A Comparative Study of Weekend Developmental Madrasah Curriculum in
Davao City, Philippines
THESIS
Presented to
The Educational Administration Program
Graduate School of Muhammadiyah University of Surakarta
In partial Fulfilment of the requirements prescribed
In Master’s
Degree of Educational Administration
(Magister Administrasi Pendidikan)
Universitas Muhammadiyah Surakarta
SAPROLLA ROLLIE C. DEPOROS
NIM: Q 100 130 127
SEKOLAH PASCASARJANA
UNIVERSITAS MUHAMMADIYAH SURAKARTA INDONESIA
M O T T O
Omar ibn Al-khattab Peace be upon him said:
English
A ui e k o ledge a d lea t a uility a d dig ity
”
Bahasa Indonesia
"Memperoleh pengetahuan danbelajarketenangan danmartabat
Filipino Language
Ka ti
oa gkaala a at atidi
oa gkapa ataga gpuso at ka a gala
Kagan Dialect
DEDICATION
I wish to dedicate the fruit of my humble work to the following people
To all Muslim Filipinos especially to my fellow
Kagan Tribe in Davao Region
,
particularly
SirawanToril, Davao City
which I grew up,
Mati Davao Oriental
which I was born and
BongbongCompostela Valley as my province.
This effort is also dedicated to
PESMA K.H Mas
Mansyur
as my shelter during my journey in Indonesia and being there for me throughout my
journey.
A special feeling of gratitude to my Family especially to my late parents
Miss FATIMA
ADAMA CALE DEPOROS
and
HADJI EHSAN CALIMBO DEPOROS
for raising me well to be a good
man may ALLAH showers them with mercy and compassion, to my four sisters
Farhana
Deporos
,
Sitty Raffia D. Oniola, Amerah Deporos
and
Sarifah Laarni C. Daud w
ho serve as my
ACKNOWLEDGEMENT
I am greatly indebted to
ALLAH SubhanahuwaTaala, my benefactor for giving me His
generosity, I thank the almighty creator for giving me the will, courage and strength to finally
finish this humble endeavor.
Moreover, there are numbers of personalities to thank of, without their support and
motivation this thesis might not be realized.
1.
To the
Ministry of Education Indonesia in cooperation with the
Universitas
Muhammadiyah Surakarta
and the
Department of Education (DepEd) Republic of
the Philippines, Davao City in particular for granting me this wonderful scholarship.
2.
To the Secretary of Education BR. ARMIN A. LUSTRO FSC. For signing my contract of
this prominent scholarship.
3.
To
the Schools Division Superintendent of Davao City HELEN D. PAGUICAN, CESO V
and
HAROUN RANAIN Davao City ALIVE Coordinator
together with our
District
Supervisor EVELYN DELOS REYES
and my former
School Principal JERRY M. LAYAGUE
,
for the full support and guidance throughout this journey.
4.
To the
head of the University of Muhammadiyah Surakarta
(UMS, (Rektor)
Prof. Dr.
BambangSetiaji
for giving me a chance to study in this brilliant university.
5.
To my Advisers for guiding me and my work for several months namely:
b.)
Dr. ANAM SUTUPO,M.Hum
6.
To the Director of
UMS International Relation Office MUSLICH HARTADI SUTANTO,
Ph,D.
together with
WIJIANTO ST. M. Eng. Sc.
And
staff Pak Indi
for understanding
and financial support to be able to realize this humble work.
7.
To my fellow
Philippine-Indonesia Youth Scholars Awardee
, for the prayer and
encouragement throughout this study.
8.
To the Director
of International Islamic Boarding School, K.H Mas Mansur PESMA
Miss MUAMAROH,Ph.D
for being a good mentor and a mother to me.
9.
To
Madrasah Comprehensive Development and Promotion Program, Davao City
headed by
ALIM JAMAL MUNIB
for allowing me to conduct my study to the following
schools:
Eastern Mindanao Islamic Academy
(Sirawan),
Maahad Rabitatu Davao
Al-Islamie
(Waan), and
Almadrasatul Arabiyatu wal Islamiyyah
(Bankal)
10.
To my late Parents
Ustadha FATIMA ADAMA CALE
and
HADJI EHSAN CALIMBO
DEPOROS
for being my inspiration after AllahuSubhanahuwaTaala.
11.
To my Four Sisters
FARHANA DEPOROS
,
SITTY RAFFIA D. ONIOLA
,
AMERAH DEPOROS
AND
SARIFAH LAARNI D. DAUD
, for their undying moral and financial support.
12.
To my former school
ALMAARIF EDUCATIONAL CENTER
in Baguio City, who gave me
knowledge and be an instrument for my Islamic Wisdom.
13.
To my former Teacher in AEC in Baguio City,
Sheikh ABU AIMAN AL-QAMARI
for
being a good counselor and a father during my study in AEC, who helped me and
challenged me to become a good individual in the future, Sheikh you have a big part
14.
To my students in
Halaqa in Sirawan
and
Shababul Ummah of Sirawan
headed by
Mikael Haziz Sabello , Michael Sebastian
,
Aljedh Lucaberte and Joradz Lamba
who
helped me become who I am as their
ItinSapro
, their mentor and a big brother.
15.
To
PESMA
staffs
,
PASCASARJANA
Classmates
namely
IBU
TIYAS
AND
ANISA,
Indonesian Friends
like ANAS TINTON
,
SADDAM, HANEF
,
AGUS, ABU SALIM,
SAEIV,
Palestinian Friends
like ABDURAHAMAN, REYAD, A’LA, I“HAM
,
and
UMS-Unit
Bola Voli buddies
RONNIE, TAUFIK, and
KINDER BITS
my team mates thank you very
much for being kind to me.
16.
To my friends who encouraged me to grab this prominent scholarship opportunity
BUTCH DIATAS and NAGS SASAPAN. Shukran
17.
Finally to my Filipino Friends and FAMILY
CALE, ADAMA, CALIMBO and DEPOROS
.
Thank you very much for the optimism that you brought out to my life.
Surakarta 15
thday of December 2015
TABLE OF CONTENTS
Title Page ………. i
Ad ise ’s Note II ………. ii
Ad ise ’s Note I ………. iii
Pronouncement ……… iv
Motto ………. v
Dedication ………. vi
Acknowledgement ………. vii
Abstract ………. viii
Abstrak ………. ix
Chapter I – Introduction A. Ba kg ou d of the study ……… 1
B. Problem Statement ………... 12
C. O je ti es of the study ……….. 13
D. Benefits of the esea h ……….… 14
1. Theo eti al e efits ……… 15
2. P a ti al e efits ……….. 16
E. Resea h o ga izatio ……… 17
Chapter II – Review of Related Literature and Related Studies A. P e ious study ………. 18
B. Cu i ulu ………. 25
1. Status of Madrasah standard Curri ulu ……….………. 32
2. Curriculum development pla guideli es ……….. 35
3. Basi Co epts of u i ulu ……….. 41
a. Cha a te isti s of u i ulu ………. 42
b. Need of u i ulu ……….. 42
c. Process of curriculum ………. 43
1.) Cu i ulu a alysis o pla i g ………. 43
2.) Cu i ulu desig ………….……….. 44
3.) Cu i ulu de elop e t ……….……….. 44
4.) Cu i ulu i ple e tatio o t a sa tio ……….. 45
5.) Curriculum evaluation ……….. 45
4. The s hool u i ulu a d the tea he ……….. 47
Chapter III – Research Methodology A. Type a d esea h desig ………. 51
B. Research Location a d ti e ……… 51
C. Data, Data source and respondents ……… 53
1. Data ………. 53
2. Data “ou es ……….. 53
3. Respo de ts ……….………. 54
E. Data alidity ……….……… 56
F. Technique of data analysis ……….……… 56
Chapter IV – Analysis Interpretation and Discussion A. The Similarities and Differences ……….. 60
1. Cu i ulu ………... 69
2. Class I ple e tatio ...………. 62
3. Tea hi g’s App oa h “a ple ………. 64
4. Teachers and School Heads ………. 65
B. Teachers understanding about curri ulu ………... 66
C. The causes of unimplemented cur i ulu ……… 69
1. Edu atio al Goals ……… 75
D. Dis ussio of Fi di gs ………. 76
1. Cu i ulu Guideli es of th ee s hools ………... 84
a. School A –Mad asatol A a iyyah Wal A a iyyah ……… 84
b. School B – Rabitatu Davao Al- Isl ie ……… 86
c. School C –Easte Mi da ao IA ………. 88
E. Re o e ded Cu i ulu ……….. 92
1. Co eptual f a e o k ……….. 92
2. Visio of Mad asah Lea e ………... 95
a. Ba kg ou d ……….. 96
b. What is in the framework ……….. 97
c. Ho to use the f a e o k ……….. 86
3. A a i La guage ……… 99
a. “u je t des iptio ……… 99
b. “u je t goal ………. 100
4. Qu a ………. 101
a. “u je t des iptio ………. 101
b. “u je t goal ………. 101
5. “i ah a d Hadith ……… 101
a. Su je t des iptio ………. 101
b. “u je t goal ………. 102
6. A uida a d Fi h ……….. 103
a. “u je t des iptio ………. 103
b. “u je t goal A uida ……… 103
c. Fi h ……… 103
d. “u je t goal Hadtih ……… 103
7. Isla i Values ………. 104
a. “u je t des iptio ……….………. 104
b. Su je t goal ……… 104
Chapter V – Conclusion and Recommendation A. Co lusio ……… 106
Bibliography ……… 110
Appendices ……… 113
1. Appendix –A ………. 114
a. ALIVE Cu i ulu ……….. 115
2. Appendix –B ………. 175
a. Thesis topic and Advisers app o al ……… 176
b. App o al sheet ……… 177
c. Pe issio Lette …………... 178
d. Office Visitations, I te ie s, A tual o solidated Photos ……… 180
3. Appendix –C ……... 191
a. Ce tifi ates ……… 192
4. Appendix –D ………. 198
ABSTRACT
Education is a lifelong process. It begins the day we are born and ends the day we die. Found in every society, it comes in many forms it could be formal education, informal education or learning by experience. It is a collection of information that makes an individual, being a human as human that holds and secures the future of young generations.
The Weekend Madrasah is basically a system of education to save the Muslim Filipino communities and preserve their traditions and cultures from the malady of Western education. Hence the objectives of this study are (1.) to find out the reasons of disunity of curriculum or being ununified curriculum (2.) to look for a remedy of the situation (3.)To recommend ALIVE program as an answer of the existing circumstances of the Madrasah Comprehensive Program. The research is interesting due its characteristics such as the Madrasah Comprehensive Development and Promotion program is the axis of traditional developmental Islamic basic education implementation in each Muslim society every Saturday and Sunday in Davao City that holds frequent learners and the Arabic Language and Islamic Values Education or ALIVE program under the Department of Education holds the Muslim populated public schools nationwide to be implemented the basic Islamic education. Concerning the quality of Islamic basic education this thesis will give information the difference of the two major Islamic
edu atio p og a s syste ize a d o ga ize it’s effe ti ely i ple e tatio .
Data collected through qualitative approach which consisted by analyzing the written documents available, interviews with the school heads, teachers involved, casual conversation with students and alumni, formal discussion was made and an individual analization in order to accumulate the sequence of information.
ABSTRAK
Pendidikan adalah proses seumur hidup. Ini dimulai sejak kita dilahirkan sampai kita meninggal. Ditemui di masyarakat, pendidikan bisa terdiri dari berbagai bentuk; pendidikan formal, pendidikan informal atau belajar dari pengalaman. Ini adalah sekumpulan informasi yang membuat seorang individu menjadi manusia yang ikut berperan dalam menyelamatkan masa depan generasi muda.
Weekend Madrasah pada dasarnya adalah sebuah sistem pendidikan untuk menyelamatkan masyarakat Muslim Filipina dan melestarikan tradisi dan budaya mereka dari pengaruh pendidikan Barat. Intelektual Muslim di Filipina telah menunjukkan ambisi dan kepedulian mereka untuk mentransformasi Madrasah Tradisional menjadi pendidikan Islam secara formal sebagai cara untuk menyelamatkan individu Muslim dalam waktu dekat. Penelitian ini menarik karena karakteristiknya (1.)
Madrasah Comprehensive Development and Promotion program adalah sumbu dari penerapan pendidikan dasar berbasis islam tradisional yang dilaksanakan setiap sabtu dan Minggu oleh masyarakat di Kota Davao yang jumlah siswanya banyak (2.) Arabic Language and Islamic Values Education or ALIVE program di bawah Departemen Pendidikan yang mengkoordinasi sekolah muslim nasional yang menerapkan pendidikan dasar Islam. Hubungan kualitas pendidikan dasar Islam dengan tesis ini adalah untuk memberikan informasi yang berkaitan dengan perbedaan utama antara dua program pendidikan Islam yang telah diterapkan dengan sistematis dan terorganisir secara efektif.
