Integrating knowledge and education has become a major issue
in Malaysia in the context of globalization. This study develops a
teacher-centered Qur’anic methodology based on the integration
of acquired (‘aqlī) and revealed (naqlī) knowledge as regards content,
as well as the integration of teachers’ role in a teaching-learning
process designed to empower students to manage “self” and
“system.” It further investigates the existing curriculum and institutional
efforts to integrate these two types of knowledge, students’
understanding of the integrated knowledge and its learning
process, as well as how the teachers and lecturers understand this
integrated knowledge and apply it to their teaching methods. Data
collected through interviews and surveys of participating school
students and teachers, as well as university students and lecturers,
revealed several issues that need to be addressed.
American Journal of Islamic Social Sciences