M17 AS-Assign Report - Final SBK MKAZ 131107 PDF

DIPLOMA SYARIAH ISLAMIYYAH (Foundation of Statistics) Lecturer : Ustadzah Khairiana Bte Zainal Abiden
Team Members S1287012D Sazali Bin Khamsan S1488925F Mohamed Khalid Bin Ahmad Zahit
8 November 2013 | 4 Muharram 1435H
The main trust of this assignment is to apply the fundamentals of statistics through the study of the perceptions of Islamic education and its moral values will mold the character of the Muslim individual from the point of view of both the full-time and part-time students undertaking the Diploma of Islamic Syariah at Jamiyah Education Center. Questionnaire was also used to elicit responses from the respondents. Results were analyzed, findings/areas of improvement and conclusion were provided for further improvements.
Sazali Khamsan & Khalid Zahit | DSI M17 ASAS STATISTIK IQM2013
1. Introduction 2. Objective 3. Population & sample of study 4. Demographics of random sampling 5. Basis of sample selection 6. Data collection method 7. Sample of questionnaire 8. Survey questions & their responses
S01 > S02 > S03 > The values derived from the Quran is important in the development of the Muslim character. Can Islamic education be a mean to mould the character of a Muslim, its society & environment?
3 5 6 6 8 9 9 11 11 13 14 15 16 17 18 19 20 21 25 20 21 25
Islamic education leads to the development of future human life based on Islamic principles entrusted by Allah to mankind. Islamic education will spur individual to progress based on the values that S04 > will moulds an impeccable character with respect to his intelligence, emotions & actions. Children's moral development is the responsibility of parents as the primary S05 > example and not by way of Islamic Education S06 > S07 > S08 > S09 > S10 > Moral education in schools is adequate & need not be supplemented with Islamic education. Islamic education must be supported by the environment as a key factor towards the moral development of a Muslim individual. Islamic education is assures the achievement of a noble character that he will filial to his family. Islamic education must be paired with applications for a consistent moral development. Islamic moral values through Islamic education remained relevant regardless of time & location.
9. Summary Findings & areas for improvement > Findings > Areas for improvement 10. Conclusion
Alhamdulillahi Rabbil A'lamiin. Peace and blessings be upon our beloved Prophet Muhammad, his family, his companions and his followers until the Day of Resurrection. Our sincere gratitude to Almighty God for His blessings. Subhanallahu. Despite the tight work schedules, new projects and resolving operational issues, our team comprising of Sazali Bin Khamsan and Mohamed Bin Khalid Bin Ahmad Zahit was able to complete this assignment report with the theme; "Islamic Education Molds The Character of a Muslim - From The Perspectives of DSI Students" as our assignment for this module of Foundation of Statistics. "Allahumma yassir wala tu'assir. Rabbi tammim bilkhair, birahmatika ya arhamarrahimin." Maksudnya: "Ya Allah permudahkanlah, Jangan dipersulitkan dan KAU akhirkanlah dengan kebaikan." The philosophical study of human codes of behavior that are acceptable in a specific group of people at a specific time and territory is called morality. Morality plays a vital role in shaping the personality features of an individual. Strong beliefs, good values, altruism and pro-social behavior determine the social status of an individual. Societies also develop and nourish relationships by dint of moral values. The values like justice, fairness, honesty, truth and courtesy are acceptable and favorable
for all human beings irrespective of their cast and creed. For that reason, character building and learning of ethical and moral values have been regarded as the first and foremost goal of education and are emphasized by several educationists. It is also being described that the greatest and universally acceptable pool of values is religion. Despite such deliberate efforts to impart religious and moral education, a number of social disorders are visible in our society, which indicate deficiencies in the moral development of our society, specifically the Muslim community. To dig out this dissonance and investigate the reasons of divergent moral behavior, it is imperative to study the effect of Islamic education on the moral development of students. It was also verified that the education without moral values could cause demoralization. Good character must be the priority for every educational system because we should produce moral human beings before they become competent professionals, scholars and technicians.
The purpose of this assignment is to apply the foundation of statistics in examining the importance (extent) of Islamic education in inculcating values that contribute to the development of the Muslim character. The world is changing very fast and becoming more challenging. The pervasive influence of secular materialism and its value system seriously challenges religiously-minded individuals and communities. The future will depend on how well we raise and to what extent we are successful in imparting the sacred vision of life, its moral and spiritual survival of our children and ultimately, our Muslim community. Without a proper understanding of the Islamic moral values and strategies to transfer them to the Muslim youth, the future generation of Muslims will be at risk. Based on the Islamic perspective, education is a form of ibadah where Muslims share a common set of values based on the Al-Quran and Sunnah as the two fundamental and reliable sources. Islamic education is one of the most important aspects in human development and the most influential social institution while morality is to maintain order in the society by respecting fellow human beings. Thus, the team seek to understand the views of our respondents that Islamic education transmits a set of beliefs and moral values in moulding a Muslim character as a Khalifah of Allah on earth and achieve well-being in this world and akhirat, the hereafter..
Gender
25, 42% 35, 58%
Male
Female
Female (Age Group)

23, 66% 8, 23%
Male (Age Group)

15, 60% 8, 32% 4, 11% 2, 8%
(15-30)
(31-45)
(46+)
(15-30)
(31-45)
(46+)
Female (Family Status)

24, 68% 10, 29%
Male (Family Status)

15, 60% 10, 40%
1, 3% Single Married Others Single
0, 0% Married Others
Female (Single (68.6%), Education)

14, 58%
Male (Single (60%), Education)

9, 36%
6, 24% 5, 21% 2, 8% Secondary Madrasah 3, 13% Secondary Madrasah 6, 24% 4, 16% Poly/ITE/JC University
Poly/ITE/JC University
Female (Married (28.6%), Education)

2, 20% 3, 30%
Male (Married (40%), Education)

4, 40% 1, 10%
1, 10% Primary Madrasah
3, 30% 1, 10% Secondary University Poly/ITE/JC
2, 20% Primary Madrasah
0, 0% Secondary University
3, 30% Poly/ITE/JC
The basis of our selection for respondents are as follows: 1. Time Availability As a result, a random sampling was taken within the Jamiyah Education Center which comprises mainly of full-time and part-time students from the Diploma Syariah Islamiyyah program. Since we interpreted that the emphasis of this assignment was the application of all what was learned in the fundamentals of statistics, the volume of data were more crucial for collection, processing, interpretation and analysis. 2. Availability of Respondents & Ease of Questionnaire Return As mentioned above that we need data to proceed on with the assignment, we targeted the JEC campus. Within the campus area and for the matter of convenience, we were able to gather responses and collate the returns speedily (convenience sampling). Respondents are selected because they happen to be in the right place at the right time. 3. Team Resources Availability The nature of our professions took a big toll of our time and resources to finish this assignment as project end-of-phase fieldwork do not allow us much access to canvas beyond Jamiyah Education Center to garner more respondents as compared to other teams which are made of more members. We adopted this sampling technique as it is less expensive, less time consuming and most convenient as we also do understand that the selection was biased and the sample is not representative of the whole population.
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Question 1
Nilai-nilai yang tertera dibawah ini, yang bersumber dari AlQuran adalah penting didalam pembentukan akhlak seorang Muslim. a. Tidak melakukan perbuatan buruk & keji (minum arak, makan riba). b. Tidak bersikap angkuh, sombong & menghina kaum yang lain. c. Tidak melakukan pencerebohan, fitnah & pembunuhan. d. Berhati lembut & berjiwa mulia. e. Bersifat sabar dan tekun. f. Berjihad dan menegakkan kebenaran & kebaikan. g. Bersatu padu, berkeluarga & mengukuhkan hubungan silaturrahim.
60 50 40 30 20 10 0 S01-a S01-b S01-c S01-d S01-e S01-f S01-g Setuju Tidak Setuju
An average of 97% of the respondents agreed that the core values derived from the AlQuran are critical to the development of Muslims, while the remaining 3% were otherwise. We can safely deduced that the majority understand that the values above are the moral
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values in Islam - is a system that guarantees the value of an ethical life. Without good character of human life, there will be more chaos and selfishness. Hence, as the purpose of the Prophet's hadith on the human character: 1. "I was sent to perfect noble character." 2. Prophet Muhammad as a prophet is to improve human morality. 3. Holistic nature of Islamic morals include human relations with God, its interactions with fellow human beings and other creatures, including the environment. By this, values of justice will be able to create a civilization of peace and prosperity. For example, governments implement social justice will apportion the wealth of the country to its people, to limit the monopoly of the rich, increasing the income of the poor, thus bridging the gap. History has shown that one reason for the collapse of a civilization is when the government does not do justice to the people and ignore the rights of the people. Value-conscious humanity is the respect for fundamental human rights and dignity. This value will not exist unless a community understands the fact that the creation of man as a whole. Humanitarian values of Islam are to be nurtured and material value only as an added value. Islamic civilization is founded on the basis of a society that puts the practice of human values considerate nature, gentleness, love, justice and so on.
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Question 2
Bolehkah Pendidikan Islam dilihat sebagai suatu kaedah untuk mengubah tingkahlaku seorang individu kepada kehidupan peribadi, masyarakat dan alam sekitarnya?
Setuju 59, 98% Tidak Setuju
1, 2%
A very strong endorsement with 98% of respondents agreed and only 2% against that Islamic education can be seen as a means towards a behavioral change from the personal perspective, society and its environment. Quoting, the Prophet SAW told us Indeed I have been sent to complete the best of character (akhlaq). The essence of Islam is the way we deal with other people around us, the society and the overall community. A strong organization always maintains the highest level of ethical behavior in all its dealings while it also insists that its members exhibit the best ethical behavior at work and at home (Code of Conduct).
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Question 3
Pendidikan Islam akan menghala kepada perkembangan kehidupan manusia masa depan yang berdasarkan prinsip-prinsip Islami yang diamanahkan oleh Allah kepada manusia.
Setuju Tidak Setuju 59, 98% 1, 2%
Another solid endorsement with 98.3% of respondents agreed against 1.7% otherwise that Islamic education and its principles can be directed towards the development of human lives. Islam believes that education should cater for the growth of man in all aspects: spiritual, intellectual, physical, be it individually and collectively. Education is practically preparing the learner for a task which is first, his personal development and second, the development of his environment. Education is seen as process by which individuals are perceived to assume their respective responsibilities within a social setting, thus, making it a tool for social reconstruction and development. Meanwhile, the type of education received by an individual has tremendous benefits to the family, community/society and the entire nation/world. This is because the level of development of a community or nation depends largely upon the quality and the kind of education that the citizens received. However, religion creates conducive atmosphere and serves as veritable tools to achieving a meaningful development. Religion therefore advocates national development through sound education and moral probity.
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Question 4
Pendidikan Islam akan mengajak individu untuk lebih maju dengan berlandaskan nilainilai tinggi dan kehidupan mulia, hingga terbentuk peribadi yang lebih sempurna, baik yang berkaitan akal, perasaan dan juga perbuatan.
0, 0%
Setuju Tidak Setuju
60, 100%
All, 100% of respondents agreed to the statement. Islamic education should serve to create a fulfilling personal human characteristic through balance of life and spirituality. Among those traits acquired will be to have a strong faith, obedience and diligently carry out the commands of Allah and stay away from the prohibitions. Possessing a noble character, good social attitude, have the knowledge and intellectual maturity, high self-reliant in all aspects, particularly in his job, his life and with the people that he is responsible. Ultimately this willingness to take responsibility will also extend in all aspects of his religion as a person, a member of the community, country and the whole of mankind.
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Question 5
Pembentukan akhlak anak-anak adalah tanggungjawab ibu-bapa sebagai contoh utama dan bukan melalui Pendidikan Islam.
From the above chart, 77% of respondents agreed to the statement that it is the responsibility of the parents to build children of good character and not through Islamic education. The remaining 23% disagreed. As Islam recognizes the family as a basic social unit, and the basis of the family is the division of responsibility between husband and wife, thus the upbringing of children became the most important function of the family. Parents have the primary responsibility for the upbringing of their children, including education and to provide the environment under which human values and morals develop and grow in the new generation. These values and morals cannot exist apart from the family unit. Of those that disagreed, perhaps it was not a total disagreement. We can assumed that the external factors such as internet, mass media and new cultures (e.g. K-Pop) must also be curbed and control to support the efforts of the parents as key stakeholders to their childrens character development.
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Question 6
Pendidikan moral disekolah sudah mencukupi dan tidak perlu ditambah dengan Pendidikan Islam. 55, 92%
Setuju Tidak Setuju
5, 8%
However the responses flipped almost to a perfect 180o as seen through the above chart, 92% of respondents disagreed while the remaining 8% disagreed. Most programs of moral education in schools, and virtually all character education programs, ignore religion. Mostly, schools have a moral ethos embodied in rules, rewards and punishments, dress codes, honor codes and conveyed to the children what is expected of them, what is normal, what is right and wrong. As a result, schooling encourages a rather more materialistic and less spiritual culture as a matter of some moral significance. If the schools are going to teach values, whose values are those? And to what extent, can the schools do to react against the negative influences of technology?
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Question 7
Pendidikan Islam perlu disokong dengan suasana linkungan (environment sekitaran) sebagai suatu factor utama didalam pembentukan akhlak seorang individu.
4, 7%
Setuju Tidak Setuju
56, 93%
93% of respondents agreed while the remaining only 7% disagreed to this statement that undeniably that a support system must be in place for a healthy personality growth to take place in good order. Parents are duty bound to create an environment to protect their children in every way and care for their physical, psychological, intellectual needs and moral upbringing. Children have the right to be fed, clothed and protected till they grow up to adulthood. Protection means protection against physical as well as moral, intellectual harm and religiously undesirable behavior so that the childs personality develops in all relevant fields and aspects of life.
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Question 8
Pendidikan Islam dapat memberi jaminan akan terbentuknya akhlak yang mulia sahingga dapat berbakti kepada keluarganya.
80% of respondents agreed while the remaining only 20% disagreed that Islamic education will be able to assure the molding of an ideal Muslim and serve his parents and family. By default of the Islamic education, majority of the respondents expects that children understood as the Quran urges children to be soft-spoken towards parents and show respect and kindness in their behavior towards their parents. Especially so with the mother who deserves 3 times more good treatment from her children than the father deserves, in accordance to the famous hadith that says. Paradise lies under the feet of the mother. As Muslims, we expect our children to adhere to Islamic values and show respect, obedience, kindness, leniency and care towards parents, especially in their old age. However, it could be assumed that due to the heavy demands of the work and cosmopolitan lifestyle, a small proportion of these children have forgotten those lessons and showed disobedience to their parents. Typical example would be that as their parents grow old, they drive them out from their homes and place them in Senior Citizens Homes.
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Question 9
Ilmu Pendidikan Islam perlu digandingi dengan pengamalan untuk mencapai pembentukan akhlak yang baik dan konsisten.
58, 97%
Setuju Tidak Setuju
2, 3%
97% of respondents demonstrated their agreement while the remaining only 3% disagreed that knowledge must be accompanied with the actual practice as a means of instilling the good habits of an ideal Muslim. The application of what was learnt of Islamic manners, morals and etiquettes to our lives is important and must be initiated from the home by demonstrating humility to the family and other people apart from building the spiritual core. The Islamic mannerisms from the life of the Prophet (SAW) and sahabahs must be replicated as our way of life and characteristics of a Muslim stated as follows to name a few: 1. He was the most forbearing of people, the most courageous of people, the most just of people, the most chaste of people. 2. He was the most modest of people and would not look anyone straight in the eye. 3. He was the most humble and quiet of people without being arrogant, the most eloquent without being long-winded, the most cheerful of countenance. 4. He would sit with the poor and offer food to and eat with the needy, honoring the vir-
20
tuous and softening the hearts of people of status by treating them kindly.
Question 10
Nilai-nilai asas yang membentuk akhlak islam menerusi Pendidikan Islam tidak berubah dan masih relevan mengikut zaman dan tempat. 5, 8% Setuju Tidak Setuju
55, 92%
The Islamic principles are gleaned from the Quran, the words of the Mighty Wise, the practice and sayings of Prophet Muhammad, the character and deeds of the Caliphs and other great Muslim leaders who with meager means and enormous hurdles reached the zenith of excellence. These principles are still relevant and their application are equally useful for every leader be they Muslim or non-Muslim as they transcend racial, religious, and temporal boundaries. Understanding, acquiring, and application of these Islamic principles can open up the doors to success and progress in every human endeavor. Prophet Muhammad, Caliph Abu Bakar, Umar, Othman, and Ali and their successors practiced these principles and achieved highest places in the annals of human history.
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60
50
40
Setuju
30
Tidak Setuju
20
10
S02
S03
S04
S05
S06
S07
S08
S09
S09
Findings
1. The identification of the research problem was not thoroughly carried out that it was finally amended and constrained within the students of DSI program. 2. No detail review was carried on the objective of the research assignment resulting in an unclear and not systematic in its project/assignment management. 3. Solely dependent on the questionnaire as only means in collecting data. Interviews with subject-matter experts could have been considered but not carried out due to time constraints. 4. 10 questions generated were found to be inadequate that key information was not able to be extracted to support the research problem in its analysis stage. 5. No systematic approach or basic guideline was adopted in the way that these questions were crafted for the questionnaire. 6. Failed to realize that the questionnaires format is very important as there is little
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merit in designing a series of insightful questions only for the respondent to struggle to complete the questionnaire. 7. The random samplings were too small and bias as the majority of the respondents were already doing Islamic education whether on full-time or part-time basis. 8. The responses obtained were superficial (not addressing about why it is important) in nature to better address the theme and make recommendations to resolve the theme issue. (How the overall assignment will contribute to the Muslim community?) 9. The demographic breakdown of the respondents with regard to each of the question responded was not carried out in details to better understand them about what lead them to respond in that manner. 10. The lack of knowledge in research methodology.
Areas For Improvement

1. With a suitable and realistic timeline and adhering to the research process cycle, the research assignment project can be carried out in a more systematic manner to achieve its objectives. 2. The different methods for gathering key information or data must be decided for more effective data mining and not just relying on one particular mode (e.g. selfcompletion questionnaire). 3. The self-completion questionnaire is one of the key tools to this assignment and we need to improve on its design which should include the following: General Questionnaire Guidelines Questionnaire has: an introduction an appropriate first question an opening set of questions that are easy to answer
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a meaningful order to the questions a clear section separation
Self-Completion Questionnaire Format Guidelines Questions have: a number a common format clear completion instructions clear routing instructions appropriate space for write in answers a format that distinguishes Dont know, No opinion and Not applicable options from lists of scale answer options
Questions are not: split across pages
Questionnaire has at the end: a thank you statement instructions on how to return the completed form
4. Upon the completion of each phase of the research process cycle, a review process need to be carried out to ensure that all the actions taken are in alignment to the objectives and necessary corrective measures be made for any inadequacies or shortfalls.
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Putting it to use, foundation of statistics . We can understand better now as to why managers, decision-makers and researchers use statistical problem-solving procedures to help them in making wise and effective decisions. In this opportunity as an assignment and in a rather small scale, we were able to experience and apply the 6 fundamental steps namely: 1. Identifying the problem or opportunity 2. Gathering available facts 3. Gathering new data 4. Classifying and organizing the data 5. Presenting and analyzing data 6. Making a decision We may want to consider advancing the assignment as a full-pledge research study as we have already laid the basic groundwork and strengthen the application of statistics.
Our opinion about the theme of moral education .. further reflections. The role of moral education in schools is to reinforce values gained at home. Family members, friends, relatives, teachers and administrators play a major role in the formation of the character of each child. To expect the teachers solely to shoulder this important task is appalling. Although teachers traditionally have been expected to be moral giants in the communities in which we live, the extent of their appropriate social status in the community has been questioned. We concur that teaching moral values through Islamic Education today is no easy task and being challenged by society itself in upholding these values. When the society at large is not really committed to leading a good and moralistic life, what can we expect our young-
25
sters to follow? Islamic education teaches responsibility, the joy of sharing and a moral code of conduct when dealing with the poor and helpless. It also strived to teach that there is dignity in ones labor and the like. However, the children are growing amidst unfairness, vulgarity, cheating, lying, deviant behavior, arrogance, torture and tension. The children who are taught these values in school cannot see the relevance of this subject in their lives. Thus, they reject it by saying it is boring, not logical and irrelevant to them. Moral leadership at home and school can only be offered by moral persons. The family unit plays a vital role in molding such a generation. But, truthfully, how many parents practice the right values with their children? The crimes committed by adults are mind-boggling to our youngsters. They are watching silently and, soon enough, if they are not careful, they will join the bandwagon. A clash of values has emerged lately. If left unchecked our younger generation will act without much conscience and fear for their fellow men. Superficial and trivial ways of living deny our human dignity and undermine integrity and truthfulness, thus we need to be an example to our children. We believed that every young person is a living person with tremendous potential to love and to hate, to succeed and to fail, to live or merely to exist. As parents and educators, we need to find that spark and nurture it to its fullest. In doing so, the adults in their lives, need to speak the same language. Parents must not give contradictory messages to their children as they begin to form principles, values and ethics in life. Teaching moral through Islamic Education basically is reinforcing these values. It is high time all the different agents of moral development worked as a team. The observation is that everybody wants his children to grow up with high moral standard,
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but failure to provide an enabling environment for the achievement of this goal will lead to inability to realize this goal. Therefore, the moral development agents should work together and provide an environment where the young personality thrives and emerges winner in every aspect of life.
Semuga Allah SWT sentiasa melindungi keluarga dan anak-anak kita dari pelbagai kesusahan dan bala bencana didunia dan akhirat, Amiin. Wabillahi Taufiq Walhidayah Wassalamualaikum Warahmatullahi Wabarakatuh.
S1287012D Sazali Bin Khamsan S1488925F Mohamed Khalid Bin Ahmad Zahit
(Pelajar-Pelajar Program Diploma Syariah Islamiyyah - Tahun 2)
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M17 AS-Assign Report - Final SBK MKAZ 131107 PDF

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DIPLOMA SYARIAH ISLAMIYYAH (Foundation of Statistics) Lecturer : Ustadzah Khairiana Bte Zainal Abiden

Female (Age Group)

Male (Age Group)

Female (Family Status)

Male (Family Status)

1, 3% Single Married Others Single

Female (Single (68.6%), Education)

Male (Single (60%), Education)

Female (Married (28.6%), Education)

Male (Married (40%), Education)

1, 10% Primary Madrasah

3, 30% 1, 10% Secondary University Poly/ITE/JC

2, 20% Primary Madrasah

Setuju 59, 98% Tidak Setuju

Setuju Tidak Setuju 59, 98% 1, 2%

Setuju Tidak Setuju 46, 77% 14, 23%

Setuju Tidak Setuju

Setuju Tidak Setuju

Setuju Tidak Setuju 48, 80% 12, 20%

Setuju Tidak Setuju

Areas For Improvement

a meaningful order to the questions a clear section separation

Questions are not: split across pages

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