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Volume 1, Issue 3, 2022
Aziz, M.A., Undergraduate Political Science Curriculum of International
Islamic University Malaysia (IIUM): Translation of Integrated Political Science
Curriculum Framework
167
International Journal Law and Society
E-ISSN: 2827-9042 https://najahaofficial.id/najahajournal/index.php/IJLS/
Volume 1, Issue 3, 2022
Undergraduate Political Science Curriculum of International Islamic University
Malaysia (IIUM): Translation of Integrated Political Science Curriculum
Framework
M. Abdul Aziz
(Bangladesh institute of Islamic Thought, House# 4 Road No. 02, Dhaka 1212, Bangladesh)
*aziz@iiitbd.org
Received: 2022-October-19
Rev. Req: 2022-December-9
Accepted: 2022-December-15
10.59683/ijls.v1i3.20
How to cite this paper: Aziz, M.A. (2022). Undergraduate Political Science Curriculum of International Islamic
University Malaysia (IIUM): Translation of Integrated Political Science Curriculum Framework. International
Journal of Law and Society (IJLS), 1(3), 167-183. https://doi.org/10.59683/ijls.v1i3.20
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0
International license (https://creativecommons.org/licenses/by/4.0/)
ABSTRACT: Uplifting human moral values, social commitment and integrated personality is the
core aim of education in addition to prepare graduates with professional skills and disciplinary
knowledge. On that focus, the study developed the Integrated Political Science Curriculum
Framework (IPSC) followed by mainly three approaches of educational research: philosophical,
historical, and curriculum criticism. The IPSC model accommodated the courses on core
disciplinary and faculty required courses, revealed knowledge, and generic skills. The proposed
model was in response to growing scholastic debate on educational dualism and crisis of
western education, devoid of moral and religious essence. The study mainly adopts library
research and document analysis: previous curriculum models and university education
frameworks, official documents, etc. In this article, the successful application of IPSC in the
IIUM political science curriculum is rightly exemplified and indicates the relevancy of this in the
multicultural society like Malaysia, Indonesia and Bangladesh.
Menjunjung tinggi nilai-nilai moral kemanusiaan, komitmen sosial dan kepribadian yang
terintegrasi merupakan tujuan utama pendidikan selain menyiapkan lulusan yang memiliki
keterampilan profesional dan pengetahuan disiplin. Pada fokus itu, studi ini mengembangkan
Kerangka Kerja Kurikulum Ilmu Politik Terpadu (IPSC) yang diikuti oleh tiga pendekatan utama
penelitian pendidikan: filosofis, sejarah, dan kritik kurikulum. Model IPSC mengakomodasi
mata kuliah disiplin inti dan mata kuliah wajib fakultas, pengetahuan yang diungkapkan, dan
keterampilan umum. Model yang diusulkan adalah sebagai tanggapan atas perdebatan
skolastik yang berkembang tentang dualisme pendidikan dan krisis pendidikan barat, tanpa
esensi moral dan agama. Studi ini terutama mengadopsi penelitian perpustakaan dan analisis
dokumen: model kurikulum sebelumnya dan kerangka kerja pendidikan universitas, dokumen
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Aziz, M.A., Undergraduate Political Science Curriculum of International
Islamic University Malaysia (IIUM): Translation of Integrated Political Science
Curriculum Framework
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resmi, dll. Dalam artikel ini, keberhasilan penerapan IPSC dalam kurikulum ilmu politik IIUM
dicontohkan dengan tepat dan menunjukkan relevansinya dalam multikultural. masyarakat
seperti Malaysia, Indonesia dan Bangladesh.
Keywords: International Islamic University Malaysia, Integrated Political Science
Curriculum, Curriculum Review.
I. INTRODUCTION
Curriculum debate in the Muslim world has gradually gained momentum during the last
quarter of the century. A large proportion of this debate stems from the Makkah
conference in 1977. A significant number of curriculum-related studies have been
conducted with the support of educational institutions throughout the Muslim world.
It is expected that the Muslim higher education curriculum is not integrated or
philosophically grounded. The two systems of education and educational theories and
practices are not uniform. Indeed, it was found that Islamic studies are rarely a part of the
curricula of modern universities in Muslim countries worldwide. Even the current
education curriculum in the Muslim world has been going through the idea of secularism
conceptually originated from medievalism which quoted End justifies the means (Li, 2022;
Tagliani, 2021). The idea of getting separated from religious discourse started then.
Therefore, the curriculum devoid of spiritual and moral essence failed to offer the needed
qualities and aptitudes to be a good human (Wamimbi & Nafiu, 2021). Social crime,
criminalization of politics, corruption, discrimination and injustice has been spread across
the political and economic arena.
Lainah & Iswantir, (2022) emphasized the gradual erosion of religious sensitivity among
the youth, even though teaching and learning Islamic studies are mandatory at the
undergraduate level. R’boulR’boul, (2021) claims that neither Bangladesh, Pakistan, nor
any other Muslim government except Malaysia have taken steps to address the dangers
inherent in the secular philosophy at the root of the modern education system (Arif et al.,
2022).
Al-Faruqi claims that the materials and methodologies presently taught in the Muslim
World are replicas of the western ones but devoid of the vision which animates them in
the west. The idea of Islam is therefore truncated- and hence dead- if cultivated only in
one department or faculty. It must be the guiding and determining principle of every
discipline (Hadi, 2019).
Narongraksakhet supports the integration of both religious and modern knowledge. To
him, proper Islamic education is not merely theological or spiritual but also covers all
branches of knowledge taught from an Islamic perspective. Curriculum integration
involves meaningful learning organized around issues important to teachers and students
(Buonaccorso et al., 2022; Omodan, 2022). However, Embong et al., (2018) found a few
inconsistencies between philosophical precepts and design assumptions in Muslim
educational curricula. In another study, she observes that Islamic private higher education
institutions (PHEI) have their issues and challenges (Ikhwan, 2016).
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Therefore, following scholastic exploration and experimentation, the study developed the
model of IPSC with the vision of preparing values-inspired leadership and generation. The
course curriculum of all disciplines, primarily the political science curriculum, captures the
integration between modern and Islamic knowledge. Then the study explained the
department of political science of the IIUM by following the IPSC model. This article also
describes why IPSC must be implemented in Muslim multicultural societies to prepare
good human beings and good citizens (Cho & Hong, 2022).
II. METHOD
The study is analytical, qualitative research applying three educational research
approaches: philosophical, historical, and curriculum criticism. This article is based on key
findings of the PhD thesis approved by the International Islamic University Malaysia
(IIUM) designing a model, Integrated Political Science Curriculum (IPSC). So, all
approaches of the methodology are relevant and applicable to the development of the
IPSC Model. Then, the framework was applied to analyse the curriculum of the
undergraduate political science program of IIUM.
Here, the first method is philosophical, which this research uses to build and understand
Islamic philosophical foundations in the University curriculum. It aims to solve the tension
between secular and religious education. The second method is historical, which is used
to trace the factors that influence the development of University curricula in multicultural
societies like Malaysia, Indonesia and so on. The third method is curriculum criticism,
which will determine the meaning and judge the selected curriculum. The strength and
weaknesses of the undergraduate political science program of IIUM were investigated
(Ikhwan, 2021).
This study essentially involves library research and document analysis. The primary
sources of references are the indications from classical scholars' writings in exploring the
curriculum and university education. The secondary sources are official documents,
journals, and articles, especially the books and articles of modern and contemporary
scholars.
III. RESULT AND DISCUSSION
The conceptual Framework of Integrated Political Science Curriculum (IPSC)
In explaining the Undergraduate program of Political Science at International Islamic
University Malaysia, the researcher attempted to draw a framework titled Integrated
Political Science Curriculum (IPSC) model following the framework of the Islamic
Integrated University Curriculum (IIUC) (Aziz 2018). The IIUC model was a comprehensive
curriculum guideline for all university disciplines, accommodating the disciplinary,
multidisciplinary, and revealed knowledge and generic skills. It emphasized the national
vision and mission to be adjusted with the university curriculum, as it commits to serving
society and the state. It also prioritizes including technical knowledge required to be
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Volume 1, Issue 3, 2022
Aziz, M.A., Undergraduate Political Science Curriculum of International
Islamic University Malaysia (IIUM): Translation of Integrated Political Science
Curriculum Framework
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competitive in the job market. Thus, it pledges to deliver well-round graduates with
comprehensive knowledge and aptitudes.
Accordingly, in designing a curriculum for political science mainly, the author establishes a
framework of the Integrated Political Science curriculum (IPSC), especially for universities
in multicultural Muslim countries like Malaysia, Indonesia, Bangladesh, etc. This
framework has demonstrated the practical application in designing the IIUC model to the
particular disciplinary curriculum by customizing discussion and course works. The goals
and objectives of the discipline are also echoing with the collective vision and mission of
the university in particular and the nation in general.
Figure 1. Integrated Political Science Curriculum (IPSC). Source: (Aziz, 2018)
Goals and Objectives
Preparing graduates with integrated personalities is the key objective of IPSC, featuring
them with the characteristics of a good man, social being, specialists in political science,
and employable graduates. The Political Science department must train students to be
professional political science lecturers, civil servants, or political scientists. It is
responsible for ensuring that students have mastered adequate skills to become those
professionals so they can perform their tasks professionally and effectively. The IPSC
emphasized that the social science faculty required discourses to prepare graduates to be
social beings. The revealed knowledge is prioritized to deliver good man, and the generic
skill is included to provide employable graduates.
Vision and Mission of Curriculum
Preparing a generation with a social, moral, and personal commitment to the state and
good citizens to secure a better, accomplished generation in the future is always the
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critical mission in its education system. National Education Ministry, in general, and the
university supervisory body, in particular, monitor and coordinate the formulation of the
University Curriculum echoing the national motives. Thus, from a political science
graduate, the nation expects to have featuring quality good citizens and visionary
leadership. Following that, IPSC always emphasizes the accommodation of national
philosophy, university vision, and faculty objectives into the particular disciplinary
curriculum of political science.
Curriculum Structure
Figure 1 clearly states that the integrated political science curriculum (IPSC) is not just
about the integration of revealed knowledge but rather a combination of three sources of
knowledge Social science-related inter-disciplinary knowledge, revealed knowledge,
disciplinary knowledge and Generic graduate aptitudes.
Firstly, the discipline knowledge of the political science department includes the
fundamental courses: political philosophy, political history, governance, public policy,
political economy, local governance, and so on. As a political science student, it is
required for a graduate to have specialist knowledge on particular discourses of political
science. Therefore, the disciplinary course also helps someone go for the teaching
profession and become a disciplinary policy expert.
Secondly, Political Science should be a part of the social science discipline as it is
necessary to acquire the basics of social science courses or related subjects. Economics,
Sociology, Anthropology, Mass Communication, History and Culture, Government &
Politics, Gender studies etc., are considered associated subjects or inter/multi-disciplinary
courses that should be taught to graduate with a political science qualification. This is
required to achieve a comprehensive level of knowledge.
The third and the utmost one is revealed knowledge. The department should ensure the
curriculum enables students to learn the political science discipline knowledge and
Islamic education values. When developing an Islamic education, there is a balanced
growth between intellectual and spiritual domains. Islam emphasizes intellectual and
spiritual development. Spiritual development focuses on akhlaq, a core process in
purifying a human’s ethical morals. Having better akhlaq as a soft skill might enable
people to possess social intelligence that affects how they act during social interactions
and on other formal occasions. Islam seeks a balance between the urgency of pursuing
general and Islamic-related education. Islamic education’s key focus is on strengthening
students’ ethical morals.
And the last one is generic skills. The university should prepare graduates with basic
employable skills, including language, critical thinking, problem-solving, and analytics. In
addition, it offers students such an environment to be engaged in co-curricular and
professional activities. Thus, professional and leadership skills could be developed. In
addition, language skills facilitated students to be an introduction to the vast area of
knowledge and the outer world. Besides, critical thinking ability broadens students'
approaches on a larger scale, as their attitude and way of thinking would be precise and
well thought out. Thus, the leadership quality featuring problem-solving and analytical
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Aziz, M.A., Undergraduate Political Science Curriculum of International
Islamic University Malaysia (IIUM): Translation of Integrated Political Science
Curriculum Framework
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ability and language skills embolden political science graduates to have efficiency in
policy-making professions.
Outcome
IPSC is the comprehensive framework for political science offering students expert
knowledge on policy affairs, social and moral commitment, and employability to the job
market. Considering multicultural nations with Muslim majority like Indonesia, Malaysia,
and Bangladesh, the IPSC expects to prepare well-round graduates who will run the
country with a moral and ethical point of view and leadership. The IPSC expects to
introduce the graduate to their respective nation's policy processes and governance
system. In addition, as a part of generic skills, they will receive language training and
other aptitudes. Thus, the program will achieve the outcome of preparing Muslim
political scientists.
In sum, through the integration of the knowledge mentioned above, skills and values in
the curriculum, the Universities of the Muslim world shall be able to produce well-
rounded Islamic graduates without compromising their job opportunities and
marketability.
International Islamic University Malaysia (IIUM)
The International Islamic University Malaysia (IIUM) was established in 1983 as an
alternative to the secular model of higher education based on the Tawhidic paradigm of
knowledge and education. The following statement is mentioned in the original concept
paper, assigned by the then Prime Minister, Dr Mahathir Mohammad: “The Islamic
philosophy of knowledge and education shall be the basis of an instruction of all the
disciplines. The Islamic worldview concerning God, man, nature and history shall be the
foundation of the university education and curriculum. Muslim and non-Muslim
instructors shall be required to know the Islamic philosophy of knowledge and Islamic
worldview well enough to integrate them into their instruction and research. To this end,
special orientation courses shall be introduced” (See Hassan, 2009a: 33).
Its mission is summarized in four keywords: Islamisation, Integration, Internationalisation
and Comprehensive Excellence. The word ‘Islamisation’ refers to the Islamisation of
personality and knowledge. In contrast, ‘integration’ refers to the integration of al-ilm al-
naqliyyah (ability based on revelation) and al-ilm al-aqliyyah (knowledge based on human
acquisition). It also means the integration of theory and practice and Islamic values across
the curriculum. ‘Internationalisation’ refers to its international outlook having
international academics and students, international collaboration and programmes with
other universities and institutions in the world and academic and staff exchange
programmes. In contrast ‘comprehensive excellence’ refers to the highest achievement in
knowledge, skill and values. Since its establishment, IIUM has attempted to meet its
vision and mission in these areas.
Prof. Dr AbdulHamid AbuSulayman, a modern Muslim scholar and the president of IIIT,
USA, attempted to revitalize higher education in the Muslim world by establishing the
International Islamic University Malaysia (IIUM) and designing its curriculum with a
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Aziz, M.A., Undergraduate Political Science Curriculum of International
Islamic University Malaysia (IIUM): Translation of Integrated Political Science
Curriculum Framework
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combination of Islamic revealed knowledge and human sciences learning. It provided a
double-majoring system which was unique in the higher education arena.
The Goal and Objectives of the Department of Political Science
The Department of Political Science was established in 1990 as one of eleven
departments in the KIRKHS at IIUM. The conception and development of this department
were inspired by the recommendations of the historic First World Conference on Muslim
Education held in Makkah al-Mukarramah in 1977. The conference called for the infusion
of Islamic values in all aspects of education, including social sciences and humanities
(Handbook for the B.H.Sc (Hons), the Department of Political Science, 1995-1996).
According to the handbook, the Department of Political Science upholds the unity of
knowledge as a cardinal principle of Islam, i.e., tawhid (divine unity). The Department
affirms that knowledge is an amanah (a trust) from Allah (S.W.T.) to humankind. It
conceives knowledge as a composite, integrated whole and shuns the prevailing
dichotomy of knowledge into the spiritual and temporal realms. It approaches Political
Science from an Islamic perspective, reviews the traditional Political Science discipline
and methodology and strives to generate viable concepts and theories based on insights
rooted in the Qur’an and Sunnah. The knowledge obtained is disseminated through
courses at the undergraduate level. The objectives of the Undergraduate program are as
follows;
1. To provide a sound background of the political science discipline from both western
and Islamic perspectives.
2. To acquaint students with the general nature of politics and the workings of the
government.
3. To equip students with the necessary skills and capabilities to analyze and solve
problems of the Muslim Ummah and humanity at large.
This study explained the translation of the IPSC framework in the IIUM political science
program based on secondary sources. The information was collected from official
documents, journals, and articles, especially the books and papers of modern and
contemporary scholars. Data were collected based on the checklist prepared based on
the IPSC framework.
Structure of the Program (The Curriculum Design and the Courses Offered) of the
Department
Based on the IPSC framework, the author categorized the structure of the undergraduate
program in Political science at IIUM. Here, it has divided the system into four categories:
basic course, faculty required approach, generic skill course, and revealed knowledge
discourses. First, here the introductory courses are given below. The requirements for the
Bachelor of Human Sciences (B.H.Sc.) in Political Science are 130 credit hours, shown in
Table 1:
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Aziz, M.A., Undergraduate Political Science Curriculum of International
Islamic University Malaysia (IIUM): Translation of Integrated Political Science
Curriculum Framework
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Table 1. B.H.Sc (Hons) in Political Science at IIUM
No
Nature and type of the Course
Credit Hours
1.
Fundamental Courses
12
2.
Generic Skill Courses i) Languages & Tilawah
ii) Co-curricular Activities
22
3.
Political Science courseas a major
48
4.
Political science courses as specialization
24
5.
IRK course as electives
24
6.
Total
130
Source: The B.H.Sc (Hons) Syllabus of Political Science at IIUM
updated on 2015
The above type and nature of the courses provide an essential structure for students who
can design a program according to their interests and objectives. The details of the
systems are listed in Tables 1 to 2.
Fundamental Courses
The following courses are basically related to the areas of social science and are faculty
requirement courses (HS courses).
Table 2. Fundamental Courses – 12 credit hours
Course Code
Course Title
Credit Hours
COMM 1010
Introduction to Mass Communication
3
PSYC 1000
Introduction to Psychology
3
HIST 1000
Introduction to History & Civilization
3
SOCA 1010
Introduction to Sociology & Anthropology
3
Generic Skills Courses
The following courses (Languages and Tilawah) are considered to be graduate
employability courses which are very important to be a successful graduate of the
university.
Table 3. Languages and Tilawah – 11 Credit Hours
No
Course Code
Course Title
Credit Hours
English Language
1.
LE 4000
Language for Academic Purposes
3
2.
LE 4500
Language for Occupational Purposes for
Human Science
3
Malay Language for Malaysians
1.
LM 2023
Malay Language Kerjaya (Social Science)
2
2.
LM 2023
Malay Language Kerjaya (Social Science)
2
Malay Language for Indonesians, Bruneians & Singaporeans
1.
LM 1040
Archipelago Malay I
1
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2.
LM 1041
Archipelago Malay II
1
Malay Language for International Students
1.
LM 1030
Malay Language I for Foreign Students
1
2.
LM 1031
Malay Language II for Foreign Students
1
Arabic Language
1.
LQ 0108
Quranic Language I
0
2.
LQ 0208
Quranic Language II
0
3.
LQ 2306
Quranic Language for HS & BENL III
3
4.
LQ 2416
Quranic Language for HS & BENL IV
3
5.
LQ 2426
Quranic Language for HS & BENL V
3
Tilawah al-Quran – for Muslim students only
1.
TQS/TQB 1011E
Tilawah Al-Quran I (in English Language)
1
2.
TQS/TQB 1011M
Tilawah Al-Quran I (in Malay Language)
1
3.
TQS/TQB 2011E
Tilawah Al-Quran II (in English Language)
4.
TQS/TQB 2011M
Tilawah Al-Quran II (in Malay Language)
1
Table 4. Co-Curricular Activities – 3 Credit Hours
No
Course Code
Course Title
Credit Hours
1.
CCHB/S 1011 or CCFB/S 1041
Halaqah I or Fard Ayn
0,5
2.
CCHB/S 1012
Halaqah II
0,5
OR
3.
CCTH 1021
Tahfiz I
2
4.
CCTH 1022
Tahfiz II
2
This is level 1 for Muslim Students
6.
CCNM 1031
Dialogue for Non-Muslim I
1
CCNM 1032
Dialogue for Non-Muslim II
1
This is level 1 for Non-Muslim Students
It’s important to note that all Muslim students must sit for the Fundamental Knowledge
test. If they pass, they must register for the Halaqah-I course. If they fail, they should
register for the Fardu ‘Ayn course. Those who would like to join Tahfiz, Debate, Suksis,
Wataniah or the Entrepreneurship programme can register after an interview with the
Co-curricular Activity Centre (CCAC), Student Development Division (SDEV) of the
University.
Political Science Courses: Major
The political science courses are divided into two areas: Major and Specialization courses.
The following are major courses, which are compulsory for all students.
Table 5. Political Science Major Courses – 48 Credit Hours
No.
Course
Code
Course Title
Credit Hours
1.
PSCI 1010
Introduction to Political Science
3
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2.
PSCI 1020
Introduction to Law and Government
3
3.
PSCI 1500
Introduction to Economics
3
4.
PSCI 2110
Political Thought I
3
5.
PSCI 2210
Comparative Politics
3
6.
PSCI 2520
Modern History of Europe
3
7.
PSCI 2523
Public Administration
3
8.
PSCI 2750
International Relations
3
9.
PSCI 2999
Research Methodology
3
10.
PSCI 3011
The Abbasid Caliphate
3
11.
PSCI 3111
Political Thought II
3
12.
PSCI 3620
International Political Economy
3
13.
PSCI 3720
International Organizations
3
14.
PSCI 4645
Government Finance
3
15.
PSCI 4710
Survey of Political History
3
16.
PSCI 4997
Advanced Research Methodology
3
Political Science Courses: Specialization
The political science Specialization courses are based on learners' interests, as shown in
Table 6. Students have to choose ONE package from the following FOUR or any
combination of the methods as long as it fulfils 24 credit hours- (1) International
Relations, (2) Public Administration, (3) Comparative Politics/Government and (4) Political
Theory/Philosophy:
Table 6. Political Science Specialization Courses – 24 Credit Hours
International Relations
No.
Course Code
Course Title
Credit
Hours
1.
PSCI 3020
International Politics and the Muslim
World
3
2.
PSCI 3210
Foreign Policy Decision-Making
3
3.
PSCI 3250
ASEAN Foreign Policies
3
4.
PSCI 4000
Internship
3
5.
PSCI 4050
International Law and Diplomacy
3
6.
PSCI 4110
Peace and War Studies
3
7.
PSCI 4260
U.S Foreign Policy
3
8.
PSCI 4270
Post-Soviet Politics
3
Public Administration
No.
Course Code
Course Title
Credit
Hours
1.
PSCI 3023
Islamic Principles and Practices of
Public Administration
3
2.
PSCI 3033
Public Personnel Administration
3
3.
PSCI 3035
Public Policy Making
3
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4.
PSCI 4035
Public Policy Analysis
3
5.
PSCI 4040
Policy Issues in Science and
Technology
3
6.
PSCI 4045
Intergovernmental Relations
3
7.
PSCI 4051
Bureaucracy and Public Policy
Implementation
3
8.
PSCI 4060
Organizational Theory and Behavior
3
Comparative Politics/Government
No.
Course Code
Course Title
Credit
Hours
1.
PSCI 3060
Colonialism and Neo-Colonialism in
the Muslim World
3
2.
PSCI 3120
Ethnics Politics in Malaysia
3
3.
PSCI 3160
Islam in Contemporary Southeast Asia
3
4.
PSCI 3220
Comparative Politics of the Muslim
World
3
5.
PSCI 3320
Political and Governmental Systems in
Southeast Asia
3
6.
PSCI 3410
Islah and Tajdid Movements in the
Muslim World
3
7.
PSCI 4001
Cyberpolitics
3
8.
PSCI 4111
Contemporary Democratic Transition
3
9.
PSCI 4120
Issues in Malaysian Politics
3
10.
PSCI 4150
Political Economy of Malaysia
3
11.
PSCI 4410
Theories of Political Development
3
12.
PSCI 4450
Nationalism and the Emergence of
Nation-States
3
Comparative Politics/Government
No.
Course Code
Course Title
Credit
Hours
1.
PSCI 3130
Malaysian Political Ideas and
Experiences
3
2.
PSCI 3225
Islamic Theory of International
Relations
3
3.
PSCI 3510
Media and Politics
3
4.
PSCI 4010
Contemporary Islamic Political
Thought
3
5.
PSCI 4020
Political Ideologies
3
6.
PSCI 4610
Ethics and Politics
3
7.
PSCI 4910
Women in Politics
3
IRK Courses as Elective
The IRK courses are designed to fulfil the Islamization Mission of IIUM through its
university-required courses. Students pursuing a single major must complete any EIGHT
IRK courses listed in Table 7. However, if anyone completes all ten courses listed above,
they will be considered minoring in IRK, graduating with 136 credit hours. It is an
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additional two courses (6 credit hours) from a single major. Students who intend to minor
in areas other than IRK must complete any SIX IRK courses as listed below.
Table 7. IRK Courses as Electives - 24 Credit Hours
No.
Course
Code
Course Title
Credit Hours
1.
RKGS 2010
Creative Thinking and Problem Solving
3
2.
RKQS 1051
Reflections on Prophetic History
3
3.
RKQS 1030
Revelation as Source of Knowledge
3
4.
RKQS 2011
Sciences of Qur’an
3
5.
RKQS 2021
Sciences of Hadith
3
6.
RKFQ 2062
Introduction to Fiqh
3
7.
RKFQ 2161
Introduction to Usul al-Fiqh
3
8.
RKUD 3010
Islamic Aqidah
3
9.
RKUD 3020
Islamic Ethics
3
10.
RKUD 3030
Methods of Da’wah
3
It is noted that RKFQ 2062 and RKFQ 2161 are compulsory courses for students who
intend to minor in RKFQ. RKQS 1051, RKQS 2011, and RKQS 2021 are required courses for
students who plan to minor in RKQS. RKUD 3030 is a compulsory course for students who
intend to minor in RKUD.
Mission and Vision Statement
The vision of IIUM mentioned on the university website aims to improve and uplift the
qualities of human life and civilization. In doing so, it has prioritised integrating revealed
knowledge into human science, preparing graduates with the rates of Goodman, keeping
comprehensive and balanced mental progress, making education much more relevant to
human life and the Muslim world, and enhancing understanding and fostering
understanding and fostering civilization dialogues.
Integration of Western and Islamic Perspectives
Regarding the courses, the IIUM program stands at par, if not better, with similar
departments of other competitive learning institutions in the Western world. The
Department receives complaints from its graduates pursuing Master's in the USA and
other European universities that they are not learning anything new. Most of the courses
offered at the Master’s level have already been covered at the undergraduate level at
IIUM. Additionally, the students have the edge over their classmates in the West as they
have already been exposed to Islamic perspectives.
Capable of Generic Skills
Students are offered a course dedicated to learning a language, enabling them to
communicate with the outer world for knowledge, employment, and other life-oriented
purposes. They are also taught the course on Tilawah, which is considered essential for
Muslims to lead their life in an Islamic way. Co-curricular activities, including Tahafiz and
Halaqa, are also prioritized, while Muslim and non-Muslim students receive dialogue
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training with other communities. In a Multicultural society like Malaysia, this is a must to
be accomplished for the students. Overall, language learning and other basic skills like
Tilawah, Tahafiz, Halaqah, and dialogue with other communities help graduates deal with
matters related to worldly life and the hereafter.
New Paradigm and Outline for Undergraduate Political Science in Muslim Country
Regarding political theory courses, the political science department of IIUM offers almost
half of its practices on political theory in a Muslim context. Students can learn what Islam
says about international relations and politics. Moreover, students are exposed to the
Islamic world order and the colonial history of the Muslim world.
Specific Focus on Muslim World
The undergraduate program of IIUM focuses on Islam in contemporary South-East Asia,
various Islamic movements, and politics in the Muslim world. Discourses concentrated on
problems that arise in the Muslim world train graduates to be Muslim policy leaders. This
discipline prioritizes the unity of Muslim ummah in terms of political, economic, and
ideological. It discussed the problems, conflict issues, and geographic and strategic
priorities of the Muslim nations.
Reading Materials
The IIUM political science conflated the source of materials from conventional and Islamic
perspectives. It has emphasized the general outcome of its graduates to have balanced
growth and integrated personality. It prioritized maintaining the relevancy of reading
materials with the Muslim world and the contemporary western perspectives. Therefore,
in most cases, the comparative discussion between Western and Islamic ideas is also
prioritized. For example, some concepts in western political Thought have been
internalized and familiarized with the Islamic point of view; democracy with an Islamic
caliph, parliament with Majlish E Shura, the election with Bayat, and cabinet with Majlish
E Khas.
Priority to Reveal Knowledge
It has been evident that Islam and Muslims play a vital role in any socio-political
development in Muslim-majority countries. Following Muslim-majority nations in
Malaysia, IIUM offers 24 credits on Islamic Revealed Knowledge (IRK) courses. Even in
their conventional methods, there are discussions from an Islamic perspective. Thus, it
confirms educating students with the fundamentals of religion and religious approaches
in other discourses.
Implications
Curriculum Designer
Since the IPSC encourages Muslim academics to develop their knowledge on both the
western-liberal and Islamic-integrated curriculum models that distinguish Islamic and
Western theories and practices, the Integrated Islamic Political Science curriculum (IPSC)
must align with the universal and comprehensive approach to Islamic education,
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including its objectives, contents, teaching-learning experiences and methods of
evaluating curriculum.
Goals of Curriculum
A curriculum needs to have a goal or objective of education. The primary aim of
education in Islam is to impart spirituality and holiness in man, i.e., to produce a God-
fearing servant (‘abd-Allah) and vice-gerent (khalīfah) of Allah (Al-Ansi et al., 2022; Suyadi
et al., 2022). Al-Attas stated that graduates of an Islamic university should have adequate
knowledge of the essential principles, concepts and issues in significant fields of Islamic
intellectual tradition and human learning so that they can make authoritative
contributions in any field he chooses in any particular stage of his life (Mulyadi, 2019;
Nurhakim, 2022).
Therefore, Muslim higher education should clearly state its educational goals and
objectives. The curriculum should address its objectives in its educational planning, as
integration mainly depends on conceptualizing the purposes of education into the
curriculum objective. Chapter four has discussed the educational objectives of the
Integrated higher education curriculum (IHEC). The ultimate goal of the Integrated
Curriculum is to develop an integrated Islamic personality. This requires balanced
spiritual, moral, intellectual, and professional growth.
Consequently, the Integrated political science curriculum (IPSC) emphasizes the
importance of Islamic Political principles to transform its graduates into Muslim Political
Scientists, as discussed in chapter five. The department/university should have a clear
rationale for adopting the IPSC so that it can be structured to stimulate every aspect of
individual development towards producing integrated Muslim personalities and Islamic
Political Scientists. Thus, they can serve the nation and Ummah as a whole.
Organization of the Curriculum
While integrating the new courses, it is pertinent to emphasise the unified, holistic and
comprehensive nature of an Islamic worldview. The integral character of the framework
denotes the inter-intra-disciplinary links among the courses included in the program.
Accordingly, the political science curriculum should be guided by a prescribed structure
while deploying the core concepts into the discipline of political science. The IPSC
maintains its hierarchical order and integral nature inherent in Islamic notions of
knowledge and curriculum. It provides a model that consists of political science-core
courses (PSC), political science-specialization courses (PSS), generic skill courses (GSC),
fundamental/faculty-required courses (FRC) and revealed knowledge courses (RKC). Thus
the structure of IPSC is an integrated one.
Method of Teaching
This study argues that educators should employ effective pedagogical methods to ensure
meaningful Islamic integration into the curriculum occurs. Students need to be
encouraged to understand the fundamental principles and to relate them to essential
concepts and themes instead of all this information being presented to them in the
process of ‘deep understanding’ and ‘complex thinking’. In other words, these principles,
themes and values should not be information-driven but instead ‘transformation driven’
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as Rosnani Hashim advocated (Saha et al., 2022). It is vital to include Islamic philosophy
and Islamic logic in the IPSC as tools “to sharpen thinking and reasoning powers of the
students”. This is because thinking and reasoning are the basic foundations of all
disciplines. The pedagogical procedures should aim to awaken graduates' moral
consciousness and intellectual dynamism (Bhatti et al., 2011).
This can be done by applying integrative pedagogical methods and techniques practised
by Islamic legacy. Indeed, classical Islamic instructional approaches are similar to modern
western systems, i.e. student-centred learning, philosophical inquiry, a high level of
cognition, utilising analytical methods etc. Through these approaches, the instructor will
engage students with course content and encourage life-long learning by establishing
educator-learner, mentor-mentee or master-disciple relationships and integrating
thinking and problem-solving skills based on Islamic principles. The instructor will also
ensure the relevancy and universality of educational philosophy and functions and
examine informative and transformative methods by teaching about Islam and educating
students about being Muslim.
The IPSC upholds the applications of all modern technological devices such as audio-
visual devices, radio or television, computer and internet and other technologies as
pedagogical tools. The incorporation of ICT into the IPSC is also a response to modernity.
This is an alternative mechanism to promote Islam.
Method of Evaluation
Evaluation is necessary to measure the effectiveness of an integrated curriculum. It is the
process of gathering related data and analysing it critically. Dizon, (2022) defines
evaluation as a ‘process of delineating, obtaining and providing helpful information for
judging decision alternatives.
Since the IPSC is designed to deal with an entire education system, thus its curricular
content, process and product should be evaluated. It also allows the effectiveness of the
integrated curriculum to be assessed. This mainly includes learners and educators
because most educational methods involve mutual relationships between both parties.
Evaluation is an effective motivation tool, enhancing the quality of teaching and learning
and measuring the effectiveness of the IPSC quantitatively and qualitatively. A value-laden
evaluation method is used to foster an individual’s growth and progress, which is also
required in the IPSC.
Assessment of the IPSC should cover overall educational outcomes and objectives,
including moral behaviour and spiritual aspects. The most significant indicators for the
success of the IPSC are the changes in learners’ thinking dispositions, cognitive abilities,
communication skills, moral conduct and self-conceptions. The evaluation should assess
students’ capacity to act with spiritual insight, intellectual excellence, and pragmatic
insistence. This also implies considering moral and spiritual aspects, which can be done
by practising a self-evaluation (muhāsabah) technique. This technique is vital for moral
refinement (al-tahdhīb) and getting closer to Allah. It is a significant indicator of spiritual
development.
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Students ought to be given assignments that develop their research knowledge and skills,
which in turn should be evaluated for the manifestation of intellectualism or to determine
the practicality of various suggestions put forward by them. This will help revive the
tradition of academic freedom that was once a crucial feature of higher learning
institutions in the olden days. A continuous assessment system should be developed to
measure students’ abilities and skills. It should be based on students’ participation and
contribution to discussions, debates and discourses.
Political Science Teachers/Researchers
Since the study call for the integration of theoretical and philosophical concepts with
practical realities based on current contexts as well as local and global changes, the
faculty members or researchers of the department of political science of all universities,
providing the framework of IPSC, can organize the components of its curriculum in a
balanced manner and implement them accordingly.
Youth and the Community
The young generation must be instilled with pure Islamic values and beliefs from the
beginning to be good men and citizens. An integrated political science curriculum (IPSC)
can contribute because it inspires a comprehensive outlook and a joyous insurgency of
Muslim political thought and practice.
Since the Islamic Integrated Political Science curriculum (IPSC) demands the integrated
development of pupils’ personalities, it implies different dimensions of life, i.e.
professional, intellectual, moral, spiritual and so on. Consequently, a proper
comprehension of the Islamic concept of man, nature, faith, knowledge, values and their
manifestation in practical life is established.
This study posits that whilst implementing the integrated curriculum framework, various
educational performances and co-curricular and extra-curricular activities become
integral to the IPSC. This is necessary because the Islamic legacy presents Islam as a belief
system, a knowledge system, and a source of civilization.
Policy Makers
In the analysis of the political science curriculum at the IIUM, the study has taken into
account the recommendations proposed by World Conferences on Muslim Education
(WCME) organized by King Abdul Aziz University KSA, other subsequent conferences,
International seminars of the International Institute of Islamic Thought (IIIT), USA, and
ideas and practices of Islamic legacy.
Even though a few Muslim countries like Malaysia, Indonesia and some other African
countries have succeeded in having a university curriculum based on what has been
proposed at the Makkah conference, this study opines to follow evolutionary steps to
bring integration in university curriculum so that the existing curriculum can be revised or
redesigned.
This study is aware of the need to revive an integrated and unified education system
practised by early Muslims worldwide. The recommendations proposed by the world
conferences on Muslim education will become the main reference points for the
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education concepts, curriculum objectives, content or course outline, study materials,
instructional methods and evaluation procedures.
Contemporary higher education institutions in Muslim countries face internal and
external challenges and mounting pressures to reform. They need proper Islamic visions
of education, Islamic fundamental foundations and principles, which impacts the
curriculum and educational atmosphere.
As a signatory country of the OIC declaration on the recommendations of WCME, the
Islamic model of Integrated Political Science Curriculum (IPSC) applies to the
undergraduate Political Science program at the Muslim majority Multicultural nation like,
Bangladesh, Malaysia and Indonesia.
Theory and Practice
The theoretical aim is to provide a framework for Islamic Integration in higher education
institutions. Meanwhile, the practical objective guides the implementation of the IPSC to
ensure the effectiveness of its educational processes.
This study argues that the nature of Islamic education, both integrated and holistic, never
permits any dichotomy or compartmentalization. This study enriches educational
concepts and theories from an Islamic worldview. Many political approaches developed
by western systems of thought were pioneered by Islamic ideas such as Adalah, Shura,
Hururiyah, Musawah etc.
However, the IPSC attempts to integrate Islamic political theory with practice.
Theoretically, the IPSC contributes to the Integration, Islamization and comprehensive
excellence theory by advocating a framework that will develop professional
competencies, generic, transferable jobs skills and Islamic morals and manners. More
specifically, it contributes to identifying the relationship between philosophical thoughts,
academic curriculum and political theory. Thus it has made an explicit contribution by
conceptualizing (and theorizing) what “the Islamic Integrated Political Science Curriculum
(IPSC)” ought to be and that it should depend on perennial values drawn from Islamic
weltanschauung.? Thus, it delineates the main elements of its curricular structure.
Practically, this study provides general guidelines for policymakers and educational
entrepreneurs to design an integrated curriculum for contemporary higher education.
More specifically, it motivates curriculum developers and university authorities to ensure
their courses are more meaningful and relevant. This study may also benefit all Muslim
individuals or organizations by providing ideas and alternative ways to transform their
institutions to be more Islamic but remain modern. It may even assist them with
establishing a new Islamic university. Finally, it helps to produce well-rounded graduates
and Muslim political scientists who can overcome the challenges facing the present
Ummah.
IV. CONCLUSION
It is evident that through the integrated Islamic curriculum, IIUM has managed to prepare
graduates with the combination of moral values and qualities without compromising their
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job skills and marketability. It has also exported ideas of Islamization to other Muslim
countries through its graduates, who have been successfully involved in various
professions across the globe. It has indicated the clear distinction between a good citizen
and a good human being. It prepares the students to be good human beings by achieving
ordained knowledge from the Quran, prophetic ideals, and the interpretation of classical
Muslims. The IPSC framework and modern political philosophy have incorporated Islamic
philosophies to make the framework more comprehensive, delighted, and life-oriented. It
is seen worldwide that Muslim youths have no option except to go to the Western
curriculum due to a lack of constructed education curriculum. But western curricula are
mostly seen as discriminatory and compromised with the Muslims' values, faiths, and
inspiration. So, the IPSC is believed to be the pioneer for advancing Muslims through
education worldwide.
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