The Importance Of Islamic Education

According to Boyle (2004) in the early twenty-first century, Islamic schools continue to be vibrant actors in the daily lives of millions of children and communities worldwide however, ninety percent of the world 's Muslims do not speak Arabic as their native language. Yet in daily prayers, when reading the Quran or even in simple conversations with each other, Arabic readily rolls off any Muslim 's tongue. The pronunciation may be broken or heavily accented, but most Muslims make the attempt to speak and understand at least some Arabic (The Importance of the Arabic Language in Islam, 2004). In order to help, Muslim youths better speak the Arabic language and fully understand Islamic Values, Madrasa has been offered. Madrasa is the Arabic

Typically, a madrasah provides young Muslims with a religious foundation in Quranic recitation and Islamic values (Moulton, 2008). In its most literal sense, Islamic education can refer to efforts by the Muslim community to educate its own, to pass along the heritage of Islamic knowledge, first and foremost through its primary sources, the Qur 'an and the Sunnah. In addition, Islamic education was intended to serve as the chief medium of providing religious instruction to the faithful on the central precepts of Islam (Hussein, 1988). The aim of Islamic education is Character building (Syed, 2000). This education of Muslims might take place in mosques, schools or universities, and other organizations established by Muslims over the centuries (Douglass, 2000). The training imparted to a Muslim must be such that faith is infused into the whole of his/her personality and creates in him/her an emotional attachment to Islam and enables him to follow the Qur 'an and Sunnah and be governed by Islamic system of values willingly and joyfully so that he/she may proceed to the realization of his/her status as Khalifatullah to whom Allah has promised the authority of the universe (Syed,

In the Philippines, as stated by Sen. Ralph Recto, institutionalizing madrasah education is a way of promoting peace and development in Mindanao and weaning away young Muslims away from the lure of extremism (Strengthen Madrasah Education to Promote Peace, 2007). In addition, Ustadz Ismael Samporna said the integration of Islamic studies in the curriculum for Muslims enrolled in public elementary schools did not only help improve the students’ capacities, “it has also improved the prospects of brighter peace and order in the community” (Teaching of Islamic values and Arabic in public schools helps build peace, 2006). For the Muslims of Mindanao and other parts of the country, the rightful and legitimate aspiration is to have an Islamic Education that is authentic and appropriate for the Bangsa Moro population. They aim to establish Islamic schools that would prepare generations of learned and intellectual Muslims imbued with Islamic values and spiritually prepared to serve the people and the country as a whole. In the interest of national unity and the implementation of the 1996 Peace Agreement, Madrasah Education is declared a vital component of the National Educational System (D.O. 51, s. 2004). It was further explained by Rodel Tan Roa, coordinator of the My Peace Program, madrassa education is a fundamental aspect of Muslim life in the Philippines (Muslim Students Find Learning English is Fun, 2015). Thus, in the context of Islamization in the Philippines, the