The Implementation of Madrasah Program Elementary School: An Analysis

Abstract

INTRODUCTION

The Department of Education Order No. 40. s 2011 stated that all elementary public schools with at least 15Muslim pupils are enjoined to implement the Refined Elementary Madrasah Curriculum (REMC) coined as ALIVE. Tapia Elementary School started implementing Madrasah Program last school year 2014-2015 with 84 pupils and presently caters to 102 Muslim recipients to support the implementation of Basic Education Reform Agenda where Madrasah project is anchored and to start the Continuous Improvement Program.

METHODS

The descriptive survey method was applied in this research. Informant interviews and observations were conducted with teachers, principal, and Muslim pupils. A questionnaire was the main instrument used in this research.

RESULTS

The results revealed that education infrastructure, teacher, the time frame of class instruction, and pupils' attendance are insufficient. In terms of prescribed textbooks and other instructional materials, no supply was received for Madrasah. The respondents considered the following as barriers of effective implementation of ALIVE Program: lack of classroom, lack of teachers, lack of instructional materials, and insufficient time for class instruction. However, the learners' performance in culture sharing is well-enhanced. Majority of the Muslim learners participated well in the school activities and shared their culture learned in ALIVE Advocacy program.

DISCUSSIONS

The results stated that all concerns and stakeholders in the implementation of Madrasah education should take immediate action to resolve all the barriers that cause inefficiency of the program. Close supision is seriously needed. The ALIVE teachers or asatidz should be resourceful to find other sources in the absence of supply of prescribed textbooks and other instructional materials. The teacher should look for sufficient support for the effective implementation of Madrasah education. This study highlighted the perceptions of stakeholders. It also shows that the implementation of Madrasah Advocacy program should be intensively supported and remediated.