Abstract
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.
Highlights
The curriculum is an essential guide in implementing the Madrasah Education Program (MEP) in the Philippines
In its form, the educational objectives, core competencies, expected outcomes, and evaluation are embedded in the design (Ornstein & Hunkins, 2018)
The institutionalisation of Arabic Language and Islamic Values Education (ALIVE) program was made possible through a series of consultations and efforts of the government and Muslim intellectuals (Sali & Marasigan, 2020, p. 204)
Summary
The curriculum is an essential guide in implementing the Madrasah Education Program (MEP) in the Philippines. The products are very essential as it provides instructional decisions in the educative process. Madrasah teaches Islamic knowledge and is distinct in the context of architecture, organisation, instruction, learning, curriculum and funding sources (Kadi, 2006, as cited in Sabki & Hardarker, 2013). The madrasah education implementation (Arsad, 2007; Boransing, 2006; Marasigan 2019a; Marasigan 2019b; Milligan, 2006; Rodriguez, 1986; Sali, 2020a; Sali, 2020b; Sali & Ancho, 2021; Sali & Marasigan, 2020; Solaiman, 2017) in the Philippines is multifaceted. The institutionalisation of Arabic Language and Islamic Values Education (ALIVE) program was made possible through a series of consultations and efforts of the government and Muslim intellectuals (Sali & Marasigan, 2020, p. 204)
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