Integrating Islamic and national curricula : a qualitative study of the first public madrasah of the Bangsamoro region in the Philippines

Abstract

This study explores the integration of Islamic and national curricula of the first public madrasah at the Bangsamoro region in the Philippines. It focuses on how elementary education, particularly from kindergarten to grade 3, is impacted by this integration. The study used a qualitative methodology, collecting information using the document analysis, focus groups, and semi-structured interviews. The school principal, administrators, teachers, and students are among the participants of this study. These individuals were selected according to their prior expertise with the curriculum integration, as they are also implementers in the field. The main purpose of this research is to understand how the national and Islamic curriculum are combined into one integrated educational system. It also addresses the challenges and opportunities that come up throughout this process. The study also seeks information about the opinions of various groups regarding the effectiveness of this integrated approach, including students, teachers, principal and school administrators. The findings demonstrate that integrating the two curricula contributes to a more well-rounded education. Islamic teachings teach the students moral and spiritual principles in addition to the cognitive skills like reading and math. Teachers also employ what is known as an "integrated approach," in which the Islamic beliefs are taught alongside the courses like science or social studies. For the students, this enhances the significance of learning and aligns with their cultural background. However, the study also identifies certain challenges. These include inadequate infrastructure, including clean water and electricity, teacher preparation, and school supplies. Additionally, some educators require additional assistance in order to teach academic and religious subjects in an efficient manner. However, the community and school personnel are still very supportive despite of these problems. That is why, the balanced education in the public madrasah is valued by the parents. The study emphasizes how crucial the community involvement, legislative support, and teacher training are to the success of the curriculum integration. It also implies that the Bangsamoro experience could teach other multicultural areas too, particularly about how to retain the ethnic identity while also fulfilling the national educational requirements. By demonstrating how the faith-based and the secular education may coexist in a public school context, this study advances the area of the curriculum studies. For the educators, school administrators, and policymakers who wish to develop inclusive and culturally sensitive educational institutions, the study offers a helpful suggestions.