Abstract
This article explains the development of Islamic education in Singapore, specifically Madrasah al-Juneid al-Islamiyah. The problem: how is curriculum development at Madrasah al-Juneid? And what are the challenges of the future of this madrasa? To answer this problem, the amount of data collected through the method of observation, interviews, and documentation. Data collected were analyzed descriptively-qualitatively. The results show: first, the curriculum at Madrasah al-Juneid initially did not contain pure religion then was expanded by adding general lessons. In learning, study materials are commonly used to approach integration with Islamic teachings. Second, madrassas in Singapore face challenges in the future that are not easy, namely the demands of the world of work, demands for quality, challenges of Western lifestyles, and accusations against Islam as a terrorist religion. Creative madrassas must address all these challenges in developing quality programs so that graduates can compete with graduate schools, can fortify modern secular lifestyles, and can coexist peacefully during Singapore's diverse society.
Highlights
The study of Madrasah al-Juneid focused on the following problems; how is the curriculum developed at Madrasah al-Juneid?; and what are the challenges facing this madrasa? To answer this problem, several related data were collected through methods of observation, interviews, and documentation
The government had only left two institutions to continue to exist with tight controls, namely the madrasa, which had developed long before Singapore gained independence and the Special Assistance Plan (SAP), an educational institution intended for children who have more ability in the field of English and Mandarin language
Based on some of the explanations above, the answers to the problems in this study can be concluded as follows: First, the curriculum developed at Madrasah al
Summary
Full-time madrassas are Islamic educational institutions whose learning processes take place every day as is the case with madrasas in Indonesia, and the curriculum combines religious and general subjects. The government had only left two institutions to continue to exist with tight controls, namely the madrasa, which had developed long before Singapore gained independence and the Special Assistance Plan (SAP), an educational institution intended for children who have more ability in the field of English and Mandarin language.
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