Status of Muslim religious education (MADARIS) in the Autonomous Region for Muslim Mindanao (ARMM) in Southern Philippines 1995

• Main Author: Tulib, Ismael Hassanin Ahmad
• Format: text
• Language: English
• Published: Animo Repository 1996
• Subjects: Islamic religious education > Philippines; Islamic education > Philippines; Autonomous Region in Muslim Mindanao (Philippines); Islamic universities and colleges > Philippines; Islamic Studies; Religious Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/757
• Institution: De La Salle University

This study is an investigation of the status of Islamic religious education in the Autonomous Region of Muslim Mindanao (ARMM).Muslim religious education is carried out in schools run by religious leaders/educators. Muslim communities have their own schools called madaris which are run by Ulama who graduated from Muslim universities abroad. Madaris are patterned after the educational system in Muslim countries.The study started with a brief historical background and an important information on madrasa as an educational institution in the Philippines. The research highlighted the dominant profile of the respondents. Their perceived difficulties were the inadequate teaching materials as well as the madrasa condition. With regards to the contribution of the madrasa to the development of moral and spiritual values of the community, married teachers expressed their observation of the Islamic acts of the people in their community. The perception of madrasa teachers and students were dependent upon their socio-demographic characteristics such as sex, civil status, ethnic belonging, place of education, age and schedule of classes. In general, lack of conducive learning atmosphere was the problem that madrasa clients and administrators encountered. There was much room for improvement in proper training for the teachers and other personnel.As a result of the investigation, the following were recommended:1. Madrasa should look deeper into its curriculum so that it can certainly address the practical needs of students, and not only their spiritual necessities.2. Administrators and key personnel should review the vision and mission of the madrasa. Unless these are made clear, madrasa cannot shed off its traditional image or status as just a place to learn basically how to read and memorize the Holy Qur'an 3. Policy makers should know, empirically, the various needs of madrasa. In addition, the madrasa should be considered as a formal educational institution since Muslim parents prefer to send their children to the madrasa and,4. Further study can be done on the ideal and yet practical coverage of Islamic religious education, and the evaluation of the vision and mission of teaching Islamic religious education.