Islamic education course as value-based education: a reform of teaching method

Abstract

Education is basic instrument for human capital development (modal insan). Holistic education must accomplish three educational objectives; knowledge enhancement, skill development and value inculcation. These objectives are parallel with Islamic concept of education through manifestation of tarbiyyah (educating), talim (teaching), ta'dib (value education), irsyad (facilitation) and tabligh (knowledge transforming). Education nowadays needs to be transformed as it focuses very much on examination-oriented. This would affect instructional design of such courses that could be considered as value dominant courses like Islamic education, moral education, ethics education and so on in the mainstream of educational system. This paper suggests a re-defined conceptual educational taxonomy and teaching methods to be practiced; contains of sub-knowledge dominant, skill-dominant or value-dominant in holistic way without denying roles of others, and a conceptual principles in designing instruction of value-education. Islamic education, for example must refer to specific design of instruction in teaching and learning to ensure their effectiveness of value-inculcation.