PENGALAMAN NGO IKRAM DALAM PEMBANGUNAN PENDIDIKAN ISLAM DI MALAYSIA: KAJIAN KONSEPTUAL: THE EXPERIENCE OF IKRAM NGO IN THE DEVELOPMENT OF ISLAMIC EDUCATION IN MALAYSIA: A CONCEPTUAL STUDY - Hanapi, Mohd Hazize Mat; Ramlie, Habibah @ Artini (INTERNATIONAL JOURNAL OF LAW, GOVERNMENT AND COMMUNICATION (IJLGC), 2025)
Kajian ini bertujuan untuk menganalisis pendekatan pendidikan yang dibawa oleh IKRAM Malaysia melalui analisis kandungan dokumen utama, penulisan watak dan laporan program pendidikan dari tahun 2020 hingga 2023. Lima tema utama telah dikenal pasti melalui analisis sepuluh sumber utama. Pertama, pendidikan IKRAM berteraskan konsep pendidikan Islam holistik yang menggabungkan aspek intelek, rohani, emosi dan sosial. Kedua, peranan guru dilihat bukan hanya sebagai pendidik, tetapi sebagai murabbi dan pemimpin nilai yang berperanan membentuk legitimasi pelajar. Ketiga, pendidikan dijadikan sebagai instrumen dakwah dan islah sosial melalui program kemasyarakatan khususnya dalam kalangan masyarakat B40. Keempat, sejak 2022, akan wujud integrasi nilai-nilai Madani seperti belas kasihan, hormat-menghormati dan amanah dalam kerangka pendidikan IKRAM, selaras dengan keperluan semasa masyarakat Malaysia. Kelima, pasca-pandemik menyaksikan peralihan dalam strategi ke arah pendidikan digital dan hibrid yang lebih fleksibel dan mampan. Kajian ini merumuskan bahawa pendekatan pendidikan IKRAM adalah dinamik, responsif dan berasaskan nilai, menjadikannya model pendidikan Islam kontemporari yang holistik dan relevan dengan kehendak zaman. This study aims to analyze the educational approach brought by IKRAM Malaysia through content analysis of key documents, character writing and education program reports from 2020 to 2023. Five main themes have been identified through an analysis of ten main sources. First, IKRAM education is based on the concept of holistic Islamic education that combines intellectual, spiritual, emotional and social aspects. Second, the role of teachers is seen not only as educators, but as murabbi and value leaders who play a role in shaping student legitimacy. Third, education is used as an instrument of da’wah and social reform through community programs, especially among the B40 community. Fourth, since 2022, there will be an integration of Madani values such as compassion, respect and trust within the IKRAM education framework, in line with the current needs of Malaysian society. Fifth, the post-pandemic has seen a shift in strategy towards more flexible and sustainable digital and hybrid education. This study concludes that IKRAM’s educational approach is dynamic, responsive and value-based, making it a contemporary Islamic education model that is holistic and relevant to the needs of the times. Keywords: IKRAM Education, Islamic Education, Murabbi Teacher, Madani Values, Holistic Education, Post-Pandemic.