Integrating English, Arabic, ICT skills, and Tahfidz in An Islamic School Curriculum: An Intercultural Perspective
Keywords:
Arabic language, curriculum development, English, Islamic school, teachers’ voices
Abstract
The aim of the study is to hear teachers’ voices in relation to curriculum development in an Islamic school in Pattani, Thailand. With their experiences as intellectuals and practitioners of teaching in Islamic schools, curriculum development cannot neglect them, as has been happened in the past. Teachers were not involved in the curriculum development, and let it be decided by politicians. With many aspects occur in the global life change, come up an idea to integrate English, Arabic, ICT skills, and tahfidz in an Islamic school curriculum in Thailand. The study employed qualitative research using a questionnaire with a combination of closed- and open-ended items. 14 teachers participated in the study and filled out the questionnaire. The open-ended items’ results were calculated using percentage, and the open-ended items’ responses were analyzed using Christensen’s theory of the job-to-be-done. The result shows that teachers’ perception was negative, indicating that their involvement in the curriculum was not accommodated. However, in the context of curriculum development, teachers actually know the job to be done, what experiences needed so the job to-be-done, and has conducted limited actions or practices for the job-to-be-done. This study implies that teachers’ voices should be heard more than before, especially in the context of curriculum development. With the limitation of the study, such as numbers of participants participated, this study can be used as a basis for further discussion and curriculum empowerment using intercultural perspective for the development of school curriculum, especially the curriculum of Islamic schools.
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Altenbaugh, R. J. (2005). Introduction. In The teacher's voice: A social history of teaching in twentieth-century America (pp. 1–5). Taylor & Francis e-Library.
Basyit, A., Turizal Husein, M., Nasrulloh, Anhar Rabi Hamsah Tis'ah, J., Fauzi, A., & Dahlan R., M. (2023). Implementation of a multicultural value system in the Islamic religious education curriculum at Muassasah Mahad Ats-Tsaqofah Al-Islamiyah, Poming Pattani, Thailand. Jurnal Pendidikan, 15(4), 6793–6802. https://doi.org/10.35445/alishlah.v15i4.3102
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Facer, K. (2009). Towards an area-based curriculum: Manchester curriculum literature review. http://www.bristol.ac.uk/red/research-policy/pure/user-guides/brp-terms/
Fadila, L., Pazira, N., Mugni, A., Jasafat, & Zakariya, H. H. (2023). Improving students' communication skills of Phitaksad Vitayya Mulniti School, Kampung Yarang, Pattani Thailand. Nawadeepa: Jurnal Pengabdian Masyarakat, 2(4), 249–254. https://doi.org/10.58835/nawadeepa.v2i4.263
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2023). How to design and evaluate research in education (11th ed.). McGraw Hill.
Hafidhah. (2020). The integration of Islamic education curriculum into curriculum K13 at Darul'Ulum boarding school Banda Aceh [Undergraduate thesis, Universitas Islam Negeri Ar-Raniry].
Hawaesoh, M. N. (2022). Study of al-qur'an tahfizh learning methods in Pattani Southern Thailand. 10(1). https://doi.org/10.21093/sy.v10i1.5946
Hayeehasa, D., Besral, & Yustina, L. S. (2022). An analysis of Thai students' problems in English speaking Mathayom 3 at Darunsat Witaya Islamic school Pattani in Thailand. RIELT Journal, 8(1), 75–84.
Hilmin, Noviani, D., Lisdaleni, & Nazir, M. (2023). Pendidikan Islam di Thailand dan Indonesia (Analisis perbandingan kurikulum dan pendanaan pendidikan). Jurnal Studi Islam Indonesia (JSII), 1(1), 51–70.
Isnaini, R. L. (2020). Islamic education curriculum of Ban Budhee School from the South Thailand muslim minority. EDUCATIO: Journal Of Education, 5(1), 14–26.
Ives, C. D., & Kidwell, J. (2019). Religion and social values for sustainability. Sustainability Science, 14(5), 1355–1362. https://doi.org/10.1007/s11625-019-00657-0
Johnson, B., & Johnson, J. (2024). Becoming a more assertive teacher: Maximizing strengths, establishing boundaries, and amplifying your voice. Routledge.
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
Kurniawan, R., Sugiyono, S., & Musthofa, T. (2021). Integrative Arabic language teaching of integrated Islamic elementary schools in Solo Raya. Arabiyat: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, 8(1), 60–74.
Maduerawae, M. (2021). Pattani Malay's culture and its relationship to education in South Thailand. EDUSOSHUM Journal of Islamic Education and Social Humanities, 1(3), 71–83. https://doi.org/10.52366/edusoshum.v1i3.25
Mahmoud, S. (2021). Qur'an: Curriculum realities and ideals. In N. A. Memon, M. Alhashmi, & M. Abdalla (Eds.), Curriculum renewal for Islamic education: Critical perspectives on teaching Islam in primary and secondary schools (pp. 17–34). Routledge.
Mamat, M. J. B., & Rahman, M. B. A. (2019). Integrated space in the traditional Pondok school education system - A case study in Pattani, Thailand. IOP Conference Series: Materials Science and Engineering, 636(1). https://doi.org/10.1088/1757-899X/636/1/012013
Mawardi, K. (2022). Integration of educational system on Haji Harun School Muang, Yala, Patani Thailand. International Journal of Social Science And Human Research, 05(08), 3823–3829. https://doi.org/10.47191/ijsshr/v5-i8-60
Memon, N.A., Alhashmi, M., & Abdalla, M. (Eds.). (2021). Curriculum Renewal for Islamic Education: Critical Perspectives on Teaching Islam in Primary and Secondary Schools (1st ed.). Routledge. https://doi.org/10.4324/9780429276811
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Myori, A., Hasanah, U., & Rahman, A. (2023). Technology integration in Islamic education: Policy framework and implementation challenges. Journal of Multidisciplinary Islamic Studies, 5(1), 45–60.
Nashruddin, W. (2020). Integrating undergraduate research and inquiry in English language teacher education programs in Indonesia: A case study [Doctoral dissertation, Charles Darwin University]. https://researchers.cdu.edu.au/files/44690021/Thesis_CDU_Nashruddin_W.pdf
Nicholls, A., & Nicholls, S. H. (2019). Developing a curriculum: A practical guide. Routledge.
Ogunnaike, O., & Rustom, M. (2019). Islam in English. American Journal of Islamic Social Sciences, 36(2), 102–113. https://doi.org/10.35632/ajis.v36i2.590
Pandey, U. C., & Kumar, C. (2019). Engagement with the Community and Sustainable Development. In Encyclopedia of Sustainability in Higher Education (pp. 1–9). Springer International Publishing. https://doi.org/10.1007/978-3-319-63951-2_344-1
Pawlak, M. (2012). The dynamic nature of motivation in language learning: A classroom perspective. Studies in Second Language Learning and Teaching, 2(2), 249–278.
Permana, H., Wahyudin, U. R., & Bidohbudee, M. S. (2023). Management of Islamic learning programs in improving the quality of educations in Thailand. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 07(01), 137–149. https://doi.org/10.33650/al-tanzim.v7i1.4458
Permana, H., Wahyudin, U. R., Nurlailsari, E., & Irwansyah, R. (2024). Implementation of integrated quality management in Islamic boarding school education. In Proceedings of International Conference on Educational Management and Leadership (pp. 351–358). https://doi.org/10.2991/978-2-38476-273-6_39
Rahman, A., Yusuf, M., & Hidayatullah, A. (2020). Empowering teachers in curriculum development: A case from Islamic boarding schools. Journal of Educational Development, 8(3), 210–218.
Rizqi, M. A., & Anugrah, L. (2021). Digital literacy and Islamic education: Integration for 21st-century learning. Indonesian Journal of Educational Research, 9(1), 45–56.
Rodman, A. (2019). Personalized professional learning: A job-embedded pathway for elevating teacher voice. ASCD.
Salaeh, F. (2023). Reviving the legacy: The role of Islamic education in Patani, South Thailand. SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education), 11(1), 39–59. https://doi.org/10.21093/sy.v11i1.5890
Schauer, G. A. (2024). Intercultural competence and pragmatics. Palgrave Macmillan.
Schneider, K. (2024). What is learning? Psychology, 15(05), 779–799. https://doi.org/10.4236/psych.2024.155047
Setiawan, A., & Maryani, E. (2022). Collaborative approaches to curriculum integration in Islamic schools. Southeast Asian Journal of Islamic Education, 6(1), 33–47.
Siregar, N. A., Lubis, D. S., & Fitriani, R. (2023). Developing integrated Islamic curriculum in the digital age: A case study. Journal of Islamic Education Research, 5(2), 112–124.
Slattery, P. (2006). Curriculum development in the postmodern era (2nd ed.). Routledge.
Ting-Toomey, S., & Chung, L. C. (2012). Understanding intercultural communication (2nd ed.). Oxford University Press.
Turobov, A., Coyle, D., & Harding, V. (2024). Using ChatGPT for thematic analysis. https://www.bennettinstitute.cam.ac.uk/wp-content/uploads/2024/05/Using-ChatGPT-for-analytics-WP.pdf
UNESCO. (2024, October 11). Valuing teachers' voices: Educators from Cambodia, Lao PDR, Thailand, and Viet Nam reflect on why their voices matter—in and out of the classroom. https://www.unesco.org/en/articles/valuing-teachers-voices
Weise, M. R., & Christensen, C. M. (2014). Hire education: Mastery, modularization, and the workforce revolution. ERIC Clearinghouse.
Wepa, D. (2020). Intercultural perspectives. In H. Kohlen & J. McCarthy (Eds.), Nursing ethics: Feminist perspectives (pp. 83–92). Springer International Publishing. https://doi.org/10.1007/978-3-030-49104-8_5
Yin, R. K. (2012). Applications of case study research. SAGE.
Yulianto, E., & Fitri, A. Z. (2021). Practising curriculum management: The implementation of integrated curriculum management in Islamic school article history. Jurnal Manajemen Pendidikan Islam, 6(2), 205–222. https://doi.org/10.14421/manageria.2021.62.13
Published
2025-06-01
How to Cite
Nashruddin, W., Gazali, E., Mahdi, R., Muhammad, H., & Daeworsnung, A. (2025). Integrating English, Arabic, ICT skills, and Tahfidz in An Islamic School Curriculum: An Intercultural Perspective. Dinamika Ilmu, 25(1), 1-22. https://doi.org/10.21093/di.v25i1.9852
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