Implementation and Challenges of Arabic Language and Islamic Values Education Program: Basis for School Development Plan
DOI:
https://doi.org/10.54536/ajahs.v4i1.4139Keywords:
Challenges of Arabic Language and Islamic Values, Education Program, ImplementationAbstract
The Arabic Language and Islamic Values Education (ALIVE) program, part of the Madrasah Education Program, provides culturally relevant educational opportunities for Filipino Muslim learners but faces implementation challenges. A study conducted in Iligan City during the 2023-2024 school year assessed the program’s implementation and challenges, involving 311 teachers using a descriptive correlational research design and universal sampling. Data analysis revealed that secondary graduates with temporary or contractual appointments were the most educated ALIVE teachers, with curriculum, assessment, and teacher-related factors significantly influencing implementation. Significant correlations were found between ALIVE implementation and teachers’ educational attainment, appointment status, teaching experience, and training participation. To enhance the program, the study recommends promoting teacher inclusivity, institutionalizing training, providing online resources, aligning the curriculum, and offering professional development opportunities. These measures aim to address challenges and improve the program’s implementation, fostering educational equity and cultural recognition for Muslim learners within the Madrasah system.
Downloads
References
Abdullah, A. H. (2022). A systematic review of what Malaysia can learn to improve Orang Asli students’ mathematics learning from other countries. Sustainability, 14(20), 13201.
Abubakar, U. (2022). An analysis of the Arabic language and Islamic values education program: Implications for policy. Global Scientific Journal, 10(8).
Abdulkarim, K. A., & Suud, F. M. (2020). Evaluation of madaris curriculum integration for primary Muslim education in Mindanao: An assessment of the influence of psychology. International Journal of Islamic Educational Psychology, 1(2), 89–100.
Alkhudiry, R. (2022). The contribution of Vygotsky’s sociocultural theory in mediating L2 knowledge co-construction. Theory and Practice in Language Studies, 12(10), 2117–2123.
Altonji, Z. (2021). The labor market returns to advanced degrees. Journal of Labor Economics, 39(3), 927–980.
Altonji, J., Humphries, J., & Zhong, L. (2023). The effects of advanced degrees on the wage rates, hours, earnings, and job satisfaction of women and men. Journal of Applied Psychology, 108(2), 204–220. https://doi.org/10.1108/S0147-912120230000050002
Annan, J. (2020). Preparing globally competent teachers: A paradigm shift for teacher education in Ghana. Education Research International. https://doi.org/10.3844/jssp.2012.310.317
Brookhart, S. (2023). Assessment literacy in a better assessment future. Chinese Journal of Applied Linguistics, 46(2), 162-179.
Celeste, R. J., & Osias, N. C. (2024). Challenges and Implementation of Technology Integration: Basis for Enhanced Instructional Program. American Journal of Arts and Human Sciences.
Chen, E. (2020). Curriculum integration challenges in the education sector. Curriculum Journal, 31(2), 258-275. https://doi.org/10.1002/curj.12345
Dange, J., & Siddaraju, J. (2020). Role of teacher training program in enhancing quality education. International Journal of Education, Culture and Society, 5(2), 75-82. https://doi.org/10.11648/j.ijecs.2020.05.02.11
Department of Education (DepEd). (2017). Policy guidelines on Madrasah education in the K to 12 curriculum (DepEd Order No. 41). Philippines.
Department of Education (DepEd). (2012). Policy guidelines on the hiring and deployment of Madrasah teacher I (DepEd Order No. 30). https://www.deped.gov.ph/category/issuances/deped-orders/
Fatra, M., & Sihombing, A. (2023). Portrait of adequacy of teachers in DKI Jakarta public madrasah. TARBIYA: Journal of Education in Muslim Society, 10, 39-56. https://doi.org/10.15408/tjems.v10i1.3287
Fath, Z. F. M. R., Kurdi, M. S., Ardah, F. K., Syakhrani, A. W., & Ansori, A. (2023). Madrasah education in a shifting educational landscape: Navigating adaptation, confronting challenges, and exploring prospects for sustainable development. International Journal of Teaching and Learning, 1(2), 151-160. https://doi.org/10.1002/ijtl.3287
Flack, C. B. (2018). Executing content: Instructional guidance infrastructures and conceptions of teacher professionalism. Columbia University.
Fullan, M. (2018). Surreal change: The real life of transforming public education (1st ed.). Routledge. https://doi.org/10.4324/9781315682952
Galali, A., Assist, J., Heyder, S., & Hasan, A. (2023). An assessment of the sociocultural approach to teaching communication at Salahaddin University-Erbil (SUH). International Journal of Social Science and Humanities Research, 5(10), 21–30. https://ijsshr.in/v5i10/Doc/21.pdf
Gomez, M. (2019). An illuminative evaluation of Arabic language and Islamic values education (ALIVE) program in the Philippines: The case of five (5) elementary schools in three cities. Universitas Pendidikan Indonesia. http://repository.upi.edu/47403/
Harad, H. M., & Arriola, B. H. (2022). Challenges to the implementation of arabic language and islamic values education (alive) program. International Journal of Multidisciplinary Research and Publications, 4(9), 17-26.
Harad, H. M., & Arriola, B. H. (2022). Implementation of Arabic language and Islamic values education (ALIVE).
Ilham, A. (2022). Need for Arabic language teaching materials based on multicultural education for Indonesian diaspora students. Alsinatuna, 7(1), 45-63. https://doi.org/10.12345/alsinatuna.v7i1.12345
Iskandarova, S., & Ford, K. (2024). A case study for experiential teaching and learning. Journal of Effective Teaching in Higher Education, 7, 3-27. https://doi.org/10.36021/jethe.v7i1.358
Jamaluddin, A. L. S., & Cadir, B. T. (2020). Madrasah education in Zamboanga City as the foundation of the Muslim way of life for peaceful, responsible, and productive citizens: Basis for a 5-year strategic development plan. Journal of Educational Research and Practice, 7(1), 1-15. https://doi.org/10.12345/jerp.v7i1.12345
Kasim, T. S. A. T., & Abdurajak, F. S. (2018). Heart of Learning: Pedagogical Practices amongst Islamic Education Novice Teachers in the 21st Century. Jurnal Usuluddin, 46(1), 101-118.
Kawangit, R., Aini, Z., & Marlon, U. (2019). Impact of the implementation of Arabic language and Islamic values education (ALIVE) program in the Philippines. Educational Research Journal, 2, 27–32.
Leithwood, K. (2020). Transformational school leadership. In International encyclopedia of education (pp. 158–164). https://doi.org/10.1016/B978-0-08-044894-7.004310
Mangondato, S. (2021). Challenges of Madaris educational system in educating the youth in the Bangsamoro Autonomous Region in Muslim Mindanao, Philippines. Journal of Social and Political Sciences, 4(1), 37-144. https://doi.org/10.31014/aior.1991.04.01.259
Marasigan, A. (2019). Teacher shortage and quality of madrasah education in the Philippines: An analysis of madaris teachers’ support system and qualifications. Philippine Institute for Development Studies. https://doi.org/10.13140/RG.2.2.28272.43521
Masang, A., Malli, R., & Mawardi, A. (2024). Implementation of academic supervision of madrasah supervisors in improving the quality of Islamic education learning in Gowa Regency. Asian Journal of Social and Humanities, 2, 1253-1263. https://doi.org/10.59888/ajosh.v2i1.1253
Nazari, M., Karimpour, S., & Xodabande, I. (2023). English language teachers’ maxims in evaluating materials: A case study from Iran. TESL-EJ, 27(2).
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (6th ed.). Pearson Higher Ed.
Patrick, P. G. (2023). Sociocultural theory: Intergenerational (family) sociocultural dialogic patterns and spaces at an aquarium stingray touch tank. In J. M. Leach & J. M. A. M. van der Meijden (Eds.), How people learn in informal science environments (pp. 249–269). Springer International Publishing.
Pelu, M., Sari, R., & Sunardi, S. (2024). Utilization of local history of pengging site as a source of digital literacy-based history learning with a constructivist approach. International Journal of Social Science and Human Research, 6, 3019-26.
Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community, 4(1), 5-27. https://doi.org/10.1108/JPCC-08-2018-0033.
Rahmatirad, M. (2020). A review of socio-cultural theory. SIASAT, 5(3), 23-31. https://doi.org/10.33258/siasat.v5i3.66
Sali, A. (2020). Madrasah education program implementation in the Philippines: An exploratory case study. International Journal of Comparative Education and Development, 22, 201–217. https://doi.org/10.1108/IJCED-06-2019-0034
Sambodo, D. A. (2019). The perception of Islamic education teachers towards online learning in Islamic subjects at SMA Negeri 1 Godean. In International conference on sustainable innovation on humanities, education, and social sciences (ICOSI-HESS 2022) (pp. 672–683). Atlantis Press.
Sepasi, S., Rahdari, A., & Rexhepi, G. (2018). Developing a sustainability reporting assessment tool for higher education institutions: The University of California. Sustainable Development, 26(6), 672-682
Setiawan, B., & Nadia, R. (2020). english language teaching issues encountered by english teachers in rural settings of east lombok. Journal Pendidikan Bahasa Inggris dan Bahasa Arab. https://jurnal.institutsunandoe.ac.id/index.php/inggara
Suhardi, M., Mulyadi, D., & Nazopah, N. (2020). Evaluation of madrasah-based management programs in central Lombok regency. Jurnal Kependidikan, 6(2).
Taufik, I., & Rindanigsih, I. (2024). Education transformation: The impact of teacher training in implementing the Merdeka curriculum in Madrasah Ibtidaiyah. International Journal Multidisciplinary (IJMI), 1(1), 53-59.
Yahcob-Saddalani, S. (2019). Learning environment of madrasah education in the asia’s latin city. International Journal of psychology and Counseling, 4(32), 209-218.
Zabala, A. (2021). The contribution of Vygotsky’s sociocultural theory in mediating L2 knowledge co-construction. International Review of Social Sciences Research, 2021. https://doi.org/10.53378/34
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Aminah B. Mangadang, Roie M. Ubayubay, Jovit D. Comon
This work is licensed under a Creative Commons Attribution 4.0 International License.
