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This research aims to study history and development of learning and teaching of Islamic studies in the private Islamic schools in the three southern border provinces of Thailand. The study covers the period from BE 2504 to the present days. The research is documentary analyzing primary and secondary sources in form of books as well as other materials. The research resulted in finding that: <br /><br /> 1) Pondok is the oldest educational institute in Southeast Asian region. It plays an important role in religion and education. At the beginning, the education of Pondok was carried out and on independently, without any state official supervision. The prime objective of the education in Pondok was mainly to preach religious teachings, ethically train Muslim youth, and teach them religious practices.<br /><br /> 2) The change of status of Pondok into being the currently private Islamic school began in BE 2504 when the Thai government allowed Pondok to be officially registered. In the period of BE 2508-2511 Its status was changed into community Islamic school, and later in BE 2526, its name changed into private Islamic school in conformity with the BE 2525 Royal Degree on Private Schools. The government also issued an order to financially support the private Islamic schools that teach general subjects in their curricula.<br /><br /> 3) The development and improvement of Islamic sciences curriculum has been maintained continuously. The Islamic sciences curricula adopted in private Islamic schools are as follows;<br /><br /> 3.1 The Kitab curriculum 5 which is mainly taught as core subject. The curriculum is taught traditionally.<br /><br /> 3.2 The Pondok curriculum of BE 2504 has divided its religious sciences into 3 levels, namely 1) elementary level, taking 4 years, 2) intermediate level, taking 3 years, and 3) advanced level, taking 2 years.<br /><br /> 3.3 The Islamic studies curriculum of BE 2523 was adopted when Pondok was transformed to community Islamic school. The curriculum was imposed by the law in BE 2523, and had 3 levels, namely 1) primary level (Ibtidaiy), taking 4 years, 2) lower secondary level (Mutawassitah), taking 3 years, and 3) upper secondary level (Thanawiy), taking 3 years. <br /><br /> 3.4 The Islamic curriculum of BE 2535 or the so called 6the integrated curriculum7 combined the Islamic sciences and general sciences curricula in one unified curriculum. But it had only 2 levels, namely 1) primary level (Ibtidaiy), and 2) lower secondary<br /><br /> level (Mutawassitah).<br /><br /> 3.5 The Islamic studies curriculum of BE 2540 which was the newly reformed version of the previous curriculum of BE 2535. It consists 3 educational levels with the first two simulating the previous curriculum, and the third level taken (imitated) from the Islamic studies curriculum of BE 2523.<br /><br /> 3.6 The Islamic studies curriculum of BE 2546 which adopted both the Islamic studies curriculum along with the basic educational curriculum of BE 2544. Under this curriculum the students could complete their study of both simultaneously.<br /><br /> 3.7 The Islamic studies curriculum in conformity with the basic educational core curriculum of BE 2551 was the newly and appropriately revised curriculum in terms of its Objectives, contents, and implementation.<br /><br /> The development of learning and teaching of the curriculum adopted in the private Islamic schools could be considered as being a self-reform attempt by the schools so as to keep pace with the continuously changing phenomena of the political, economic and social settings of the society while the government could partially help catalyze this change.
| Name | ซิดดิก อาลี |
| Organization | มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตปัตตานี. วิทยาลัยอิสลามศึกษา |
| เนื้อหาฉบับเต็ม |
--โรงเรียนกับชุมชน
ด้านการศึกษา
--การจัดการศึกษา
อิสลามศึกษา
| Name: | ดลมนรรจน์ บากา |
| Roles: | ที่ปรึกษาวิทยานิพนธ์ |
| Name | : | มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตปัตตานี |
| Address | : | ปัตตานี (Pattani) |