NAQLI AND AQLI KNOWLEDGE INTEGRATION PRODUCES QURANIC PROFESSIONAL GENERATION

Transcription

1 NAQLI AND AQLI KNOWLEDGE INTEGRATION PRODUCES QURANIC PROFESSIONAL GENERATION Zetty Nurzuliana Rashed Fakulti Pendidikan, Kolej Universiti Islam Antarabangsa Selangor Bangi, Selangor, MALAYSIA Tel: Ab. Halim Tamuri Kolej Universiti Islam Antarabangsa Selangor Bangi, Selangor, MALAYSIA Tel: Siti Suhaila Ihwani Universiti Teknologi Malaysia Tel: Julia Madzalan Fakulti Pendidikan, Kolej Universiti Islam Antarabangsa Selangor Bangi, Selangor, MALAYSIA Tel: ABSTRACT This concept full paper discusses the concept of aqli and naqli knowledge integration which able to produce Professional Quranic generation. Generally, al-quran generation is those who understand the religion and are not deceived by wealth and materials. This generation is guided by al-quran and nurtured with norms and noble values that are embedded in the teachings of Islam. This generation is hoped to become the creator of a civilization that can embrace Islamic soul in a dynamic and positive way. This generation will also manage changes that will occur in the society based on humanistic and Islamic soul. This is suitable with the main purpose of Islamic education which is to produce human devoted to God (soleh). This research uses library research and document analysis methods by assessing and analyzing discussions in texts content and being translated in the form of narrative approach. This study found that the al-quran generation which is developed through Holistic and Integrative Education Curriculum (JAIS) is a generation that shows uniqueness and personality of true Muslims from the aspects of physical, mental, spiritual and manners in the course of integration education based on devotion and faith to Allah S.W.T. which fulfills the characters of uluhiyyah and rububiyyah. Keywords: Quranic generation, integrative education, knowledge integration, naqli knowledge, aqli knowledge Organized by 413

2 1. Introduction Knowledge experts in the world today have made a separating line whether in a clear cut or hidden manner between religious and modern science knowledge. The source of this separation is due to secularism and dualism understandings which had seeped into the education sector. According to Noor Hisham (2013) he stated that as the effect to this disintegration, thus developed two education systems that develop synchronously but separated from one to the other and do not meet at the end. A system focuses on aqli knowledge so deeply that it neglects naqli knowledge or offers aqli knowledge superficially by not making it as the basis for the aqli knowledge. On the other hand, another system focuses only on naqli knowledge and neglects aqli knowledge which is also crucial. Thus, Al-Quran provides guidance in questions related to faith, Islamic law, and good personality, by putting the basis of principles regarding the questions; and Allah S.W.T bestowed upon Rasulullah s.a.w to spread the complete revelation of the principles, as mentioned in His words which means: (al-nahl: 44) [We sent them] with clear proofs and written ordinances. And We revealed to you the message that you may make clear to the people what was sent down to them and that they might give thought. Al-Quran is made as the basis in building thinking and mind in making life in the world and hereafter a success for the purpose of building a well-developed society in order to shape Quranic generation. The generation which is developed by using the mold of al-quran is a generation that is successful in shaping and internalizing the essences of fear towards Allah, building courageous, free and independent soul. This generation is mature in giving ideas and opinion and in decision making, always giving ideas which are sound and constantly developing. Holistic thinking will build a perfect and intelligent mind apart from strengthening the faith. Positive mind on the other hand will never lose hope towards Allah s love, not feeling snobbish and arrogant when he or she is given success because of the faith that those are all blessings from Allah. This is Quranic mind. The mind that influences the shape of high quality of good personality, producing sacrificial spirit and not being selfish. In this brief full paper, the writer would like to discuss several crucial aspects in producing al-quran generation through integrative education system. 2. Research Methodology This study uses library approach and document analysis approach which evaluate, analyze and discuss the content of texts and translate the texts into becoming narrative approach. It is also a write up which intends to comment on the knowledge content including theoretical findings as well as contribution methods regarding a discussed topic 3. Characteristics of Quranic Professional Generation Al-Quran generation generally is a generation that understands the religion and not being influenced by the wealth and materials. This generation is guided by Al-Quran and is nurtured with noble values Organized by 414

3 and noble personality which are embedded in the teachings of Islam. According to Sabri (2009) this generation is built through nurture and education which put forth the concept of five M which are: 3.1 reciting Al-Quran at all times either in the morning, afternoon, day or night. 3.2 memorize al-quran in building strength of mind and shaping the strength of high spiritual self which shines the light or nur of Allah in a memorizer of al-quran. 3.3 understands and masters al-quran in a well manner in order to be made main source of reference in all fields of life. 3.4 practices the ideas and good teachings which are embedded in al-quran. 3.5 learn the beauty and the highness of kalamullah which has no compare in al-quran. This generation is hoped to become as the builder of the civilization which will practice the spiritual of Islam dynamically and positively. This generation will manage changes that happen in the society based in the development on humanity and Islamic soul. This is suitable with the main purpose of Islamic education which is to produce pious human. According to Hasan Langgulung (1991) pious human is defined as being the human that approaches perfection which is a human that is filled with faith, fear to Allah, takes good care of his relationship with Allah, being careful of his words, deeds and thinking as well as managing his life well. Allah said in surah 51:36 which means: But We did not find therein save a (single) house of those who submitted (the Muslims). Thus, al-quran generation which is produced is a generation that is close to Allah, practices all of His commands and avoids all that He forbids. This generation is hoped to al-quran as the main source of reference, as the candle that will light the pathway of life. Apart from that, a research by Habib (2011) stated that al-quran generation is also a generation that shows uniqueness and the personality of true Muslim physically, mentally, spiritually and personally. The personality is developed based on fear to Allah and faith to Him that fulfills the characteristics of uluhiyyah and rububiyyah. They are also formed through the nurture of soul with al-quran that educates heart, carrying out all obligations as stated by Allah and thus the individuals with high value of humanity are produced and hence generating the birth of independent souls which are free from the influence of nafs which constantly tries to throw human into desolation and hopelessness. Al-Quran generation which was educated during the time of Rasulullah had evidently succeeded in producing respectful figures and role models of all time such Ali bin Abi Talib, Aisyah, Ibnu Abbas, Umar Al-Khatab, Zaid bin Thabit and many more. 4. Integrative Education System Produces Quranic Generation Education is a very crucial and challenging aspect of a human s life. Mankind will never get to know alphabets, would not be able to read well and may not possess knowledge either formally or informally without a good education. The requirement to pursue knowledge evidently is very essential as the first Quranic verse which was bequeathed upon Rasulullah SAW is regarding the importance to pursue knowledge. Allah S.W.T said, which means (Al- Alaq: 1-5): Organized by 415

4 Recite (o Muhammad) in the name of your Lord who created - Created man from a clinging substance. Recite, and your Lord is the most Generous - Who taught by the pen - Taught man that which he knew not. The issue which arises comes when human civilization spread, as the knowledge tradition starts to separate the concepts of worldly knowledge and the knowledge of the hereafter. This is what it means by knowledge dualism. The dualism system in education can be said to being used by almost all Muslim countries in the world. As the consequence, then exists two generations that constantly contradicts in developing the society. In order to create a society that has balance between worldly and the hereafter, which is a generation that has the love and heart for al-quran, efforts need to be taken and done in making sure that the dualism system combine into becoming one (integration). The combination of naqli and aqli knowledge in an education system will generate a balanced generation from the aspects of physical, emotion, spiritual and intellectual which matches and suits with the vision of National Education Philosophy (FPK) and Islamic Education Philosophy (FPI). The dualism education system creates a negative effect to Muslims. The existing education system fails to portray the characteristics of integration with Islam. At this moment, knowledge fields such as mathematics, science and others are seen as if they are separated and disconnected with religion or to the Almighty Creator of this world who is Allah SWT. Consecutively, knowledge related to science did not even relate the scientific finding as the proof of Allah s magnificence in strengthening one s faith. Thus, it is the best practice if religious teachers can teach tauhid (faith towards Allah) which is integrated with scientific values; and science teachers teach science subjects by combining it with values of tauhid. This is the best education and teaching method in order to produce students who have mind and soul close to the Creator. Nonetheless, unlike the present time, as religious subjects are far from values of aqli and science subject is let free from naqli values. This is the main challenge in the education system nowadays in creating future generation that is balanced from the aspects of naqli and aqli knowledge. Ahmad Mohamad Said (1988) stated that the purpose of integration of the two knowledge from the aspect of output is to produce pious human whom are successful in carrying out one s duty and status as servant as well as khalifah of Allah. From the aspect of input, it should cover educational content which includes the integration of fardhu ain and fardhu kifayah knowledge. From the aspect of pedagogy, on the other hand, it envelops good personality and mastery. Lastly, from the aspect of process, the stress is on practice and application, apart from building selfconfidence and strengthening the faith in oneself. Curriculum and integrative learning models which are able to integrate both these knowledge separates is the approach that needed to be taken up in order to resolve the issue of dualism in education. It refers to educational approaches which are comprehensive, balanced, dynamic, relevant and contemporary as the best approach. This is important in order to create generation that are able to fulfill the role as leaders and are able to face challenges that are coming in the future. Education that is based on al-quran and al-sunnah alongside with the integration of various fields of aqli knowledge towards building community with the base of faith and trust to Allah. Organized by 416

5 5. Integrative Curriculum Approach of Maahad Tahfiz Integrasi Negeri Selangor There are various definitions in relation to the matter and the link towards education. According Hasan Langgulung (2003), definition of curriculum can be seen through four main aspects which are: i. the desired vision that is to be fulfilled through education ii. all sorts of knowledge, information, data, program and experience shape the curriculum iii. methodology and teaching procedure which are carried out by the teacher to teach and attract students interest to learn iv. methodology and assessment procedure which are carried out in evaluating and assessing curriculum and the results of planned education process Apart from that, curriculum is defined as a culture and knowledge in helping and assisting teachers in teaching and learning process to groups of certain students (Mohd Daud 1995). Thus, in relation to this context, based on the definition of curriculum as mentioned, curriculum can be regarded as the aim of education which covers all aspects of knowledge, the role of teachers in disseminating knowledge and making knowledge as a culture, as well as how the procedures and methodology in assessing and evaluating an essence in curriculum is being made. In relation to the context of education development in Malaysia, curriculum is a process to plan, integrate, defining meaning, aim and objective of a curriculum. It also relates to translating the content of a lesson and executing it in the form of lesson for a knowledge discipline. According to Abdul Fatah (2003), national curriculum is an education program which includes all aspects of curriculum and co-curriculum that covers all knowledge and mastery, norms, values, cultural and believe element that can facilitate individual s growth into becoming a balanced human from the aspects of physical, emotion, spiritual and intellect and upgrading the moral values and good personality. Educators are seen more as curriculum executor agents and consecutively able to make the content of National Education Philosophy (FPK) and Islamic Education Philosophy (FPI) a reality. Looking at the elaboration of curriculum definition which has been discussed, it is evident that curriculum is a part of education. Without curriculum, educational process will not be successful. In relation to that matter, when curriculum in education is developed effectively and efficiently, surely the result will be seen in the development of the society. Thus, this is seen to be suitable and in line with the motto of Maahad Tahfiz Integrasi Negeri Selangor which is to build al-quran generation based on producing al-quran generation that is and committed towards memorization of al-quran as well as applying it in daily lives. A specific curriculum framework is applied in the structure of teaching and learning in the secondary school. Integrative and Holistic curriculum model is as in Figure 1 below: Organized by 417

6 Figure 1: Integrative and Holistic curriculum model. Source: Unit Kurikulum Jabatan Agama Islam Selangor (JAIS) In this integrative curriculum model, in tahfiz curriculum, learning system is divided into three divisions which are al-quran and memorization syllabus, tajwid and Qiraat syllabus, and ulum al- Quran syllabus which consists of subjects such as ulum al-quran, Qiraat al-asyara, Al-Fawasil, Resm Al-Uthmani and Tarikh Al-Mashaf. This goes hand in hand with KBSM curriculum as used in Secondary School (SMK) and Religious Secondary School (SMKA). Consecutively, in JAIS Islamic Education curriculum or al-azhari syllabus, the curriculum used covers subjects such as Nahu and Sorof, Insyak or Mutalaah or Balaghah, Tafsir, Hadis, Feqah, Tauhid, al-quran as well as Sirah. Based on this curriculum, the students will study and follow tahfiz curriculum in fulfilling the main objective of integrative curriculum in this school. This tahfiz curriculum syllabus starts from form one until the end of form five. Below is the table on tahfiz curriculum for al-quran and memorization syllabus. Organized by 418

7 Table 1: Syllabus of Al-Quran and Memorization of Tahfiz Curriculum. Source: Unit Kurikulum Jabatan Agama Islam Selangor (JAIS) Form Memorization 1 7 Juzuk (Juzuk 30,29,28,27,26,1 and 2)&Surah Yasin & Surah As-Sajdah 2 8 Juzuk (Juzuk 3,4,5,6,7,8,9 and 10) 3 7 juzuk (juzuk 11,12,13,14,15,16 and 17)+PMR 4 8 Juzuk (Juzuk 18,19,20,21,22,23,24 and 25)+SMA 5 Revise memorization of juzuk 1 until 30(+SPM+STQ) Notes: Students memorize based on their ability Legend: PMR: Lower Secondary Assessment SPM: Malaysian Certificate of Education STQ: Higher Certificate for al-quran SMA: Religious Secondary Certificate Through this holistic and integrative curriculum model as practiced at science stream maahad tahfiz, it is a curriculum model which is hoped to shape al-quran generation which have five M characteristics as mentioned by Mohd Sabri(2009). 6. Conclusion The integration of naqli and aqli knowledge is needed to be done in order to save the Muslims and humanity today from problems and issues pertaining to crime towards knowledge development and nurturing process either in a family or in a society. In making this into a realization, the integration process should be done in a serious, well-planned and wise manner. It is time that every knowledge body or discipline body to be based with value system in which the values such as faith, ibadah, personality and Islamic law should be the main factor in developing a student s personality. This base is very crucial so to ensure the curriculum built to be integrative. Knowledge which is integrative and education that develops a human s potential and talent will produce a holistic and well-rounded person with high quality in ensuring the muslims and humanity development is built on the basis of importance of think, zikir, expertise and values. This generation makes al-quran as the sole main reference because of their faith in al-quran. They believe that al-quran will be able to solve all problems and crises that they face. This characteristic will eventually make them as the ultimate generation of all time. Organized by 419

8 References Abdullah Basmeih.1980.Tafsir Pimpinan al-rahman kepada pengertian al-quran.kuala Lumpur.Yayasan Islam Terengganu Sdn.Bhd. Abdul Fatah Hassan Pengenalan Falsafah Pendidikan. Pahang: PTS Publications & Distributors Sdn.Bhd. Ahmad Mohamad Said.1988.Pendidikan sepadu:perlaksanaan,penghayatan dan persoalan.kuala Lumpur:Maktab Perguruan Islam. Habib Menjana Generasi Al-Quran:Sejauhmana Kesediaan Guru dalam perlaksanaan Pengajaran dan pembelajaran.prosiding International Conference and Exhibition on Research in Islamic and Arabic Language Education Hasan Langgulung Asas Asas Pendidikan Islam. Edisi Kelima. Jakarta: Pustaka Al Husna Baru. Mohd Daud Hamzah Liputan Kurikulum Sekolah. Kuala Lumpur: Dewan Bahasa Dan Pustaka. Noor Hisham&Nurul Hudani.2013.Falsafah Ilmu.Kelantan.Universiti Malaysia Kelantan. Sabri.2009.Generasi Ulul Albab: Segunung harapan, Seteguh Gagasan.Shah Alam:Penerbit Buku Karisma. Unit Kurikulum Jabatan Agama Islam Selangor(JAIS) Organized by 420