WMIP Model, A Resolution for Traditional Madrasah Teaching and Operation Implementation in Davao Region

Saprolla Rollie C, Aan Komariah

Abstract


This research aims to propose the WMIP Model or Weekend Madrasah Implementation Program as an alternative resolution for the development of Traditional Madrasah Teaching and Operation implementation in Davao Region, Philippines. The qualitative method is used as methodology, based on the interview results through madrasah education experts and implementors in the said region, Davao Region in the Philippines, other related studies results, related provisions, and laws aligned to Madrasah program in the are the instruments used in reaching the desired result. The vital points of this study are; to enhance the pedagogical skills of the asatidhs or teachers through partnership program (WMIP) and develop the firm relationship between the government schools and weekend madrasah towards the unity in education as DepEd’s vision the Education for All. The art of integration in education and this is to support the development of the country as a whole. The growth of Muslim Filipino is the benefits of the Philippines in general.

Full Text:

PDF

References


Abu Bakar, M. (2017). Rethinking madrasah education in a globalised world. In Rethinking Madrasah Education in a Globalised World. https://doi.org/10.4324/9781315184234

Everard, K. B., Morris, G., & Wilson, I. (2004). Effective school management. In Effective School Management. https://doi.org/10.4135/9781446211427

Hashim, R., Rufai, S. A., Roslan, M., & Nor, M. (2011). Traditional Islamic Education in Asia and Africa : A Comparative Study of Malaysia ’ s Pondok , Indonesia ’ s Pesantren and Nigeria ’ s Traditional Madrasah Institute of Education , International Islamic University Malaysia ,. World Journal of Islamic History and Civilization, 1(2), 94–107.

kawangit, R. M., Guleng, M. P., & Usman, A. H. (2019). Response of muslim minority towards the implementation of arabic language and islamic value education program in public schools in the philippines. Humanities and Social Sciences Reviews, 7(4), 572–579. https://doi.org/10.18510/hssr.2019.7477

Lechner, M., & Steinmayr, A. (2011). CESifo Working Paper no. 3629.

Madrasah Comprehensive Development and Promotion Program City Mayors Office. (2004).

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). https://doi.org/10.31014/aior.1991.04.01.259

Mangondato Solaiman, S. (2017). Implementation of Arabic Language and Islamic Values Education (ALIVE) in Marawi City, Philippines: Unveiling the Perceptions of ALIVE Teachers. Education Journal, 6(1), 38. https://doi.org/10.11648/j.edu.20170601.15

McKenna, T. M., & Abdula, E. A. (2016). Islamic Education in the Philippines. Making Modern Muslims, 2(1), 205–236. https://doi.org/10.21313/hawaii/9780824832803.003.0006

McMillan, L. T. F. M. |Hunt. C. W. |Boyd. D. E. (2020). Improving Student Learning Outcomes through a Collaborative Higher Education Partnership. International Journal of Teaching and Learning in Higher Education, 32(1), 117–124. http://www.isetl.org/ijtlhe/

Muhamat, R., Kawangit, M. P., & Aini, Z. (2015). Impact of Implementation of Arabic Language aand Islamic Values Education (ALIVE) Program in the Philippines. Educational Research Journal, 2(May 2016), 27–32. https://doi.org/10.6084/m9.figshare.1599781

Saguin, K. I. (2019). Designing effective governance of education. Policy Design and Practice, 2(2), 182–197. https://doi.org/10.1080/25741292.2019.1621034

Sánchez, S. P., Belmonte, J. L., Guerrero, A. J. M., & Núñez, J. A. L. (2019). Impact of educational stage in the application of flipped learning: A contrasting analysis with traditional teaching. Sustainability (Switzerland), 11(21). https://doi.org/10.3390/su11215968

Sarkar Arani, M. R., Lander, B., Shibata, Y., Kim-Eng Lee, C., Kuno, H., & Lau, A. (2019). From “chalk and talk” to “guide on the side”: A cross-cultural analysis of pedagogy that drives customised teaching for personalised learning. European Journal of Education, 54(2), 233–249. https://doi.org/10.1111/ejed.12340




DOI: https://doi.org/10.17509/earr.v5i2.43411

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 EARR (Educational Administration Research and Review)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Educational Administration Research and Review is issued by Educational Administration Program,
School of Post Graduate, Universitas Pendidikan Indonesia
Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.