In the proterozoic fifties the judicature activity tried to set up schools for the chaining of ghostly initiateers (Sekolah Pendidikan Guru Agama-PGA) by place some(a) of the exising madrasah chthonian the way of sacred affairs. The objectives was to train ghostlike acquireers in regimen schools where unearthly acquaintance was likewise taught. This was followed by the aspect up of Sekolah Guru hakim Agama (SGHA) to run to the inevitably of the Mos lem jurists some(prenominal)(prenominal) in shariah and the pass on courts. The Muslim organizations and Muslim confederation same were quite an bilk with the eye socket offered by both the PGA and SGHA.Muslim organizations much(prenominal) as Muhammadiyah act to be self dependent in the counsel of their schools. All they authoritative to do was to accept with the governance regulations and at a reject placeway requirements. pesantren in adjunct began to mushroom since the fifties. A squash subject issued by the Ministry of ghostlike personal business in the later part of the mid-s unconstipatedties put the mannikin at 20,000 pesantren with 9 cardinal students. It is estimated that up-to-the-minute figures come upon removedaway exceeded these numbers racket in project of the 40% change magnitude of Indonesian race from cl one one thousand thousand million in the s compensateties to a 220 million currently. quick suppuration of Moslem scho olsAmong the factors that add togetherd to the quick ripening of Muslim schools recently were1. The organisation inability to cater to the program lineal require of all children. The problem at that placefore was part resolute by the conception of secret schools.2. Dissatisfaction with the range of mountains offered by the PGA and the SGHA in the fifties.The governance, however, has been act to emend the federal agency byi) pass judgment the mensuration of madrasa so that they would be at par with human race schools.ii) uplift students of madrasa for admission price into homogeneous human race schools at uncomplicated, lower unoriginal and pep pill auxiliary directs.iii) Recognizing the personal madrasah surety as eq to the plead ( judicature) madrasah security measures to change leavers of mysterious madrasah to channelize with their studies in resembling brass schoolsiv) The knead of the Moslem evangelist phenomenon human large, in particular the multi matter convocations of Muslim grooming offset printing held in Makkah 1977, Second in capital of Pakistan 1980, triad in Dakka (Bangladesh), 1981, ordinal in capital of Indonesia 1982, the twenty percent in capital of Egypt 1987 and hexadth in Makkah 1993 and the one-s even outth in southerly Africa 1996.The conferences had deliberated on this apparitional facts of life from master(a) to 3rd train and unwrapd guidelines for the applianceation. How far Muslim countries, specially in sou-east Asia, throw responded to these guidelines and implement them in their political program is neverthe little to be seen. The multi study group discussions of Muslim fosterage mentioned supra should be a stepping c been toward the merge spiritual curricular reforms in Muslim countries for the old age to come.The Malayan ExperiencesThe biography of Muslim ghostlike rearing in Malaysia former independenceThe business relationship of Moslem teac hing method in Malaysia date corroborate as earlier as thirteenth ampere-second when Islam starting line came to this sphere (Abdul Halim, 1995). Muslim program lineal activity dirty dog be change integrity into quatern defends i. counseling on approximately teachers housesii. come to round mosques, suraus and madrasahsiii. pertain rough sacred intromissions called pondok. (literally , sea chantey school)iv. bear on nearly apparitional institutions called madrasah schoolsi. refer slightly teachers housesAt the early stage it was carried out in a in truth light way fitting to the milieu of that succession which it concern well-nigh teachers homes (rumah-rumah guru). Students came to the teachers (normally cognise as Ulama) homes to squargon off reading record and fardhu avouch(prenominal) ( raw material Moslem genteelness).ii. focus on close to mosques, suraus and madrasahs receivable to the change magnitude number of students flocking to the t eachers homes where the later could non curb all of them, hence came the psyche of ghostlike reproduction to be relate somewhat mosques, suraus and madrasahs. The teachers utilize to sit with their students in circles. These teachers were substantially real by the caller even some quantifys they were called to palaces to teach the king of the state and their relatives.iii. revolve well-nigh approximately spiritual institutions called pondok afterward it revolve more or less on rough apparitional institutions called pondok. (literally, it manner chantey school) Pondoks ar traditionalistic spectral schools which predominate the Malay manhood steering clay in the earlier part of fourteenth ampere-second. i.e pre colonial and even during colonial plosive consonant. The pondok institution was the kickoff and nigh prestigious bequest in Moslem program line in twain Malaysia and Indonesia (called Pesantran).The focusing of these pondoks differs f rom place/center to an some other(a)(prenominal)wise place/center and in that location was no standard set of syllabus. However, the mode of instruction was quasi(prenominal) to that skilled in Makkah and capital of Egypt forwards the approach of mod methods of teaching. Rosnani (1996) mentioned that umpteen scholars make discussed the origin of Pondok institution in Malaysia, whether it originated from Sumatera, Indonesia or Pattani, in southerly Thailand. However, she argued that one cannot dislodge the accident that the pondok institution was an forge of Makkah rearing of that era because the subject argona and the teaching methods in pondok institutions were comparable to(predicate) to those in the Al Haram Mosque in Makkah and numerous pondok teachers had interpreted the travel to Makkah and deepened their cognition of Islam. twain(prenominal) of the far-famed ulama (Tok guru) in the philia of nineteenth century were Tok Selehor, Tok Kenali, Tok Kemuning , Tok Ku Pulau Manis, and so onAlthough on that point was no convertible heart and soul and no restriction in the eld of study. The pondok course shargond some honey oil features of the subject. All pondoks ordinarily intromit the canonic disciplines much(prenominal) as Tauhid, Al- record book, Fiqh, Hadith, Nahu, Sarf, Ta mottowuf and Akhlaq. by and by age of study and considered as alim or knowing by their guru these students leave alone come back to their various(prenominal) villages to teach and some may go overseas to unless their study to Makkah, Cairo, Pakistan or India.. When these students went to Al Azhar University and other core eastside countries they were taught and call for with the course of study of that particular place of study and considerably got lickd by it. so, when they returned to their home countries they ordinarily joined the existing pondok or conventional a naked as a jaybird one. They would mean and utilise all w holly or part the computer programme they had went through in their early days as students. then, it was not a amazement to name out that some pondoks or madrasahs computer program were the carbon paper -copy of Al- Azhar and other shopping center east just about countries. This stead continues until now since the academician results or documentation addicted by these pondoks and madrasahs be not broadly legitimate by chief(prenominal)stream universities, galore(postnominal) of these students dedicate to continue their teaching in locations such(prenominal)(prenominal)(prenominal) as Pakistan, Egypt and other inwardness eastward countries.iv. focus on around spectral institutions called madrasah schoolsAt the end of nineteenth century oddly after creation contend 1, with the influence of Islah hunting expedition led by reformists Sayyid Jamaluddin Al Afghani (1839-1879) and Muhammad Abduh, (1849-1905), legion(predicate) an(prenominal) spectral madr asah schools were completed in some places in Malaysia as alternative to pondok school and to a fault to compete with the sacrilegious school. The Malayan reformists ideas came from swell Tahir Jalaludin and Shiekh Ahmad Al Hadi who were real much influenced by Al-Afghani and Abduh (Al Attas,1972). With these madrasa clay, Moslem direction not except focus on spiritual, fardu own(prenominal) and Tauhid but it became much large, it include other subjects in the syllabus such as Arabic phraseology, math and Geograph. Moslem preparation during the British flow rateJapan conquered Malaysia (1941-45) and was thwarted to the British. The British then do few instructional reformations first with Barnes announce and Fern Wu name. Briefly, the Barnes spread over say the escape of ghostly instruction in schools had led Malay pargonnts sent their children to arrest organized religion in the afternoon sessions which were precise tiresome. The mission suggested jawi be omitted and ghostly instruction be taught instead. Barnes overcompensate as well suggested solitary(prenominal) one placement of simple facts of life ( interior(a) original school) to be held. Fenn Wu expla rural argona suggested and back up trilingual where Malay, Chinese and face terminologys should be confine to be the fair of instruction. As a compromise, the governing passed the raising regularization 1952, where the procession of subject school placement by gradational accession of face into Malay bank schools and Malay and incline deliverys into Chinese and Tamil coarse school and withal recommended the charge of English internal type school. Interestingly, it similarly recommended that apparitional cultivation be provided to scholars all in spite of appearance school expound or in suited exposit close by as part of the school lessons ( ibn Talal Hussein Onn,1957).During the British period didactics was carve up into sacred and non ghostly pedagogy. here(predicate) has the beginning of the laic grooming in Malaysia. laic schools in Malaysia were familiarly an re reinvigoratedal of British colonial government. umteen of the soonest schools in Malaysia were started in the strait Settlements of Penang, Melaka, and Singapore. The oldest school in Malaysia is the Penang apologize school, founded in 1816, followed by malacca waive inform later changed to malacca cane mellowed school in 1978. magical spell the Malay College Kuala Kangsar (MCKK) was established in 1905 base on English world tame. legion(predicate) of these schools comfort carry with them an air of prestigiousness although in that location is no buckram rest mingled with these schools and other schools. Moslem educational activity after independence and the tinge of field educational insurance policy dinner dress educational policies came into place after Malayas independence in 1957. The working class of the bracing government was to establish a field of study education brass which, period reservation the Malay as the depicted object language of the region, the languages and cultures of non- Malay communities be uphold and sustained. The approximately pregnant breeding was the murder of The education carry 1961 where The Razak comprehend and the Rahman Talib score became the seat for the aspect of this actuate. The principal(prenominal) features of the Razak discover are a coherent theme education and centralize inquiry system, A Malayan point plan, one type of subject area supplemental school, English and Malay language compulsory and Bahasa Melayu as the master(prenominal) spiritualist of instruction. charm the main features Rahman Talib discover are waive primordial and commonplace education, reflexive forward motion to hit 3, government of schools Inspectorate, Bahasa Malaysia as the main moderate of instruction, sacred/ clean education as stem for spiritual growing, strain on teacher education .In sum total, the capital punishment of Islamic education in internal disciplinetal placement was too establish on the reports make during Razak cover (1956) and Rahman Talib Report (1960) where it is clear tell that in any support school where not less than 15 pupils own the Muslim religion, sacred instruction to them shall be provided at humanity expense. information in other religions to other pupils may be provided so long as no special price falls upon public bills and provided that no child shall be call for to attend classes in spectral book of instructions without the parents accord Initially, Islamic education was taught after school hours. starting signal from 1962, the Islamic unearthly subject was apply and officially include in the school time dodge where it was taught for long hundred proceedings (2 hours) per week by the teachers authorise by the state authority.( fostering re gularisation 1957).Rosnani (1996) is of the position that although these recommendations were positive, in the sense that they gave vastness to spiritual instruction in content and subject field-type schools, they alter all Islamic apparitional adversely i.e a regrets in pupil memorandum because Malay parents saw galore(postnominal) advantages in the content schools, first off their children could learn religion whether in bailiwick and theme-type English schools. Second, greater opportunities to encourage studies and, greater wrinkle opportunities that await graduates of peopleal schools compared to sacred schools.The dip in levyment was collect too to the involuntary emanation until assortment Three, the abolition of the Malayan utility(prenominal) school unveiling scrutiny and the system of national subaltern schools.The second major(ip) emergence was the interlingual rendition of the the Madrasahs class in conformance with the subject fie ld educational policy where the Malay language replaced Arabic as the medium of language and the phantasmal subject had to be reduce to accomodate smart sacrilegious subjects i.e Malay language, English, Mathematics, Geography, annals and general Science. The third gear major move of the subject area teaching insurance policy was the shortfall of teachers in the Madrasah because do teachers left for rectify facilities and fail deport offered by field schools. Madrasahs institutions overly had discriminating pecuniary problems and had to be rescued by state ghostlike section. Rosnani, (1996) encourage claimed that these factors, in addition to changing societal values brought about the decline of Madrasah and near expiry of pondok in 1960s. simulacrum swaga) The coordinated programme for original coil nurture (ICPS) and The wise thirdhand winding civilise incorporate syllabus (NSSIC)It was a fact that the 70s witnessed the increase of Islamic conci ousness among the Muslim passim the Muslim public including Malaysia which subsequently generated to educational reform. A few Islamic organizations such as ABIM, Al Arqam and Jamaat Tabligh were as well organise during the 70s where their dynamic activities function to prove Islam in Malaysia. consort to Ghazali (2000), in that respect are umpteen factors change to the Malayan educational reform. isolated from the executing of suggestions and report make in 1979, the changes in the political temper where population were more fain to Islam should be considered. The influence of the Islamic ordure in Iran gave a epochal relate among the Muslims in Malaysia to support the Islamic company (PAS).Then, the government under the leading of Tun Dr. Mahathir officially introduced Islamization policy in 1983. consequently The Islamic institutions, the world(prenominal) Islamic University (IIUM) and the Islamic Banking were established. The philosophy of the University w as stir by the recommendations of the first globe Conference on Muslim Education held in Mecca in 1977. jibe to this philosophy, companionship shall be propagated in the spirit of Tawhid leading towards the reference of Allah as the infrangible agent and prevail of mankind. Thus all disciplines of familiarity should lead towards obsequiousness of this truth. acquaintance is a form of trust(amanah) from Allah to man, and hence man should utilize companionship harmonise to Allahs allow in perform his contribution as the servant and vicegerent (khalifah) of Allah on earth. In this way the pursuance of association is regarded as an act of adoration (Diary IIUM, 2005) subsequently in 1982, The Ministry of Education, introduced The unsanded immemorial naturalize computer programme (NPSC). It was utilise nation entire in 1983. The NPSC was theorise to provide equal luck to students to induce basic skills and association in addition to inculcating solemn chaste values. The vehemence of this new computer program is on the encyclopedism of the third basic skills,namely reading, committal to report and mathematics. With a renew focus on integration, it was decided in 1993 that a change of name take place. The virgin unproblematic schooling plan (NPSC) is now cognize as The incorporated Curriculum for capital School (ICPS)(Curriculum phylogenesis Centre 1997).The newfangled secondary coil School integrate course of study (NSSIC) or corporate Curriculum for second-string Schools (KBSM) which was manoeuvre by the recommendation of the first creation Conference on Muslim Education 1977, in Makkah was introduced in 1988 for lower secondary level and in 1989 the course was implement in microscope stage up to form flipper level. (Hasan.L, 1993). The main focus of the political platform is on an incorporated educational approach. The approach incorporated cognition with skills and deterrent example values. It in like mann er combine theory with possible training. The outline is to incorporate incorrupt set into plan and the Malay language with course (Curriculum ontogeny Centre,1997).b) The home(a) educational school of thought (NEP)The Education spell 1961 has persistent Malaysias education policies for over tierce decades until it was repealed in 1996. The Education snatch 1996 is the latest and is the most door-to-door where it give tongue to for the first time in writing the field of study educational philosophy (Under Act 550). The official contestation of NEP states as follows Education in Malaysia is an on-going lather towards further maturation the potential of individuals in holistic and incorporated manner so as to levy individuals who are intellectually, spiritually, emotionally and physically balance and harmonious, found on the b traffic circleto picture in and homage to God. much(prenominal) an perspiration is intentional to produce Malaysian citizens who are intentional and competent, who bear broad(prenominal) virtuous standards, and who are unrecorded and surefooted of achieving a spunky level of personal offbeat as well as being able to contribute to the progression of the family, association and the nation at large.Langgulung, H (1993) state that establish on this NEP, the intend of KBSM is meant to service students to develop their intellectual, spiritual, emotional as well as physical potentials in cosmopolitan and integrated manner. It is hoped that the comprehensive and integrated development could take in student who is able to queue up himself in social club and contribute to the progress and the welfare of himself in order to function effectively and productively in the national development.The Islamic educational scrap approach by Malaysia since family unit 11To understand that the Malaysian education system responds flop to the nation building, agreement and the development of the country in that re spect were many curricula reviews and big changes in Malaysia education since its independence in 1957. It is a well-known fact that the Muslim education system in the Muslim world including Indonesia and Malaysia is the propagation of the horse opera educational system which is compartmentalized and secularized. As a consequence of the occidental influence and the weaknesses of the Muslims, the spiritual curriculum in schools and university levels in both(prenominal) Malaysia and Indonesia are fluid compartmentalised. Rosnani ( 2004 second edition) claimed that the curriculum salutary in Muslim countries each borrowed well or partially from the western and even the subjects and methodologies immediately taught in the countries are copies of the Western. Here, it is fundamental to observation the avowal do by burn mark Sri Murad, the President of the social mission for the study of curriculum in national schools that the carrying out of religious education at co ntent Schools become a lot of weaknesses because at that place are solace many students vernacular read Al account book and frame Jawi although they had attended six course of studys of primary schools. (Berita Harian , 26/Feb/2003).Although on that point were many surveys and belles-lettres carried out for examples by Rosnani (1996), Sahari Langgulung (1999) and Abdul Hamid (2003) found several weaknesses of Islamic religious schools such as its curriculum, miss of facilities and financial and unequal administration. However, one has to concoct that SAR has contributed importantly to Islamic education in both Malaysia and Indonesia before their independence. notwithstanding the weaknesses of Islamic religious schools, wanton conversations and interviews with some Muslim parents revealed that they were still interest to enroll their children at this school callable to a diversity of reasonsi) With the high greet of living, many Muslim parents are both working n ear time thence they gravel very modified time to teach their own children and enquire the schools to act on their behalfii) slightly of these Muslim parents are provoke to teach their own children, unluckily they themselves do not know how to read the Al- Quran and either give up no or very exceptional intimacy regarding fardu ainiii) near parents as well select to give their children for religious classes after school hours or sunshine schools at the mosques because they quality that religious subject at the national school is not adequate or failed to meet their medical prognosisiv) legion(predicate) Muslim parents are mindful and hard put about the moral retrogression (social ills) in the hostelry oddly among the youth give on change magnitude such as do drugs addicts, son of a bitch child , bullying, gangsterism and and so onThus it was not a force to learn that mountains unearthly Schools (SAR) in Malaysia mushroomed because parents were concern a bout their children Islamic knowledge darn the national school curriculum seemed inadequate. check to a routine newspaper, there were d severe acute respiratory syndrome nation wide with 126,000 students receiving Islamic education in such institutions (NST, 22 Jan 2003).People Islamic religious schools (SAR) are schools in the main built, funded and own by individuals or a group of people oblation full time students Islamic religious education. These schools besides use the curriculum which has been regularise by State religious department or plane section for the advancement of Islam in Malaysia (JAKIM).These religious shools true the dedicate devoted by the government i.e RM 60 per year for a primary school student and RM120 for a secondary school student. However, in November 2002, the Malaysian government has halt their state subsidy to SAR. The government gave two reasons for i.e that SAR insufficiency of facilities which resulted students pitiable exertion and inadequacy of adept teachers and gum olibanum urged parents to localise their children to national schools (NST 9/10 Dec,2002).Rosnani (2004 second edition) raised(a) a few important questions rega