EARLY EDUCATION

PreIndependence Era

DEFINITION.
Islamic Education system Pondok system

Madrasah or religious school.

RELIGIOUS SCHOOL
Terengganu

and Kelantan ( 18 Century)

Kedah, Perak, Kelantan and Penang ( 19 Century)

Example : Pondok Langgar, Pokok Sena Kedah, Pondok Bukit Mertajam Seberang Prai Madrasah Al-Masyhur, Pulau Pinang

ISLAMIC EDUCATION SYSTEM

1920 1940 Not formal Emphasize about Quran Learn about tajwid, Fardhu Ain, Jawi, Hadith Born a good moral human.

WHAT IS AN EXAMPLE OF EARLIEST ISLAMIC EDUCATION?

EARLIEST ISLAMIC EDUCATION :

-FOUND IN PENINSULAR MALAYSIA -EARLIEST ISLAMIC EDUCATION WAS DIVIDED INTO 3 WHICH ARE: a. QURANIC SCHOOL

b. PONDOK EDUCATION
c. MADRASAH

QURANIC SCHOOL
-IT IS THE TRADITION OF THE MALAYS

TO TRUST THE YOUNG TO A RELIGIOUS

TEACHER WHEN CHILDREN THE AGE 5 OR 6. -THE SCHOOL USUALLY AT : TEACHERS HOME

IN MOSQUES
OR IN SURAU

CURRICULUM :

1. TAUGHT THE ARABIC ALPHABET AND

READING THE QURANIC IN ARABIC 2. TO MEMORIZE SHORT CHAPTER FROM THE QURAN AND RECITE THEM IN PRAYER 3. CHILDREN ALSO PRACTISED READING

THE QURAN IN PARROT-LIKE FASHION ,

CHAPTER BY CHAPTER, UNTIL THEY REACHED THE END.

TRADITIONALLY - ONLY AFTER CHILDREN HAVE MASTERED THE QURAN WOULD THEY GO ON TO LEARN THE MALAY LANGUAGE. DURING THIS PERIOD THE MALAY LANGUAGE WAS WRITTEN IN JAWI. THE TEACHER OF THE QURANIC SCHOOL WAS USUALLY THE IMAM ATTACHED TO THE LOCAL MOSQUE OR A HAJJI. COMMONLY A FARMER OR A FISHERMAN AND TAUGHT IN HIS

SPARE TIME.

BESIDES QURANIC RECITATION, THE PUPILS WERE TAUGHT : a) HOW TO PERFORM THE 5 DAILY PRAYERS AND OTHER PRINCIPLES OF ISLAM b) FASTING

c) THE PILGRIMAGE TO MAKKAH

d) THE ARTICLES OF FAITH e) SOME FORM OF SUPPLICATION f) ARABIC SONGS WITH ISLAMIC THEMES THE TEACHER OBSERVED STRICT DISCIPLINE. THERE WAS PUNISHMENT : i. FOR STEALING OR HITTING FELLOW PUPILS ii. FOR RUNNING AWAY FROM SCHOOLS iii. FOR BEING LAZY iv. FOR MAKING MISTAKES IN CLASS v. FOR MISVBEHAVING vi. FOR LYING

FEES : a. THE PUPILS DID NOT PAY FEES, BUT DONATED MONEY TO BUY KEROSENE FOR THE OIL LAMPS THAT WERE USED IF CLASSES AT NIGHT b. THEY JUST ASSISTED THEIR TEACHERS WITH SUCH CHORES AS CARRYING WATER FROM THE WELL,CARRYING FIREWOOD OR GROWING AND HARVESTING RICE IN

THE FIELDS

- THE BRIGHTER BOYS WHO COMPLETED THE QURANIC SCHOOL

WENT ON TO PURSUE PONDOK EDUCATION.

PONDOK EDUCATION BACKGROUND : 1. NEXT PHASE OF LEARNING IN TRADITIONAL MALAY SOCIETY WHICH BEGAN IN THE 19TH CENTURY.

2. PONDOK DERIVED FROM THE ARABIC WORD FUNDUQ,

REFERS TO AN INN OR A HOTEL. 3. A PONDOK CONSISTS OF A CENTRALLY LOCATED BUILDING, USUALLY THE TEACHERS HOUSE OR A MOSQUE, SURROUNDED BY ROWS OF SMALL HUTS OR DWELLINGS. 4. THE 1ST PONDOK IN KELANTAN WAS PONDOK TOK

PULAI CHONDONG, ESTABLISHED IN1820.

5. THE PONDOK INSTITUTION WAS AN INFLUENCE OF MAKKAH EDUCATION. THIS IS POSSIBLE BECAUSE THE

CONTENT AND TEACHING METHODS IN THE PONDOK

INSTITUTIONS WERE COMPARABLE TO THOSE IN THE AL-HARAM MOSQUE IN MAKKAH.

FEE :
a. EDUCATION IN THE PONDOK WAS FREE AND OPEN TO MUSLIMS OF ALL AGES. A NUMBER OF THE ADVANCED STUDENTS FROM THE QURANIC SCHOOLS CONTINUED THEIR EDUCATION IN HERE.

MINIMUM REQUIREMENTS FOR ADMISSION:

a) ABILITY TO READ THE QURAN b) TO READ AND WRITE IN JAWI c) TO HAVE ADEQUATE FINANCIAL SUPPORT

a) PONDOK EXPENSES WERE MET THROUGH DONATIONS,

FINANCIAL

CHARITY, AND ZAKAT ( ALMS ) b) THE TEACHERS WERE NOT PAID A SALARY.
THIS PONDOK INSTITUTIONS WERE NO

EXAMINATION, AND PROMOTION TO A HIGHER LEVEL WAS DETERMINED BY STUDENTS

CAPABILITIES.

STUDENTS

HAD

LIBERTY

TO

ATTEND

WHICHEVER PONDOK THEY WANTED AND COULD MOVE FROM ONE PONDOK TO ANOTHER .

STATES, BE

KELANTAN CONSIDERED

AND AS

TERENGGANU PIONEERS IN

COULD

PONDOK EDUCATION.

1) THE CONTENT AND METHODS OF TEACHING

CONTENT AND METHODS

DEPENDED ON THE TEACHERS.

2) COMMON
LECTURES,

TEACHING

METHODS

WERE,
READING,

MEMORIZATION,

MUDHAKARA ( CONSTANT RECALLING OF A LESSON ) AND COPYING TEXTS.

3) MOST COMMON PROCEDURE WAS KNOWN AS MENADAH KITAB (OPEN BOOK), STUDENTS SAT IN HALAQAH ( SEMI- CIRCLE ) FACING THE

TEACHER AND EXAMINED THEIR BOOKS AS THE

TEACHER READ OR SLOWLY LECTURED FROM HIS TEXT.

4. MEMORIZATION WAS EMPLOYED IN THE LEARNING OF ARABIC GRAMMAR, QURANIC VERSES, HADITH AND TAWHID . 5. THIS METHOD WAS EMPHASIZED IN THE PONDOK BECAUSE IT WAS REGARDED AS THE FOUNDATION FOR UNDERSTANDING THE ARABIC TEXTS. 6. THE TEACHER WAS NORMALLY NOT PARTICULAR ABOUT STUDENTS PUNCTUALITY.THE TEACHER KEPT NO RECORD OF CLASS ATTENDANCE.STUDENTS COULD ABSENT THEMSELVES FROM CLASS WITHOUT INFORMING THE TEACHER BUT THIS SELDOM HAPPENED. WHY ?

AIM OF PONDOK EDUCATION.

- TO PRODUCE MUSLIMS WHO KNEW THE LAWS AND THE DEMANDS OF RELIGION HIGH MORAL CHARACTER

- TO BE TRUE BELIEVER TO PRODUCE MOSQUE OFFICIALS, RELIGIOUS AND QURANIC TEACHERS TO PROVIDE FOUNDATIONS FOR HIGHER EDUCATION.

GROWTH
1. PONDOK EDUCATION CONTINUED TO EXPAND IN THE EARLY 20TH CENTURY. 2. THE QUALITY OF PONDOK TEACHERS WHO HAD RECEIVED THEIR EDUCATION FROM GREAT ISLAMIC CENTRES SUCH AS MAKKAH, EGYPT. 3. THE INCREASE IN THE NUMBER OF RELIGIOUS SCHOOL COULD BE ATTRIBUTED TO 2 MAIN CAUSES: a) FROM THE POINT OF UTILITY, THE MALAYS SAW LITTLE ADVANTAGE IN VERNACULAR EDUCATION UNLESS IT COULD BE SUPPLEMENTED WITH FURTHER ENGLISH EDUCATION

b ) THE MUSLIM REFORM MOVEMENT KNOWN AS ISLAH, WHICH BEGAN AT THE CLOSE OF THE 19TH CENTURY. DECLINE a) THE NUMBER OF PONDOK BEGAN TO DECLINE DUE TO SEVERAL FACTORS : i. Modern education English and vernacular schools had begun to make inroads. ii. The pondok reliance on a sole teacher suffered setback when the teachers sons no longer wished to continue their fathers work.

iii. Pondok did not have a stable source of income

iv. The religious department and councils also had begun to assume the responsibility of issuing license ( surat tauliah ) to all teaching ulama.

(BEFORE THE SECOND WORLD WAR) 1. INTRODUCED BY KAUM MUDA (PROGRESSIVE FACTION) 1st MODERN MADRASAH AL IQBAL SINGAPORE 1907 KAUM MUDA ALSO ESTABLISHED AL-IMAM (MAGAZINE) TO PUBLICIZE REFORMIST AIMS AS EXPLAIN IN AL-MANAR (THE MOUTHPIECE OF THE EGYPTIAN REFORMIST MOVEMENT) OPEN ONLY A YEAR - DID NOT RECEIVE GOOD RESPONSE FROM PUBLIC CAUSE THE IDEA ARE CONTRADICTORY TO ISLAM.

2.

3.

4. SYEIKH AHMAD INTRODUCED MADRASAH AL HADI (MELAKA) WAS FAILED. MADRASAH AL MASYOR ISLAMIAH WAS SUCCESS AND REMAINS AS ONE OF THE FAMOUS CENTRE OF ISLAMIC EDUCATION IN THE COUNTRY. NEXT FOLLOW BY OTHER MADRASAH BUILT. 5. MOST MADRASAH PROVIDED PRIMARY EDUCATION, SOME SECONDARY UDUCATION, ULTIMATELY A FEW PROVIDED HE.

(AFTER THE SECOND WORLD WAR) 1. 2. GOLDEN AGE OF MADRASAH ATTENDANCE INCREASE & MORE MADRASAH WERE BUILT. 1955 - ISLAMIC COLLEGE OPENED FOR FURTHERING EDUCATION WITH 55 STUDENTS.

3.

AIMS
1. DEVELOP A TRADITION OF HIGHER ISLAMIC LEARNING THAT WOULD BE MODERN. DEVELOP A CENTRE OF ISLAMIC EDUCATION WHICH WOULD SERVE AS A FOCAL POINT FOR ALL RELIGIOUS & ARABIC SCHOOLS WITH THE AIM OF IMPROVING THE QUALITY OF TEACHING & UNITING THE VARIOUS SCHOOL SYSTEMS. PRODUCED QUALIFIED RELIGIOUS & ARABIC LANGUAGE TEACHERS FOR THE GOVERNMENT PRIMARY & SECONDARY SCHOOL.

1.

2.

4. INCREASE THE NUMBER OF QUALIFIED OFFICERS IN THE DEPARTMENTS OF RELIGION & THE SYARIAH COURTS AS WELL AS TO ENLARGE THEIR KNOWLEDGE. 5. SPREAD THE MESSAGE OF ISLAM BY SENDING HER GRADUATES TO ALL CORNERS OF THE COUNTRY.

1) DIVIDED INTO CLASSES ACCORDING TO AGE & ABILITY.

CONTENT AND METHOD

2) EXAMINATIONS

WERE

USED

TO

DETERMINED PROMOTION. 3) CLASS TIMETABLE WAS FIXED.

4) CERTIFICATED AWARDED
5) 3 LEVELS OF STUDY : i) Tahdiri (Preparatory) ii) Ibtidai (Primary) iii)Thanawi (Secondary)

PRE-SECOND WORLD WAR (MAIN SUBJECT)

POST-SECOND WORLD WAR (ADDITIONAL SUBJECT) GEOGRAPHY,MALAY LANGUAGE,ISLAMIC HISTORY,MATHEMATHI CS,COOKING & NEEDLEWORK RHETORICS,USUL FIQH (SCIENCE OF THE LAW),FARAID,TAJWID, ARABIC LANGUAGE :

TAWHID,FIQH,TAFSIR, HADITH,TASAWWUF, MANTIQ, ARABIC LANGUAGE : i) NAHU (GRAMMAR) ii) SARF iii) BALAGHAH

i)
ii)

INSHA (COMPOSITION) IMLA (DICTATION)

THE RANGE OF SUBJECT OFFERED :

i) PRE SECOND WORLD WAR DOMINATED BY RELIGIOUS SUBJECT.

ii) POST SECOND WORLD WAR INCLUDE WESTERN SUBJECT. Eg : GEOGRAPHY, WORLD HISTORY

iii) AFTER INDEPENDENCE SUBJECT THAT ARE NOW OFFERED IN THE NATIONAL EXAMINATION AT THE LOWER, UPPER & HE. Eg: GENERAL SCIENCE,ECONOMICS

TEACHING METHODS EMPLOYED : TRADITIONAL MEMORIZATION PREVIOUS LESSON.

MODERN USING CHALK, BLACKBOARD, EXERCISE BOOK,TEXTBOOK(INTRODUCED 1930S) PRACTICAL LESSON ARABIC LANGUAGE ENCOURAGED STUDENTS TO ASKING QUESTIONS
(CONTRAST WITH THE TRADITIONAL METHOD OF MENADAH KITAB)

GROWTH 20 CENTURY OR EARLY 1950S GOLDEN AGE OF ISLAMIC FACTORS : 1. ROLE OF THE KAUM MUDA AWARENESS OF THE MALAYS THE IMPORTANCE OF EDUCATION. UNAVAILABILITY OF RELIGIOUS INSTRUCTION IN THE MALAY SCHOOLS WHEN THEY WERE THE 1ST ESTABLISHED BY THE BRITISH GOV.

2.

4. MALAY PARENTS FOUND THESE SCHOOLS TO BE INADEQUATE & WITH INCONSISTENT WITH THEIR BELIEF. 5. BELIEVE RAISE BETTER MUSLIM CHILDREN. 6. ACCESSIBILITY TO THE MAJORITY OF THE POPULATION.

7. NOT SET AN AGE LIMIT. (OPTION FOR SCHOOL LEAVER + GRADUATES FROM MALAY SCHOOL)

CONCLUSION