Main Article Content
The madrasah education curriculum is imperative in the implementation of madrasah education in the Philippines. The importance of the curriculum processes and products as collection of work encompasses the significant involvement of key stakeholders in curriculum development. The purpose of this paper was to provide a detailed curriculum analysis of the Refined Elementary Madrasah Curriculum using Posner’s curriculum analysis and its implication towards the development of Philippine madrasah education. The study employed a qualitative research design mainly through document analyses and key informant interviews of program implementers. Based on the analysis, the perspective of the curriculum is to provide appropriate and relevant educational opportunities within the context of accepted cultures, customs, traditions and interests of Muslim Filipino learners. In addition, there is an attempt to contextualise the learning goals of the Philippine classroom. However, some of the participants described the curriculum as relevant but not age-appropriate. In addition, as basic tenets in designing a curriculum, there were no specific learning activities elaborately explaining the instructional strategies and course resources. Also, there was no assessment task or evaluation explicitly incorporated in the curriculum. Conversely, the institutionalisation of the Madrasah Education Program (MEP) in public school provides an opportunity to develop and ensure access to quality and relevant education among Muslim learners. The results provide baseline data in understanding the curriculum and serve as an impetus for future curriculum development of madrasah education in the Philippines.
JATI PUBLICATION ETHICS & PUBLICATION MALPRACTICE STATEMENT:
These guidelines are fully consistent with the COPE Principles of Transparency and Best Practice Guidelines and the COPE Code of Conduct (https://publicationethics.org).
We encourage the best standards of publication ethics and take all possible of principles of transparency and measures against publication malpractices. The Department of Southeast Asian Studies as the publisher plays its roles of guardianship over all processes of publishing seriously and we perform our ethical and other tasks.
- General duties and responsibilities of editors
Editors should be accountable for everything published in their journals. This means the editors should strive to meet the needs of readers and authors; constantly improve their journal; have processes in place to assure the quality of the material they publish; champion freedom of expression; maintain the integrity of the academic record; preclude business needs from compromising intellectual and ethical standards; and always be willing to publish corrections, clarifications, retractions and apologies when needed. In addition to these general duties, the editors accept the obligation to apply best will and practice to cope with the following responsibilities:
- Editorial Board
Editorial board will be generated from recognized experts in the field. The editor will provide full names and affiliations of the members as well as updated contact information for the editorial office on the journal webpage.
- Duties of Reviewers
Contribution to Editorial Decisions
Peer review assists the editor in making editorial decisions and through the editorial communications with the author may also assist the author in improving the paper.
- Duties of Authors
Authors should follow the format of reporting the original research with accurate data gathered. The author should include sufficient detail and references to allow others to replicate the work. It is unacceptable if the author performs malpractices in the paper.
- Originality and Plagiarism
The authors should ensure that they have produced original papers, and must appropriately cite or quoted if the authors have used the work and words of others.
- Concurrent Publication
It is an ethical and acceptable for an author to submit or publish same research or manuscripts in more than one journal or primary publication.
- Acknowledging the Sources
Authors should cite properly publications that have been influential in determining the nature of the reported work.
- Paper authorship
Those who have made a significant contribution to the paper should be named as an author and co-authors. Those who have participated in the aspects of the research, they should be they should be listed as contributors. All co-authors should have seen and approved the final version of the paper and have agreed to its submission for publication.
- Announcement and Conflicts of Interest
All authors should include the financier or grant giver if the manuscript or research financed by the research grant or any financial support body.
- Errors in published works
The author is responsible for communicating and co-operating with the editor to retract or correct the paper when a significant error or inaccuracy in his/her published work.
- Publication decisions
The editor should be responsible for deciding which of the articles submitted to the journal should be published. The validation of the work in question and its importance to researchers and readers must always drive such decisions. The editor may be guided by the policies of the journal's editorial board and constrained by such legal requirements, copyright infringement, and plagiarism. The editor may confer with other editors or reviewers in making this decision.
- Peer review process
All journal's content (articles) are subjected to a double-blind, peer-review process. Articles are first reviewed by editors and may be rejected because it is not dealing with the subject matter. Articles that are found suitable for review are then sent to two experts are unknown to each other in the field of the paper.
Reviewers are asked to classify the paper as publishable, publishable with amendments and improvements, or rejected. Reviewer's evaluations normally include the recommendation of what to do with the paper. Reviewer's comments are then seen by the author.
Editors should be ready to justify any important points from the described process. Editors should not reverse decisions on publication. Editors should publish guidance to both authors and reviewers on everything that is expected of them. This guidance should be regularly updated and will refer or link this code.
- Fair play
The editor should evaluate manuscripts for their intellectual content without regard to race, gender, sexual orientation, religious belief, ethnic origin, citizenship, or political philosophy of the authors. Editors' decision to accept or reject a paper for publication should be based only on the paper's importance, originality and clarity, and the study's relevance to the aim of the journal.
- Digital Archiving
The editor will ensure digital preservation of access to the journal content by the University of Malaya Journal depository section at http://jati-dseas.um.edu.my and MyJournal at http://www.myjurnal.my/public/browse-journal-view.php?id=39
Editor and any editorial staff must keep confidential of all information about a submitted and review process of the manuscript to anyone except the corresponding author, reviewers, potential reviewers, other editorial advisers, and the publisher.
- Publication and Submission fee
Authors are freed from fees or charges for manuscript processing. Authors pay neither submission nor publication fee beyond eventual conference registration fee (in case conference paper accepted for publication).
- Open Access Policy
The journal is freely available online. Authors are required to agree with this open access policy which enables unrestricted access and reuse of all published articles. The articles are published under the Creative Commons copyright license policy CC-BY.
- Reporting standards
Authors of papers should present an accurate account of the work performed as well as an objective discussion of its significance. Underlying data should be represented accurately in the paper. A paper should contain sufficient detail and references to permit others to replicate the work. Fraudulent or knowingly inaccurate statements constitute unethical behavior and are unacceptable. Review and professional publication articles should also be accurate and objective, and editorial 'opinion' works should be clearly identified as such.
- Originality and Plagiarism
The authors should ensure that they have written entirely original works and if the authors have used the work and words of others that this has been appropriately cited or quoted.
Abu Bakar, M. (Ed.). (2018). Rethinking madrasah education in a globalised world. Abingdon: Routledge.
Abdullah, M. (2018). A pedagogical framework for teacher discourse and practice in Islamic schools. In M. Abdalla., D. Chown, & M.
Abdullah, (Eds), In Islamic schooling in the West: Pathways to renewal (pp. 195– 226). Cham: Palgrave Macmillan.
Arsad, N. (2007). A framework for integration of madrasah into the basic education (Master’s thesis), College of Education, University of the Philippines, Diliman, the Philippines.
Boransing M. B. (2006). Road map to Muslim basic education. Diliman: University of the Philippines.
Caballero-Anthony, M. (2007). Revisiting the Bangsamoro struggle: Contested identities and elusive peace, Asian Security, 3(2), 141-161. https://doi.org/10.1080/14799850701351425
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. London: SAGE.
Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105283796
Demir, L., & Yurdakul, B. (2015). The examination of the required multicultural education characteristics in curriculum design. Procedia – Social and Behavioral Sciences, 174, 3651-3655. https://doi.org/10.1016/j.sbspro.2015.01.1085
Department of Education, the Philippines. (2011). Order (DO) No. 40, Amendments to DO No. 51, s. 51, s. 2004, or the standard curriculum for elementary public schools and private madaris.
Department of Education, the Philippines. (2017). Order (DO) No. 41, Policy guidelines on Madrasah education in the K to12 curriculum.
Guo, S., & Jamal, Z. (2007). Nurturing cultural diversity in higher education: A critical review of selected models. Canadian Journal of Higher Education, 37(3), 28-48. https://doi.org/10.47678/cjhe.v37i3.529
Institute for Autonomy and Governance. (2019). Research on traditional madaris in ARMM and adjacent regions. Cotabato City: Notre Dame University.
Kadi, W. (2006). Education in Islam – Myths and truths. Comparative Education Review, 50(3), 311-324. https://doi.org/10.1086/504818
Lingard, B. (2005). Socially just pedagogies in changing times. International Studies in Sociology of Education, 15(2), 165-186. https://doi.org/10.1080/09620210500200138
Marasigan, A. (2019a), Sustainability concerns of the Madrasah Education Program: Basis for Philippine Islamic and madrasah education policy review. UP CIDS Discussion Paper 2019-10. Quezon City: University of the Philippines, Center for Integrative and Development Studies. Retrieved from https://cids.up.edu.ph/publications/discussion-papers/2019-series/2019-10/
Marasigan, A. (2019b). Teacher shortage and quality of madrasah education in the Philippines: An analysis of madaris teachers’ support system and qualifications. UP CIDS Discussion Paper 2019-09. Quezon City: University of the Philippines, Center for Integrative and Development Studies. https://issuu.com/up.cids/docs/up_cids_discussion_paper_2019-09
Miedema, S. (2006). Public, social, and individual perspectives on religious education. Studies in Philosophy and Education, 25(1), 111-127.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
Milligan, J. A. (2005). Faith in school: Educational policy responses to ethno-religious conflict in the Southern Philippines. Journal of Southeast Asian Studies, 36(1), 67-86. Retrieved from https://www.jstor.org/stable/20072629
Milligan, J. A. (2006). The Islamisation of education. Comparative Education Review Special Issue on Islam and Education, 50(3), 410-430. Retrieved from https://www.journals.uchicago.edu/doi/full/10.1086/503883
Muslim Education Initiative Review Final Report. (2014). Quezon City: Research and Development Foundation of the College of Education – University of the Philippines.
Nunag, D. (1970). The madrasah schools in Marawi City: Their education objectives, practices, and institution societal role (Master’s thesis), College of Education, University of the Philippines, Diliman, the Philippines.
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum, foundations, principles, and issues. Harlow: Pearson.
Peters, S. (2003). Inclusive education: Achieving education for all. Retrieved from https://www.researchgate.net/publication/228606295
Philippine Statistical Authority. (2015). Retrieved from http://rsso11.psa.gov.ph/article/factsheet-islam-mindanao
Posner, G. J. (1989). Making sense of diversity: The current state of curriculum research. Journal of Curriculum and Supervision, 4(4), 340-361.
Posner, G. J. (2004). Analysing the Curriculum. Boston: McGraw Hill.
Puskás, T., & Andersson, A. (2019). Keeping Education Non-Confessional While Teaching Children about Religion. Religion & Education, 46(3), 382- 399. https://doi.org/10.1080/15507394.2019.1590940
Refined Elementary Madrasah Curriculum. (2010). Manila: Department of Education.
Review Report on the Three Years Implementation of ALIVE Program. (2008). Retrieved from https://deped.academia.edu/AsecNoorSaada/Researches
Rodriguez, L. D. (1986). Madrasah General Education Program for Muslim Mindanao (Ph.D. dissertation), Philippine Normal University, Manila, the Philippines.
Sabki, A., & Hardaker, G. (2013). The madrasah concept of Islamic pedagogy. Educational Review, 65(3), 342–356. https://doi.org/10.1080/00131911.2012.668873
Sali, A. H. A. (2020a). Pedagogical praxis: Muslim-Filipino madrasah teachers’ conceptuality of instructional process. IAFOR Journal of Education: Studies in Education, 8(4), 115-131. https://doi.org/10.22492/ije.8.4.07
Sali, A. H. A. (2020b). Pedagogical practices of Asatidz in selected Arabic language and Islamic values education schools in Metro Manila (Master’s thesis), Philippine Normal University, Manila, the Philippines.
Sali, A. H. A., & Ancho, I. V. (2021). Pedagogical reflections of Muslim-Filipino madrasah teachers: A phenomenological study. Journal of Research, Policy & Practice of Teachers and Teacher Education, 11(1), 25-39. https://doi.org/10.37134/jrpptte.vol188.8.131.521
Sali, A. H. A., & Marasigan, A. (2020). Madrasah education program in the Philippines: An exploratory case study. International Journal of Comparative Education and Development. 22(3), 201–217. https://doi.org/10.1108/IJCED-06-2019-0034
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Solaiman, S. M. (2017). Implementation of Arabic language and Islamic values education (ALIVE) in Marawi City, Philippines: Unveiling the perceptions of ALIVE teachers. Education Journal 2017, 6(1), 38–46. https://doi.org/10.11648/j.edu.20170601.15
Son, Y., Chae, D., & Min, B. (2003). The analysis of developmental approaches in science, health, and technology (DASH) program using Posner’s curriculum model. Journal of Korean Association for Research in Science Education, 23(4), 386-400. Retrieved from https://www.koreascience.or.kr/article/JAKO200317347317467.page