Strengthening Moral Responsibility for Learning Quality in Islamic Education

Introduction

In the last decade, the potential value of Islamic education with the traditional heritage has been widely elucidated into the number of existing research as a response to maintain its distinctive trends and styles amidst the global challenges in the education system (Asadullah, 2016; Sabani et al., 2016). The dynamic system in Islamic education would particularly have a key driving space to incorporate the unique points to deal with the various issues and challenges to solve referring to both trends and traditions (Halstead, 2019). Such enhancements should be carried out in an appropriate manner standard in the basis of the aim of Islamic education. In particular, the predominant deal in the basis of solving the number of challenges within the education system needs to refer to the philosophical overview with a conceptual framework of Islamic education concern in ensuring the wise approach to apply for the fundamental principles guided to fit into the existing education system. Towards such various challenges faced amidst the education system, todays’ situation of global education circumstance is potentially essential to give such impact of the number of concern like lack of moral engagement (Huda et al., 2016a), digital device addiction (Shen & Su, 2019), and less responsibility in any role in the learning process (Forbes & Baker, 2017).

Due to giving such cause of concern, the entire effort to respond the global education in the present situations has been reviewed to indicate in giving insights into the possibly appropriate point of view on the decision making to lead to the policy procedure standard to implement in the current education system. In the Islamic overview, the conditions to enlarge such influential concern in giving the core point into alternative decision of educational institutions could be viewed to the Islamic concept of education with providing a whole transmission from the planning to the implementation basis like (Halstead, 2004). Moreover, sustaining moral enhancement in teaching and learning basis assigned into traditional wisdom for sustainable learning in the Islamic point of view (Huda et al., 2017a) refers to the moral teaching in the record of world history. All these indicate the attempts to transmit the possible way to contribute into supplying an alternative point into the current education system. Through addressing the number of interrelated issues, such effort plays a key role in contributing the supplemental overview in advocating the strategic orientation of Islamic way of understanding as the main priority to gain the success in this life and hereafter amongst the Muslim society.

With achieving such alignment, the fundamental overview in the way to provide the strategic principles through addressing the outstanding guidelines of the personal and social concern with moral manner should be determined as an attempt to promote the individual performance as the first step to lead to create the societal condition. As a result, the attempts in guiding the human behaviour in assisting the intellectual, physical, and also moral enhancement in the context of teaching and learning (T&L) are potentially in line with conceiving the entire process of shaping and transforming the education quality itself (Fauzi et al., 2019; Othman et al., 2016). In particular, the fixed combination between the experiential basis and behavioural substance could play a supremacy point of view in determining the individual driving as a pivotal factor to contribute into the quality of education consequently through underlining the conditions towards the external educational environment.