THESIS A Comparative Study of Weekend Developmental Curriculum in Davao City Philippines.
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
2015
MOTTO
Omar ibn Al-khattab Peace be upon him said:
English
A ui e k o ledge a d lea
ta
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
Pa u tut gkatiga , a tu tuta ya g ka a a gpa gataya a dig idad
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,
particularlySirawanToril, 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 DEPOROSfor 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 who serve as my
inspirations
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:
a.) AGUS WIJAYANTO, PH.D
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 AlIslamie (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
of this journey.
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 15thday of December 2015
SAPROLLA ROLLIE C. DEPOROS
TABLE OF CONTENTS
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i
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iv
v
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viii
ix
Ba kg ou d of the study …………………………………………………………………………………………
Problem Statement
………………………………………………………………………………………...
O je ti es of the study …………………………………………………………………………………………..
Benefits of the esea h ……………………………………………………………………………………….…
1. Theo eti al e efits …………………………………………………………………………………………
2. P a ti al e efits ……………………………………………………………………………………………..
E. Resea h o ga izatio ……………………………………………………………………………………………
1
12
13
14
15
16
17
Title Page
Ad ise ’s Note II
Ad ise ’s Note I
Pronouncement
Motto
Dedication
Acknowledgement
Abstract
Abstrak
Chapter I – Introduction
A.
B.
C.
D.
Chapter II – Review of Related Literature and Related Studies
A. P e ious study ……………………………………………………………………………………………………….
B. Cu i ulu …………………………………………………………………………………………………………….
1. Status of Madrasah standard Curri ulu …………………………….………………………….
2. Curriculum development pla guideli es ………………………………………………………..
3. Basi Co epts of u i ulu …………………………………………………………………………..
a. Cha a te isti s of u i ulu …………………………………………………………………….
b. Need of u i ulu …………………………………………………………………………………..
c. Process of curriculum ……………………………………………………………………………….
1.) Cu i ulu a alysis o pla i g ………………………………………………………….
2.) Cu i ulu desig ………….…………………………………………………………………..
3.) Cu i ulu de elop e t …………………………….……………………………………..
4.) Cu i ulu i ple e tatio o t a sa tio ………………………………………..
5.) Curriculum evaluation ………………………………………………………………………..
4. The s hool u i ulu a d the tea he …………………………………………………………..
18
25
32
35
41
42
42
43
43
44
44
45
45
47
Chapter III – Research Methodology
A. Type a d esea h desig …………………………………………………………………………………….
B. Research Location a d ti e …………………………………………………………………………………
C. Data, Data source and respondents ………………………………………………………………………
1. Data ……………………………………………………………………………………………………………….
2. Data “ou es …………………………………………………………………………………………………..
3. Respo de ts ………………………………………………………………………….……………………….
D. Data Colle tio te h i ues …………………………………………………………………………………..
51
51
53
53
53
54
56
E. Data alidity ………………………………………………………………………………………………….………
F. Technique of data analysis ………………………………………………………………………….………
56
56
Chapter IV – Analysis Interpretation and Discussion
A. The Similarities and Differences ………………………………………………………………………..
1. Cu i ulu …………………………………………………………………………………………...
2. Class I ple e tatio ......…………………………………………………………………….
3. Tea hi g’s App oa h “a ple ……………………………………………………………….
4. Teachers and School Heads ………………………………………………………………….
B. Teachers understanding about curri ulu ………………………………………………..........
C. The causes of unimplemented cur i ulu …………………………………………………………
1. Edu atio al Goals …………………………………………………………………………………
D. Dis ussio of Fi di gs ……………………………………………………………………………………….
1. Cu i ulu Guideli es of th ee s hools ………………………………………………...
a. School A – Mad asatol A a iyyah Wal A a iyyah ……………………………
b. School B – Rabitatu Davao Al- Isl ie ………………………………………………
c. School C – Easte Mi da ao IA …………………………………………………….
E. Re o
e ded Cu i ulu ………………………………………………………………………………..
1. Co eptual f a e o k ………………………………………………………………………………..
2. Visio of Mad asah Lea e ………………………………………………………………………...
a. Ba kg ou d …………………………………………………………………………………………..
b. What is in the framework ……………………………………………………………………..
c. Ho to use the f a e o k …………………………………………………………………..
3. A a i La guage …………………………………………………………………………………………
a. “u je t des iptio ………………………………………………………………………………
b. “u je t goal ………………………………………………………………………………………….
4. Qu a ………………………………………………………………………………………………………….
a. “u je t des iptio ……………………………………………………………………………….
b. “u je t goal ………………………………………………………………………………………….
5. “i ah a d Hadith …………………………………………………………………………………………
a. Su je t des iptio ……………………………………………………………………………….
b. “u je t goal ………………………………………………………………………………………….
6. A uida a d Fi h …………………………………………………………………………………………..
a. “u je t des iptio ……………………………………………………………………………….
b. “u je t goal A uida ………………………………………………………………………………
c. Fi h ………………………………………………………………………………………………………
d. “u je t goal Hadtih ………………………………………………………………………………
7. Isla i Values …………………………………………………………………………………………….
a. “u je t des iptio ……….…………………………………………………………………….
b. Su je t goal …………………………………………………………………………………………
60
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64
65
66
69
75
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84
84
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92
92
95
96
97
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99
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Chapter V – Conclusion and Recommendation
A. Co lusio …………………………………………………………………………………………………………
B. Re o
e datio …………………………………………………………………………………………….
106
107
Bibliography
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110
Appendices
………………………………………………………………………………………………………………
113
1. Appendix – A ……………………………………………………………………………………………….
a. ALIVE Cu i ulu …………………………………………………………………………………..
2. Appendix – B ……………………………………………………………………………………………….
a. Thesis topic and Advisers app o al ……………………………………………………
b. App o al sheet ……………………………………………………………………………………
c. Pe issio Lette ………….........................................................................
d. Office Visitations, I te ie s, A tual o solidated Photos …………………
3. Appendix – C ……..............................................................................................
a. Ce tifi ates ……………………………………………………………………………………………
4. Appendix – D ……………………………………………………………………………………………….
a. Cu i ulu Vitae ……………………………………………………………………………………
114
115
175
176
177
178
180
191
192
198
199
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.
Consequently the study found out the following (1.) The implementation of Madrasah
Comprehensive and Promotion Program in Davao city is stationary in a sense of developing their system
and progress of their implementation (2.) Each Madrasah under weekend developmental program have
their own curriculum used (3.) the malady of the situation triggered the declination instead of growth.
This study opens a chance to understand the needs of Muslim educators about the characteristics of
curriculum to be an effective institution.
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.
Data dikumpulkan melalui pendekatan kualitatif yang terdiri dengan menganalisis dokumen
tertulis yang tersedia, wawancara dengan kepala sekolah, guru yang terlibat, percakapan santai dengan
mahasiswa dan alumni, diskusi formal dan analisis peneliti untuk mengumpulkan urutan informasi.
Analisis ini diharapkan bisa digunakan untuk mengetahui pentingnya kurikulum terpadu, organisasi,
kurikulum dalam perspektif Islam dan pendekatan kontemporer yang menawarkan dampak yang telah
diharapkan oleh Program Pendidikan Dasar Islam. Tesis ini juga membuka kesempatan untuk memahami
kebutuhan pendidik Muslim tentang karakteristik kurikulum untuk menjadi lembaga yang efektif.
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
2015
MOTTO
Omar ibn Al-khattab Peace be upon him said:
English
A ui e k o ledge a d lea
ta
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
Pa u tut gkatiga , a tu tuta ya g ka a a gpa gataya a dig idad
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,
particularlySirawanToril, 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 DEPOROSfor 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 who serve as my
inspirations
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:
a.) AGUS WIJAYANTO, PH.D
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 AlIslamie (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
of this journey.
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 15thday of December 2015
SAPROLLA ROLLIE C. DEPOROS
TABLE OF CONTENTS
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i
ii
iii
iv
v
vi
vii
viii
ix
Ba kg ou d of the study …………………………………………………………………………………………
Problem Statement
………………………………………………………………………………………...
O je ti es of the study …………………………………………………………………………………………..
Benefits of the esea h ……………………………………………………………………………………….…
1. Theo eti al e efits …………………………………………………………………………………………
2. P a ti al e efits ……………………………………………………………………………………………..
E. Resea h o ga izatio ……………………………………………………………………………………………
1
12
13
14
15
16
17
Title Page
Ad ise ’s Note II
Ad ise ’s Note I
Pronouncement
Motto
Dedication
Acknowledgement
Abstract
Abstrak
Chapter I – Introduction
A.
B.
C.
D.
Chapter II – Review of Related Literature and Related Studies
A. P e ious study ……………………………………………………………………………………………………….
B. Cu i ulu …………………………………………………………………………………………………………….
1. Status of Madrasah standard Curri ulu …………………………….………………………….
2. Curriculum development pla guideli es ………………………………………………………..
3. Basi Co epts of u i ulu …………………………………………………………………………..
a. Cha a te isti s of u i ulu …………………………………………………………………….
b. Need of u i ulu …………………………………………………………………………………..
c. Process of curriculum ……………………………………………………………………………….
1.) Cu i ulu a alysis o pla i g ………………………………………………………….
2.) Cu i ulu desig ………….…………………………………………………………………..
3.) Cu i ulu de elop e t …………………………….……………………………………..
4.) Cu i ulu i ple e tatio o t a sa tio ………………………………………..
5.) Curriculum evaluation ………………………………………………………………………..
4. The s hool u i ulu a d the tea he …………………………………………………………..
18
25
32
35
41
42
42
43
43
44
44
45
45
47
Chapter III – Research Methodology
A. Type a d esea h desig …………………………………………………………………………………….
B. Research Location a d ti e …………………………………………………………………………………
C. Data, Data source and respondents ………………………………………………………………………
1. Data ……………………………………………………………………………………………………………….
2. Data “ou es …………………………………………………………………………………………………..
3. Respo de ts ………………………………………………………………………….……………………….
D. Data Colle tio te h i ues …………………………………………………………………………………..
51
51
53
53
53
54
56
E. Data alidity ………………………………………………………………………………………………….………
F. Technique of data analysis ………………………………………………………………………….………
56
56
Chapter IV – Analysis Interpretation and Discussion
A. The Similarities and Differences ………………………………………………………………………..
1. Cu i ulu …………………………………………………………………………………………...
2. Class I ple e tatio ......…………………………………………………………………….
3. Tea hi g’s App oa h “a ple ……………………………………………………………….
4. Teachers and School Heads ………………………………………………………………….
B. Teachers understanding about curri ulu ………………………………………………..........
C. The causes of unimplemented cur i ulu …………………………………………………………
1. Edu atio al Goals …………………………………………………………………………………
D. Dis ussio of Fi di gs ……………………………………………………………………………………….
1. Cu i ulu Guideli es of th ee s hools ………………………………………………...
a. School A – Mad asatol A a iyyah Wal A a iyyah ……………………………
b. School B – Rabitatu Davao Al- Isl ie ………………………………………………
c. School C – Easte Mi da ao IA …………………………………………………….
E. Re o
e ded Cu i ulu ………………………………………………………………………………..
1. Co eptual f a e o k ………………………………………………………………………………..
2. Visio of Mad asah Lea e ………………………………………………………………………...
a. Ba kg ou d …………………………………………………………………………………………..
b. What is in the framework ……………………………………………………………………..
c. Ho to use the f a e o k …………………………………………………………………..
3. A a i La guage …………………………………………………………………………………………
a. “u je t des iptio ………………………………………………………………………………
b. “u je t goal ………………………………………………………………………………………….
4. Qu a ………………………………………………………………………………………………………….
a. “u je t des iptio ……………………………………………………………………………….
b. “u je t goal ………………………………………………………………………………………….
5. “i ah a d Hadith …………………………………………………………………………………………
a. Su je t des iptio ……………………………………………………………………………….
b. “u je t goal ………………………………………………………………………………………….
6. A uida a d Fi h …………………………………………………………………………………………..
a. “u je t des iptio ……………………………………………………………………………….
b. “u je t goal A uida ………………………………………………………………………………
c. Fi h ………………………………………………………………………………………………………
d. “u je t goal Hadtih ………………………………………………………………………………
7. Isla i Values …………………………………………………………………………………………….
a. “u je t des iptio ……….…………………………………………………………………….
b. Su je t goal …………………………………………………………………………………………
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Chapter V – Conclusion and Recommendation
A. Co lusio …………………………………………………………………………………………………………
B. Re o
e datio …………………………………………………………………………………………….
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Bibliography
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Appendices
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1. Appendix – A ……………………………………………………………………………………………….
a. ALIVE Cu i ulu …………………………………………………………………………………..
2. Appendix – B ……………………………………………………………………………………………….
a. Thesis topic and Advisers app o al ……………………………………………………
b. App o al sheet ……………………………………………………………………………………
c. Pe issio Lette ………….........................................................................
d. Office Visitations, I te ie s, A tual o solidated Photos …………………
3. Appendix – C ……..............................................................................................
a. Ce tifi ates ……………………………………………………………………………………………
4. Appendix – D ……………………………………………………………………………………………….
a. Cu i ulu Vitae ……………………………………………………………………………………
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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.
Consequently the study found out the following (1.) The implementation of Madrasah
Comprehensive and Promotion Program in Davao city is stationary in a sense of developing their system
and progress of their implementation (2.) Each Madrasah under weekend developmental program have
their own curriculum used (3.) the malady of the situation triggered the declination instead of growth.
This study opens a chance to understand the needs of Muslim educators about the characteristics of
curriculum to be an effective institution.
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.
Data dikumpulkan melalui pendekatan kualitatif yang terdiri dengan menganalisis dokumen
tertulis yang tersedia, wawancara dengan kepala sekolah, guru yang terlibat, percakapan santai dengan
mahasiswa dan alumni, diskusi formal dan analisis peneliti untuk mengumpulkan urutan informasi.
Analisis ini diharapkan bisa digunakan untuk mengetahui pentingnya kurikulum terpadu, organisasi,
kurikulum dalam perspektif Islam dan pendekatan kontemporer yang menawarkan dampak yang telah
diharapkan oleh Program Pendidikan Dasar Islam. Tesis ini juga membuka kesempatan untuk memahami
kebutuhan pendidik Muslim tentang karakteristik kurikulum untuk menjadi lembaga yang efektif.