DEVELOPMENT OF ISLAMIC EDUCATION IN MALAYSIA

Education Curriculum in Malaysia

Malaysia as a country that accept Islam as the official state religion. In addition, the palace as a place of discussion and pedebatan knowledge to seek the truth, as in Pasai and Malacca.Islamic influence has given birth to early education centers in Malaysia, which began with Koranic studies, hut institutions, schools and religious schools. The highlight of the birth of the Islamic Colleges (KIM) in 1955. For example, Syed Sheikh Al-Hadi (a Middle Eastern influence in Penang) who introduced the ability to read the Quran. is compatible with the objectives of Islamic education aims to produce a balanced spiritually and physically by making faith as a basis.Any of the madrassa that was built to produce the religious leaders and scholars in the college Mahmud in Alor Star, Kedah. Upper Secondary Certificate recognized by al-Azhar university since 1948 that merangumi basic knowledge of religion and Arabic.Besides the Kelantan Islamic Foundation (Yik), which is one of the educational agency to take over the administration of religious schools in the state from 1974. Yik perform two curriculum-based education system in the Middle East. National education system that allows students to take exams such as PMR, SPM, STPM between the famous school sua Maahad Muhammadi Men and Women who have a relationship with FORBIDDEN East, including in Sudan and Maghribi.turut also offers a stream of pure science to produce scientists based on the teachings Islam through an integrated education system. In the golden age of Islamic civilization and culture, the Islamic education curriculum includes antarannya Shariah (Fiqh, Tafsir and Hadith Sciences), adabiyat (literary studies, such as grammar, Balaghah, Nerves, Insyak, and Literature History), Riyadiyat (skills such as Astronomy studies, Surveys, Mathematics, Music, Ethics, and Home Economics), and Aqliyat (studies in mind as Mantik, Logic, Science Word, Metaphysics, Natural Science, Medicine and Chemistry). In relation to the study hut, Wan Zahidi (1992) suggested that the weakness of the syllabus repaired because there is no specific syllabus and the time it takes a long time, each title in a book to read from beginning to end and there is repetition and pernindihan topic.

TRADITIONAL ISLAMIC EDUCATION COMPETITION AND NATIONAL EDUCATION

Islamic religious education in schools Governments formally initiated in 1960 which is based Talib Report which later became the Education Act (1961) requires every student of Islam should be a lesson in Islamic religious knowledge in a school that has 15 or more Muslim students. The existence of the National Education Policy to religious schools and Arab sources have kemorosotan terms of the number of students and perkembanganya. Many parents are more likely to send their children to public school. Not only have the opportunity to connect automatically to the level of education LCE. Guaranteed employment opportunities are more promising. Furthermore, the status of the Islamic Religious Knowledge subject in government schools was increased by requiring all Muslim students to take and occupy the examinations Cover. The Government has also taken the initiative to recognize graduates from universities in the Middle East as Al-Azhar. This recognition was based on the Teaching of the Royal Commission report which is also known as Aziz report. Next there is competition between the traditional Islamic education in national educational needs. At the insistence of and ensure the survival of the development needs of Muslims, some states such as Kelantan, Terengganu, and Kedah has taken over the administration of the kemudianaya religious schools known as the Islamic religious schools. Islamic Colleges and Higher Teaching of the Kelantan Islamic Foundation (YPTIK) is a high level efforts at all levels.

VARIATION IN EDUCATION CURRICULUM DEVELOPMENT OF ISLAMIC EDUCATION IN MALAYSIA AND BRUNEI

ISLAMIC EDUCATION CURRICULUM IN MALAYSIA

Malaysia's Islamic Education curriculum is divided into two parts at the school level that is KBSR (Integrated Curriculum for Primary Schools) and KBSM (Integrated Secondary School Curriculum). Each objective of this curriculum, the provision of time and the characteristics of specific learning school curriculum.

INTEGRATED PRIMARY SCHOOL CURRICULUM (KBSR)

Islamic Education core subjects KBSR first introduced in 1983. KBSR Islamic Education curriculum has been revised in 1996. In 2000, the Islamic Education curriculum is revised once again, with a focus on curriculum content and teaching methods.

Islamic education is a compulsory core subjects taken by all pupils are Muslims. Education Regulations 1997 ARTICLE 3:4 (Education Act 1996) the provisions of the week for Islamic Education subject in SK is 180 minutes and SJK (C) & (T) of 150 minutes. Divided into six hours with 30 minutes each time. This subject is taken by all Muslim students from year 1 to year 6.

After attending the School of Islamic Education curriculum, students should be able to achieve the objectives KBSR with:
1. Reciting the option of juzu 'amma fluent and correct to foster interest in reading the Quran and the practice.
2. Memorized the verses commonly selected for reading in the daily prayer and worship.
3. Understand the meaning of some verses and appreciate the lessons learned to believe the Quran as a reference the guidance of Allah SWT.
4. Understands and believes in faith as the foundation and walls held religious beliefs.
5. Applying the basic rituals in Fardhu 'Ain and understand Fardhu Kifayyah as Muslims claim obligations.
6. Understand and learn to seerah Allah's Messenger SAW as the basis of human civilization development.
7. Practice good manners and appreciate the moral values ​​in everyday life.8. Read and write Jawi and love as the nation's cultural heritage. Islamic Education curriculum content is divided into four primary schools which care areas tilawah the Koran, the basis of 'Ulum Syari'yyah, the basis of moral education Islamiyya and autobiographical.

In the area of ​​Al-Quran tilawah care has focused on:
1. Reading the Signs of the Quran with correct and fluent.
2. Verses memorized the Quran correctly specified and is fluent.
3. Understanding the meaning of certain verses from the juzu 'amma and appreciate the lessons.

Next the basis of 'Ulum Syari'yyah has been to focus on:
1. Stabilization of beliefs, attitude and responsibility to God.
2. Knowledge of regulations and implementation of worship.
3. Sampling and taking a cue from seerah Rasullah SAW.

Islamiyya moral foundation field has been to focus on:
1. Compliance with regulations and the Muslim way of life in relationship with God Almighty and the Prophet.
2. Compliance with regulations and procedures of human relationships with self, family, environment, society and nation.

The field of autobiographical studies has been to focus on:
1. Autobiographical writing well.
2. Read Jawi smoothly.
3. Learn the basic art of Jawi.

SECONDARY SCHOOL (KBSM)

Islamic education is the core of KBSM implemented in 1989. Curriculum was introduced in secondary schools to enhance the Islamic fundamentals to students in more detail. Apart from aiming to produce a good and honorable then provide opportunities for students to develop their performance in terms of spiritual, physical, including intellectual, spiritual, emotional and psychomotor (Jeri). With this system to develop the potential of students as a whole. Eventually developed to produce good citizens and to function effectively and productively in community life.

After learning of Islamic Education Integrated School students should be able to achieve the objectives that have been recommended by KBSM to be able to:

1. Read selected verses from the Qur'an correctly, proficient, skilled and bertajwid to strengthen interest in and practice of reading the Quran.

2. Memorized the verses of the Quran were selected to increase the reading of daily prayers and religious practices.

3. Understanding a few verses in the Quran and Hadith appreciate the lessons learned as well as the source of the law and guide believers.

4. Strengthen the confidence of the Islamic faith and turn holding the concept of conscious faith in the whole practice and religious bulwark.

5. Strengthening and improving the practice of rituals Fardhu 'Ain as well as to understand the contribution of Kifayyah Fardhu obligation to contribute to the advancement of Muslims in this world and the hereafter.

6. Understand and learn from the seerah nabawiyyah, Caliphs Caliphs and ar-Islamic personalities.

7. And practice moral values.

8. Reading and writing through the use of Jawi in the teaching and learning of Islamic Education.

Some of the aspects contained in the curriculum of Islamic Education School tilawah of which are areas of learning the Quran and Hadith, the field of learning 'Ulum Syari'yyah and field-based learning manners of Islamic morality.Areas of learning Al-Quran tilawah focus on:

1. Reading the Signs of the Qur'an according to the law tajwid correct and fluent.

2. Memorized the verses of the Quran tajwid selected the correct legal and fluency.

3. Understanding the meaning and wisdom verses of the Quran and the Hadith of choice.

4. Understanding and appreciation of teaching the Quran and the Hadith as a source of law

Areas of learning 'Ulum Syari'yyah is focused on the following:

1. Strengthening the strengthening of faith through faith, cultivating the attitude of the people who are aware and conscious of its responsibility to God, self, environment, society and nation.

2. Appreciation and practice of worship through knowledge and understanding of rules and disciplines of worship that God has determined.

3. Understanding the role of Fardhu 'Ain and Fardhu Kifayyah as needed for the development of worship themselves and the nation towards well-being in the world and the hereafter.

4. Seerah emulate Rasullah SAW and civilization of knowing, imitation and rebuild the greatness of Islamic civilization.

The field of Islamic morality based learning manners member focus on:

1. Good manners have acquired and practiced primary school level increased in secondary schools

2. Good manners are based on Muslim life in relationship with God, self, family, environment, society and nation.

The curriculum content is designed to meet the needs of every Muslim in terms of Fardhu 'Ain and Fardhu Kifayyah to achieve happiness in this world and hereafter, in accordance with the level and capacity of secondary school students.

Islamic Education Core subjects are compulsory subjects taken by all students of Islam. Based on the Education regulations 1997 SUBJECT 3:4 (Education Act 1996) the provisions of the week for Islamic Education subject in SK is 180 minutes and SJK (C) & (T) of 150 minutes. While in the lower secondary level 4 {3 +1 (Practical) +2 (Increase)} and 4 {3 +1 (Practical)} at the upper secondary level (40 minutes at a time).

According to a letter of explanation to the Circular No. Professional. 17/1988-KP (PPK) 32 / 4/Jld. VII (1) dated December 19, 1988,"That a good time to practice should be set so that students have the opportunity Zuhr or Asr in congregation in the days in question."

The next two (2) additional time for these subjects shall be conducted as co curricular activities in the morning or evening. Programs for extra-curricular activities are provided by the Islamic Education Islamic Education Division, Ministry of Education.

Allocation of time given in Circular No. Professional. 17/1988 and further clarification to the circular letter to the teaching and learning of the syllabus is a three (3) times a week. Thus the annual education plan shall be based on three times the time allocated to the implementation of this practice have more effect than the discharge time of Zuhr or Asr prayer, then the form of prayer should be established and understood and appreciated by all students. Thus, part-time (40 minutes) This practice time should be used to brief the matters relating to prayer as to understand the meanings of which is recited in prayer, memorize and understand the readings and prayers wirid after prayers, understand virtues-virtues of the various prayers, and students can practice and practice a variety of prayers.

KBSM is a continuation of incentives from the lowest level of learning is taken into account to ensure that the focus, content and manner belajar.kesepaduan Jeri elements (physical, emotional, intellectual) in connection between the four elements allows the potential of individuals to grow with a comprehensive and balanced. The emphasis on public education for all students to add another concept of education as a life-long education to meet the needs of daily life are also the basis for the challenges of life. With this knowledge available to practice discipline in a certain way of thinking and doing things. Nourishment values ​​like these, and the development of study skills dalalm absorbed all subjects. Increased use of the Malay language skills to communicate more effectively and will become more robust.

ISLAMIC EDUCATION CURRICULUM IN BRUNEI

Islamic education curriculum in Brunei is the same as the Islamic education curriculum in Malaysia. Differs only in its methods and teaching techniques alone. Generally, education and religion in Brunei strives to achieve two main goals. First to plant and nurture the true Islamic faith into the community as a whole, especially the students that they practice it. Both are to uphold and implement Islam in all aspects of their daily lives and the nation.Education curriculum in Brunei is also made to achieve specific goals. The headings of the Islamic curriculum that includes aspects of recitation Ulum al-Quran and Sharia meant to ensure that pupils are able to

1. Strengthen their reading, comprehension, study and appreciation of the Quran.

2. Read, understand and appreciate the contents of the Qur'an and memorize verses yangberkaitan with everyday life.

3. Increase the faith and understand the concept of Tawheed as practiced in everyday life.

4. Strengthen and develop training to Islam through the practice of everyday life and worship.

5. Recognize and appreciate kandunagn words of the Prophet Muhammad SAW

6. Understand the concept and practice of religious services in a way that sepatutunya.

7. Understand and accept the teachings and example of Prophet Muhammad and his companions.

With the signing of the PIPP 2006-2010, education is not only expected to produce human capital that is knowledgeable, physically strong and intelligent mind, but also have proper values ​​and noble to take on trust to help develop the country. Human capital with insight and value-added is very important to have large displacements as well able to compete to succeed. Countries are producing more Ulul-Albab (think tanks) that are thankful that they are capable of performing the trust for the good of the country.

REFERENCES

Abdullah Muhammad Zin Pindidikan in Malaysia From cottage to the University. Associated Board of Trustees of the Islamic Higher Education Malaysia, 2005.Hj. Zuhairini Muchtarom History of Islamic Education. Jakarta: Earth Character, 1992.Dr. Abdin al-Aqsa Maimun Lubis, Jane Sulaiman, Siti Fatimah Ahmad. 2009. Comparison between Western education philosophy and philosophy of Islamic education. Faculty of Education. Publisher Universiti Kebangsaan Malaysia.Hj. Maimun Aqsa Lubis, Hj. Mohammed Sani Ibrahim. 2009. A comparative analysis of the integrated islamic education in Malaysia and Brunei. Faculty of Education. Publisher Universiti Kebangsaan Malaysia.