FANTASTIC GROUP

MEMBERS:

SURIYANI SYAHIRAH

WAN NOR AZIERAWAN SUHAILAH

WAN NOR HASLINDAZURIATI

IMAM ZARKAS

YI

BIOGRAPHY He was born on 21 March 1910 He was born in a small village in Ponorogo district,

East Java, Indonesia He got many experiences in career path Like to teaching and performing social skills Active in writing – wrote textbook, articles on

certain issues that were crucial to the Muslim ummah.

Death on 30 April 1985 at ‘Rumah Sakit Umum Madiun’

CONTRIBUTION OF MASTERPIECE Usuluddin ‘Ala Madhhab Ahl-al-Sunnah Wa-al-Jamaah

(Pelajaran 'Aqaid/Keimanan) Senjata Penganjur Pedoman Pendidikan Modern Kursus bahasa Islam (No 1,2,3 tersebut ditulis bersama KH

Zainuddin Fanani) Pelajaran Fiqh I dan II Pelajaran Tajwid Bimbingan Keimanan Qowa'idul Imla‘ Pelajaran Huruf Al Qur'an I dan II Pelajaran Bahasa Arab I dan II (beserta Kamusnya) At-tamrinat jilid I, II, III (beserta kamusnya) I'rabu Amtsilati-Al Jumal,  jilid I &  II.

EDUCATION BACKGROUNDYEAR EVENTS

1919-1922

Graduated from elementary school

1923-1925

Complete secondary education at Sekolah Ongko Loroh, Jetis

1925-1930

Complete studies at:Madrasah Arabiyyah Islamiah (in the morning)Madrasah Manbaul Ulum (in the afternoon)Pesantren Jamsaren (at night)

1930-1932

Studies Social and Natural Science, English and DutchLanguage at Sumatra Thawalib, Padang Panjang

1932 Registered at the Normal Islamic School

1935 Graduated from Normal Islamic School

1935-1936

Become a Headmaster at Padang Sidempuan, Tapanuli in North Sumatra

1936 Established a new education programme named Kuliyyatul Muallimin Al-Islamiah

THE EDUCATIONAL THOUGHT OF IMAM ZARKASYI

Critique of the pesantren system He criticised the teaching method of Arabic

language which was found to be inefficient

He conceded it was an effective system to inculcate morality and certain fundamental spirits of islam such as:

- simplicity, sincerity, self-reliance, islamic brotherhood, and freedom

The advantages of the pesantren system was not available in madrasah system and vice versa

He criticised about the period of study, curiculum, and evaluation system

THE IDEAL MODEL

Al- Azhar University (Egypt)

Syanggit

Shantiniketan (Mauritania, (India)

Indonesia)

Aligarh Muslim University (India)

THE IDEAL

MODEL

THE INTEGRATED SYSTEM

He want to evaluate the two system: PESANTREN (good system for informal

education)

MADRASAH(good system for formal education)

He tried to integrate both of the system in ONE system

IMAM ZARKASYI’S MODEL OF ISLAMIC EDUCATION

A new madrasah system

A new educational system

A new institutional system

THE NEW MADRASAH SYSTEM

Its curiculum and methods of instruction was considerably better than the pesantren

In modern madrasah, the balance in curiculum between the religious sciences and the social-natural sciences was to be maintain

Employed modern methods of instruction in which some tools of teaching like the blackboard, textbooks and chalks were used

Examination as well as grading system were applied

The period of of study was limited to 5 to 6 years for lower and higher secondary levels

New method of teaching Arabic language (Durus al-Lughah al-Arabiyyah)

Divided the subject into 2 categories : - Religious sciences - Social-natural sciences

NEW EDUCATION SYSTEM Curriculum is not only the arrangement of a

number of subject to be taught in the class, but also the whole students activities within the domain of informal & non-formal education.

Pesantren education was very effective in developing the morality and mentality of students. Therefore, there are 3 important points in the pesantern education system which is:-

1. The spirit of pesantren2. Mental skill education3. Moral education

THE SPIRIT OF

PESANTREN

Simplicity

Sincerity

Self reliance

Islamic brotherhoo

d

Freedom

MENTAL SKILL EDUCATION Objective of student activity :-

- Enforcement of Islamic spirits - Develop the mental skill

Not encourage their student to become an government servant because they has very little time for da’wah and only focus for specific fields.

Encourage their student to become an entrepreneur who manages his own business, employs many officers and could spend time for da’wah or education.

Learning strategy for inculcating mental skill - “learning by doing”

Students are given the responsibility to manage their own activities.

NEW INSTITUTIONAL SYSTEM

All system of pesantren use re-generation process.

New system of pesantren mentioned that the survival of the pesantren should be the responsibility of the fifteen appointed members of waqf board.

Pesantren should be developed further to qualify as an Islamic university.

CONCLUSION

The basic idea of Imam Zarkasyi’s reformation of traditional Islamic education (pesantren) was the integration of the madrasah with the pesantren system.

The effect of the idea, Pondok Modern Darussalam was build by him which no longer a traditional pesantren.