REEVALUATION OF INTEGRATION

OF KNOWLEDGE

PROF. DR. SIDEK BABA

International Islamic University Malaysia

2009

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Introduction

Education during the colonial period was dualistic in nature, It was between English
liberal, secular education on the one hand and the traditional, vernacular education
on the other hand. This brought about a division not only among Muslims but also
among non-Muslims. Racial problem was a major issue, and dual personalities and
systems were also prevalent. After independence, Education Act 19611, provided a
space for Islamic religious subject to be taught to Muslim students. Traditionally,
Islamic religious subjects were taught privately in traditional ways by individuals and
groups in homes, Qur’anic schools, pondok, madrasah, sekolah agama rakyat and
fardhu ‘ain classes all over the country.

The Islamic curriculum usually focused on the basic understanding of Islam such as
aqidah, ibadah, akhlak, loghah, fiqah, tilawah and others of the same orientation.
This brought to the dichotomy in curriculum emphasis in which schools run by the
government, mathematics and science subjects were taught along with the religious,
whereas in private Islamic schools such subjects were neglected. This resulted to a
dichotomous nature of human capital involved in nation building. 2

The Makkah World Conference on Muslim Education

This phenomenon is a general feature in many Muslim countries. This brought to the
malaise of the Muslims in facing contemporary challenges, especially in the fields of
knowledge and education. In Islam, education should aim at “ the balanced growth of
Man through the training of Man’s spirit, intellect, the rational self, emotion and bodily
senses”. The ultimate aim of Muslim education is in the realization of complete
submission to Allah on the level of individual, family, community and humanity at
large.

The First World Conference on Muslim Education in Makkah3 was held in 1977.
Among others, the Conference recommended that in all Muslim countries,
“ vigorous and planned efforts should be made to provide free,
compulsory and universal education to all children so that they
are able to read, write, understand and express the fundamental
teachings of Islam and other sciences and arts which may enable
them to understand the nature of creation and Man’s place in
the universe as the vicegerent of Allah”.

This conference had an impact not only on the thinkers and scholars of Islam but also
on the governments. The Conference recommended that a program of research in
each discipline be prepared and properly funded, and its projects be assigned to
competent scholars to carry them out. The recommendation stressed:
“ Scholars specialized in each discipline would prepare a systematic
statement of the categories and divisions of their subject matter, to
serve as master blueprint for future research activities in that discipline.
The statement prepared would be presented to scholars specialized
in any field of Islamic and Muslim World studies, and their assistance
sought to identify those parts and pieces of Islamic literature which
contribute to any category or division of research in each discipline.
The materials thus identified will be assembled and classified so as

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 to serve as research bibliographies and sources for anthologies of
readings in the Islamic literature pertinent to each discipline”.
This followed by special seminars and workshops dealing with the issues of
curriculum, text books, teaching Arabic and others. In 1970’s and 1980’s were a
period of Islamic resurgence which became a universal phenomenon. Malaysia
could not avoid the bottom-up approach of the masses insisting upon the
Government to reform the educational orientation so that values and ethics should
become the basis of curriculum development in moulding up the human potentials.

The Reformation of Education in the 1980’s and 1990’s in Malaysia has a close
relationship to the recommendations of the Makkah World Conference and to the
realization to the importance of values and ethics. Education in Malaysia is not only
for the purpose of integration in relation to races but also the integration of
knowledge. This has become the main issues until today. By having the objectives of
racial integration, the process of nation building would facilitate the country in
achieving Vision 2020. By integrating the curriculum based on values and ethics,
Malaysia can become an example of a Muslim nation having a good model of
education based on its own mould. This mould in the long run would be able to
develop holistic personalities among students and citizens of Malaysia.

Integrated approach in education

Integration has become part of a parcel in Malaysia’s educational reform. In 1983, an

integrated school curriculum was introduced in the Primary Schools. According to
Education Development Plan 2001-2010 (Ministry of Education Malaysia: 2006)4;
“ The formulation of the curriculum at the primary level takes into
consideration the challenges and the nation’s need to develop
Malaysians who are knowledgeable, competent, creative and
innovative, of good moral values, and patriotic. The Integrated
Primary School Curriculum (IPSC) introduced in 1983 emphasised
the potential development of a well-rounded individual as aspired
by the NEP”.

The IPSC comprises two stages. The first stage emphasis the mastery of the basic
3Rs, inculcation of good values and nurturing talents. The second stage stresses on
the reinforcement of the basic 3Rs, fostering positive attitudes, good values and
talents, developing knowledge acquisition and creative and critical thinking, reform
and integration. In implementing the NEP, the Ministry of Education continues to face
the challenge of human development; a balanced development of the individual in
the cognitive, affective and psychomotor domains; the development of the individual’s
potential and the preparation of a foundation for life-long learning. In developing
individuals, the Ministry of Education has to foster students’ leadership skills, self-
confidence, patriotism, self-discipline, positive values and personality as well as their
ability to work in a team.

Integrated approach in education is the core objective of the NEP. Education is not
only focus on acquiring knowledge based on rational faculty or related to the
development of the cognitive domain, but also to strengthen the affective ones. By
integration, the memorizing and thinking skills will develop and the stability of the

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emotion and psyche will be attained. This will enable a person to have a balanced
growth in relation to the mind and the spirit.

The process of Westernization and Globalization is perceived as a new form of

colonization by the Euro-American powers. In order to avoid being recolonized,
Muslims are encouraged to gain comparative advantages from the West and the East
in relation to scientific knowledge and technological development. If not they would
continue to become the consumers of the Western or Eastern scientific and
technological advancement rather than becoming the contributors to human
civilization like the Muslims in the ninth to thirteenth centuries. In order to achieve the
goal of creating balanced and harmonious Muslim, integration in education became a
core strategy as mentioned by the NEP.

In the Primary Schools, the Muslim children are not only taught about the subjects of
Bahasa Melayu, English, Mathematic and Science, but also subjects related to
religious sciences or J-Qaf that is Jawi (Malay-Arabic scripture) and the basis of Fard
‘Ain that is related to the basic understanding of belief (aqidah), worship (ibadah),
moral standard ( akhlak) , some basic Arabic and the Holy Quran.
In the secondary schools, Muslim students are taught both, the intellectual and the
traditional knowledge a continuation of the primary school system. However the
subjects offered are more diverse to broaden students’ minds and personalities and
to provide a wider base to enable them to later specialize in either natural sciences,
humanities, social sciences or Islamic sciences. In the long run, this approach will
enable students to have knowledge in both traditional, Islamic and the contemporary
sciences.

The bases that have been laid down at the primary and secondary levels are further
enhanced and reinforced in the post-secondary level through Higher School
Certificate (STPM)and Higher School Religious Certificate (STAM ) and also at the
Matriculation curricula. Entry at the tertiary level will thereby enhance specializations
in various disciplines and fields of study.

It is hoped that by having the integrated process in education, holistic personalities

will develop. This is pertinent in the context of globalization because the kind of
challenges confronting the younger generation are not only intellectual, academic,
scientific and technological in nature but also behavioral. Induction of good values,
sound ethics, religious sensibility are the basis for a humane character and good
governance. Malaysia is in great needs to develop her own mould through the
development of human capital.

National Philosophy of Education

In the Education Act of 1996, which is an amendment of the Education Act of 1961 it
is stated that education in a multi-racial and multi-cultural society guided by the
National Education Philosophy (NEP)5 as the basis of integration. It states:
Education in Malaysia in on-going effort towards further developing
the potentials of individual in a holistic and integrated manner, so as
to produce individuals who are intellectually, spiritually, emotionally
physically balanced and harmonious, based on a firm belief in and
devotion to God. Such an effort is designed to produce Malaysian

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 citizens who are knowledgeable and competent, who possess high
moral standards, and who are well responsible and capable of
achieving high level of personal well-being as well as being able to
contribute to the harmony and betterment of the family, the society
and nation at large .

The NEP above is translated into the school curriculum, which encourages the
development of balanced, well-rounded, trained and skilled individuals who cherish
the national aspiration for unity. More specifically, educational programmes and
activities intend to achieve the following objectives:
i) To provide pupils with the essential intellectual, effective and
psychomotor skills in a holistic and integrated manner to produce
individuals who are intellectually, physically, emotionally and spiritually
balanced and functionally literate;
ii) Inculcate and nurture national consciousness through fostering
common ideas, values, aspirations and loyalties in order to mould
national unity and national identity in a multi-ethnic society;
iii) Produce manpower with the requisite skills for economic and national
development:
iv) Inculcate in pupils desired moral values and promote personality
and aesthetic development as well as the sense of being responsible
and disciplined, and progressively enable them to contribute effectively
towards nation-building.

There is no discrimination against any citizen in terms of access to education and

financial support for the maintenance of pupils or students in any educational
institution. Equality and opportunity in education are fundamental liberties enshrined
in the Federal Constitution.

With the NEP, education in Malaysia possesses a clear vision for the future. Since
Malaysia is focusing on the human capital development, the importance of a holistic
approach in teaching and learning is inevitable. The nature of challenges in the realm
of globalization is not only knowledge and skill-based in nature but it is a value-based
in perspectives too. By having the NEP, the sense of direction in education is made
clear and the demands to mould the curriculum and methodology in a more
integrated fashion is the answer.

National Secondary Islamic School and Integrated Schools Concept

The earliest attempt at translating the integrated concept in education was through
the National Secondary Islamic School (SMKA)6 which was first introduced in 1977 to
integrate Islamic subjects with humanities, social sciences and natural sciences.

This marked the bold steps taken by the Ministry of Education to provide integrated
approach in education. Today, 55 schools have been set up to give opportunities to
students to have a more balance understanding of Islam and also specialize
professional subjects. The educational policy intends to bridge the gap so that
Muslim students could have a strong basic understanding and practice of Islam and
at the same time be prepared to become professionals. Subjects taught in the
National Secondary Islamic Schools are al Quran and as Sunnah, Syariah, Arabic

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Language and the proper way of reading and understanding the Quran. These
subjects are compulsory to every student whether they are taking humanities,
religious or science streams. The orientation given to the students academic
achievement but also to possess a sound moral standard.

Another integrated concept, Integrated Residential Secondary Schools (Sekolah

Berasrama Penuh Integrasi) was introduced by the Ministry of Education in 2001
whereby fourteen schools were established. These Integrated Residential Secondary
Schools compliment the SMKA. The focus of these schools is to strengthen Islamic
understanding among students but also broadening their knowledge base in
preparation for higher education whereby all the subject options of the SMKA are
offered in addition to that technical knowledge and skills are added in the curriculum.

The products from the National Islamic Secondary Schools (SMKA) have so far
managed to continue their studies in local and foreign universities. Many have
developed to become qualified professionals such as doctors, engineers, architects,
lectures, financial officers and others with a good basic understanding of Islam. At the
same time, many of them further their studies in Islamic universities abroad such as
in Egypt, Jordan, Saudi Arabia and others. They have a good basic understanding
religious disciplines and a fair grasp of the social and natural sciences.

The process of integration and Islamization

According to Kamal Hassan7, the former Rector of IIUM, the first phase of integration
process happened under the Rectorship of Muhammad Abdul Rauf (1983-1988).
Centre for Fundamental Knowledge was established to cater the needs for Islamic
understanding. Islamic worldviews on a comprehensive scope were articulated to
students in the Kulliyyah of Laws and Economics.

The second phase was under the Rectorship of Abdul Hamid Abu Sulayman (1998-
1998), where the development of the university physically and academically reached
to its peak. Integration and Islamization were in focus with the assistance of
International Institute of Islamic Thought (IIIT) in Washington, USA. More Kulliyyahs
and subjects were offered both the conventional and the Islamic knowledges.

The third phase was under the Rectorship of Muhamad Kamal Hassan (1998-2006)
in which his concentration was to stabilize the university and making sure the
strategic plan in making the university as a World Class university happens. During
his time, he introduced the Mission and Vision (IIICE) in a more concrete manner and
dubbed IIUM as “The garden of Knowlegde and Virtues”.

The new Rectorship of Syed Arabi Aidid plans is to strengthen the Philosophy,
vision and mission of the university and at the same time stress the focus on
research and excellence.

Since the establishment of IIUM, Islamic Worldview and Islamic Philosophy has
become the core subjects of every Kulliyyah. Students entering the Marticulation
Centre have to attend Arabic classes, presessional programme to make them
proficient in English and take Tilawah and Halaqah as part of university’s tarbiyyah or
non-formal education. Students are encouraged to get involved in the co-curricular

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and extra-curricular activities such as sports, cultural activities, debating, community
works, organizational and thinking skills. IIUM debating team is outstanding and has
become champion in major national and international debates such as the Phillip
Jessup Championship, and for clinching the best debater award.

IIUM academic programme is unique in its provision for integrated education whereby
some fields of studies would require background in Islamic and contemporary
sciences. It enables students to do Double Major and Double Degree. It is
compulsory for students specializing in Civil Law to take a Minor in Shari’ah. The
same applied to Shari’ah Major, they are required to take Minor for Civil Law. This
concept is also applied in the Kulliyyah of Revealed Knowledge and Human Sciences.
Those who are majoring in Revealed Knowledge are required to take a Minor in
Human Sciences and those who are majoring in Human Sciences are required to
take Minor in Revealed Knowledge.

Those who obtained good academic results can proceed with Double Degree and
Double Major. This will enable the graduates of IIUM to be proficient and later
become professionals in two areas and, and later enhance their understanding of
Islam as well as conventional knowledge and build an integrated personality.

The unique feature of IIUM is international in nature. The integrated approach in

learning will enable them to have better acquisition of knowledge, understanding
Arabic and Islamic Worldview and proficiency in English. This will enable it graduates
to play their roles in strengthening the ummah through knowledge and education,
especially in their homelands.

Since the interest on memorising the Ouran (Tahfiz al Quran) has grown
tremendously among Muslim parents in Malaysia, IIUM for the past six years
launched a programme for Ceritificate in Tahfiz al Quran lasting for 18 months in
collaboration with Al Quran Institute of Malaysia under Department of Islamic Affairs
Malaysia (JAKIM). Excellent students from the National Secondary Islamic Schools
(SMKA) and other educational institutions are selected for the programme.

Upon completion they are sent to various Kulliyahs of the university such as Medicine,
Pharmacy, Dentistry, Architecture, Engineering, Economic and Business
Management, Law, Revealed Knowledge and Human Sciences and others. This
group of students may in the future be the core group in extending integration and
Islamization concept and process within the system.

The integration process in other universities and colleges and NGO.

The efforts of IIUM and the Ministry of Education through its educational reforms
have not gone unnoticed. In response to the needs of integration, Faculties and
Departments of other institutions and State Islamic Colleges are transforming their
curricula to be more integrated. Some have begun to integrate their studies with the
subjects of Business Studies, Information and Computer technologies, Management
and others.

Muslim non-governmental organizations such as the Muslim Youth Movements

(ABIM), Jamaah Islah Malaysia (JIM) and others are introducing integrated approach

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in their educational institutions. ABIM for example initiated the integration process in
its educational institutions since the middle of seventies. ABIM’s kindergarten
(TASKI), primary schools (SRI) and Secondary Schools (SEMI) all over the country
are using integrated curriculum and Islamic orientation to their children. ABIM has
managed to open up the College Darul Hikmah for higher learning and using
integrated approach in teaching and learning.

At the school levels, besides Sri ABIM, the Adni and Al Amin chain of schools for
example introduced integrated approach in their educational pursuits. This approach
managed to attract the middle class Muslims to send their children for better
education having both the knowledge of sciences and Islam. In many other states the
integrated approach has become the interest of educationists. Some pondoks,
tahfizul Quran or Maahad Tahfiz and madrasahs have undergone the process of
integration. Even in Trengganu and Pahang the tahfiz schools run using the
integrated approach.

In short, integrated approach in education is not only the business of the government
but also the focus of the non-governmental organizations and Islamic organizations.
Academic achievement and character building have become the main focus in
teaching and learning orientation.

Reevaluation of integration

For the past two decades integration has become the nitche of the Malaysian
educational system. Educational reform that took place in the system, tried to
inculcate good values within the curriculum and also the co curriculum. The National
Educational Philosophy is made in order to develop “ a balanced and harmonious
personality” among students.

One of the loopholes of the integration process is the pedagogical inability to

translate the philosophical outlines to that of the operational ones. Education is not
merely the process of transmitting knowledge but also the process of transforming
man. When knowledge is transferred to man, not only the mind-set changed but also
the behavior and character affected. The thinking ability will respond to affective
domain and resulted to the way of doing things.

These demands on the ability to develop epistemological foundation that can give
proper direction to teaching-learning processes. Lecturers and teachers should
nurture students so that holistic development becomes a reality.
I
Integration is not only the process of integrating different kinds of knowledges and
disciplines but also to make knowledge value-laden. Values are very important in
helping students the importance of ethics. The thinking and doings should go
together. Thinking without ethical doing is mechanistic and doing together with ethics
gives us direction.

Integration is the basis of Islamization. Islamization is the process of instilling Islamic

worldviews within the body of knowledge. A proper Islamic worldviews lay the
foundation on non dualistic thinking and conflict personalities. This will enable a

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person having knowledge and skills but reflected by wise action guided by sound
character.

Conclusion

Malaysia has come a long way since the integrated approach was first attempted in
1977. The integrated approach of the Malaysian education system can become the
model for other Muslim countries to emulate since the payoff for Malaysia has been
advancement in general of the material, physical, spiritual and moral aspects. The
Islamic Financial System in Malaysia undergirded by Islamic economics, has been
the model for the Muslim World and the West in the past decades. IIUM as a new
university can lead the way to a civilizational awakening. Globalization needs to go
along with the process of ummatization. Globalization, benefited Muslims from the
comparative advantages offered and with the proper strategy of ummatization, the
Muslims are equipped with proper knowledge to design strategic planning and
empowerment so that one day the Muslims are not only the consumers of Western
goods and science, but the Muslims may rejuvenated to become the contributors to
human civilization as it did in the past.

Notes
1
Education Act 1961, a provision that allowa Muslim students to study the subject of Islam in the government
schools.
2
For detail , see Rosnani Hashim, Educational dualism in Malaysia: Implications for theory and practice
(Kuala Lumpur: Oxford University Press, 1996); 2nd Edition ( Kuala Lumpur : The Other Press, 2004).
3
It was held in Makkah from 31st March to 8th April, 1977. 150 papers were presented, attended by 313 scholars
from 40 different countries including Malaysia. ( Recommendations : King Abdul Aziz University , 1977)
4
Malaysia, Education Development Plan 2001-2010,( Kuala Lumpur : Ministry of Education Malaysia, 2006),
p. 2-3.

5
Malaysia, National Education Philosophy , Education Act 1966,(Kuala Lumpur : Ministry of Education,
Malaysia.).
6
Telephone interview with Dato’ Dangiran, Director for Islamic and Moral Division, Ministry of Education,
Malaysia on 14.4.2007
7
Interview with Muhamad Kamal Hasan, the ex-Rector of IIUM on 5th April 2007.