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INTEGRATED HOLISTICEDUCATION SYSTEM

PREPARED AND PRESENTED BY :

HASNI MOHAMMEDOIC EDUCATION CONTENT EXPERT

CHIEF EXECUTIVE OFFICER ADNI ISLAMIC SCHOOLEXECUTIVE CHAIRMAN

DARUL HIKAM INTERNATIONAL SCHOOL

INTEGRATED HOLISTICEDUCATION SYSTEM

PREPARED AND PRESENTED BY :

HASNI MOHAMMEDOIC EDUCATION CONTENT EXPERT

CHIEF EXECUTIVE OFFICER ADNI ISLAMIC SCHOOLEXECUTIVE CHAIRMAN

DARUL HIKAM INTERNATIONAL SCHOOL

GOVERNING THE INTEGRATED HOLISTIC EDUCATION (IHE) SYSTEM

EDUCATION ACT

CURRICULUM PLANNING

EDUCATION COUNCILGLOBALIZATION

CURRICULUM PLANNING

IHE CURRICULUM DESIGN

IHE SYLLABI

STRATEGIC PLANNING

MATERIALS / MEDIA /TECHNOLOGY

GRAND PLAN

FOR EDUCATIONAL HUB

GOVERNING THE INTEGRATED HOLISTIC EDUCATION (IHE) SYSTEM

EDUCATION ACT

CURRICULUM PLANNING

EDUCATION COUNCILHUMAN POTENTIAL DEVELOPMENT

ACADEMIC / NON-

TQO

TQM EdMS

CURRICULUM PLANNING

IHE CURRICULUM DESIGN

IHE SYLLABI

STRATEGIC PLANNING

MATERIALS / MEDIA /TECHNOLOGY

ACADEMIC / NON-ACADEMIC

1. Manuals

2. Procedures

3. Work Instruction

4. Documentation

5. Balance score card

6. Evaluation & Assessment

managing our liFe

WHAT ? GOALWHAT ? GOAL

IMPLEMENTATION(UKHUWAH)

INSTITUTE

WHO ? : HUMANWHO ? : HUMAN

( TARBIYAH )( TARBIYAH )FOUNDATION

(IKHLAS)

(UKHUWAH)

managing our liFe

Long Term

Short Term

APPROACH

INSTITUTE

HOW ? SYSTEM HOW ? SYSTEM & STRUCTURE& STRUCTURE

FOUNDATION

(IKHLAS)

(HIKMAH)

7NECCESSITIES

CAREER

NECCESSITIES IN LIFE

FAMILY

COMMUNITY

7NECCESSITIES

HEALTH

FINANCE

NECCESSITIES IN LIFE

PEACE & TRANQUILITY

FAMILY

THE KEY :KNOWLEDGE

CAREER

KNOWLEDGE& TAQWA

FAMILY

COMMUNITY

THE KEY :KNOWLEDGE

HEALTH

FINANCE

KNOWLEDGE& TAQWA

PEACE & TRANQUILITY

FAMILY

INTEGRATED AND HOLISTIC EDUCATION SYSTEM

MISSION/ VISION

OBJECTIVE

PHILOSOPHY

UNIVERSAL PRINCIPLE

HUMAN POTENTIALDEVELOPMENT

INTEGRATED AND HOLISTIC EDUCATION SYSTEM

MATERIAL / MEDIA

CURRICULUM

INTEGRATED AND HOLISTIC EDUCATION SYSTEM

1. CORE CURRICULUM

2. CO-CURRICULUM

CURRICULUM

2. CO-CURRICULUM

3. EXTRA CURRICULUM

4. NATIONAL CURRICULUM

5. INTERNATIONAL CURRICULUM

INTEGRATED AND HOLISTIC EDUCATION SYSTEM

CORE CURRICULUM

CURRICULUM

CURRICULUM

CURRICULUM

EXTRA CURRICULUM

NATIONAL CURRICULUM

INTERNATIONAL CURRICULUM

CURRICULUM

1

2

3

4

5

integrated & holistic education model

SYSTEM 1

CURRICULUM

SYLLABUS

INTELLECTUAL, EMOTIONAL, SPIRITUAL,

CONTINUOUS, INTEGRATED, HOLISTIC

CONDUCIVE ENVIRONMENT

EDUCATORS

UNIVERSAL VALUES & PRINCIPLES

METHODOLOGY

MATERIAL

BALANCED LIFE

TOTAL SUBMISSION TO GOD

COGNITIVE, AFFECTIVE, PSYCHOMOTOR

PERFECT MAN

SKILLS AND TECHNIQUES

HPD PROGRAM

integrated & holistic education model

REVELATION

EDUCATION SYSTEM 2

APPROACH

INTELLECTUAL, EMOTIONAL, SPIRITUAL, PHYSICAL

CONTINUOUS, INTEGRATED, HOLISTIC

AWARENESS

CHARACTER DEVMT

IMPLEMENTATIONUNIVERSAL VALUES & PRINCIPLES

PROCESS

APPROACH

METHODOLOGY

BALANCED LIFE

IMMERSION (PENGHAYATAN)

INVESTIGATION

(KAJIAN)

INSTRUCTIONAL (ARAHAN)

TOTAL SUBMISSION TO GOD

COGNITIVE, AFFECTIVE, PSYCHOMOTOR

PERFECT MAN

human Psychology

(KNOWLEDGE) THINKING

(AQIDAH) IMAN

INTELLECT

EMOTIONAL

(IHSAN) TAQWA

PHYSICALPHYSICAL

(LIVING) NYAWA

ACTION

human Psychology

3 FIXED COMPONENTS

7 TYPES/LEVEL NAFS

INTELLECT6 INTECTUAL

FACULTIES

EMOTIONAL

SPIRITUAL

PHYSICALPHYSICAL

7 TYPES/LEVEL NAFS

“Knowledge and taqwa, the secret of success”

SOUL

HOUSE

1 CHARACTERISTIC /GIFT

TQ Ed.MS

Continuing Suitability

Adequacy

Effectiveness

TQ Ed.MS

Continuing Suitability

Adequacy

Effectiveness

INTEGRATED HOLISTIC ORGANIZATIONAL DEVELOPMENT & IMPLEMENTATION SYSYEM( THROUGH LEARNING & TEACHING, COACHING, ADVISORY, TRAINING & CONSULTANCY PROCESS

- THE LEARNING ORGANIZATION

TQM SYSTEM & STRUCTURE ( SYSTEM & STRUCTURE

QUALITY SYSTEM )

GOAL

(QA) QUALITYASSURANCE

(CI) CONTINUOUSIMPROVEMENT

Manual Procedures Workinstruction

Document Big Step Small Stepinstruction

C I BT REQuality Audit

TOOLS & TECHNIQUES

All people Involved Resources & Support

Leadership

Type Type

INTEGRATED HOLISTIC ORGANIZATIONAL DEVELOPMENT & IMPLEMENTATION SYSYEM( THROUGH LEARNING & TEACHING, COACHING, ADVISORY, TRAINING & CONSULTANCY PROCESS

THE LEARNING ORGANIZATION -

GOAL HUMAN POTENTIALDEVELOPMENT & IMPROVEMENT

Big Step

PHYSICALEMOTIONALSPIRITUAL INTELLECTUAL

BEHAVIOURSSTRATEGIC TACTICSACTION

Human Quality System

REVALUES

( CORE BELIEF)OBJECTIVES MISSION VISION

(FOUNDATION)UNIVERSAL VALUES : TOOLS

TOOLS & TECHNIQUES

MEDIA

INSPECTORATE

PHASES OF EDUCATION DEVELOPMENT

COMPONENT S OF THE INTEGRATED AND HOLISTIC EDUCATION SYSTEM

HPDP

1. INSTRUCTIONAL2. INVESTIGATIONAL3. IMMERSON

APPROACH

ASSESSMENT / EVALUATION

MEDIA

INSPECTORATE

CHARACTERISTICS IN EDUCATION

COMPONENT S OF THE INTEGRATED AND HOLISTIC EDUCATION SYSTEM

CURR

EDUCATION PROCESS

ASSESSMENT / EVALUATION

STUDENT PROFILING RECORD SYSTEM (1)STUDENT PROFILING RECORD SYSTEM (1)

Psychological TestingTo have a scientific, valid and empirical method to assess student behaviour and their potentials through the administration of selected psychological tests and of selected psychological tests and measures

Establishing Individual Students’ DatabaseTo build the students file from tests results, personal evaluations and observations from teachers and parents

STUDENT PROFILING RECORD SYSTEM (1)STUDENT PROFILING RECORD SYSTEM (1)

Psychological TestingTo have a scientific, valid and empirical method to assess student behaviour and their potentials through the administration of selected psychological tests and of selected psychological tests and

Establishing Individual Students’ DatabaseTo build the students file from tests results, personal evaluations and observations from

STUDENT PROFILING RECORD SYSTEM (2)STUDENT PROFILING RECORD SYSTEM (2)

Designing Individual Study Plan/ Program

To design individual study plan based on his/her specific needs as identified or indicated by test results and reviews from student database.from student database.

Suggesting Areas of Improvement in the CurriculumTo suggest specific areas which the school academic board may consider reviewing based on the analysis of the general needs and overall performance.

STUDENT PROFILING RECORD SYSTEM (2)STUDENT PROFILING RECORD SYSTEM (2)

Designing Individual Study Plan/

To design individual study plan based on his/her specific needs as identified or indicated by test results and reviews from student database.from student database.

Suggesting Areas of Improvement in the

To suggest specific areas which the school academic board may consider reviewing based on the analysis of the general needs and overall performance.

STUDENT ASSESSMENT (1) STUDENT ASSESSMENT (1)

A)A) THE RAVEN PROGRESSIVE MATRICES (RPM)THE RAVEN PROGRESSIVE MATRICES (RPM)

1)1) The Standard Progressive Matrices (SPM)The Standard Progressive Matrices (SPM)

• A powerful aptitude test to identify giftedness.• A Culture-free Intelligence test because it does not involve the use of

words for the test taker to respond to in each of the testwords for the test taker to respond to in each of the test• It is a measure of non-verbal (eductive

and solve problems involving new information.• Have been successfully used since 1938 with one minor modification

in 1947• Court (1991) reports that the SPM test is suitable to be used in Asian

culture • Assessment for individuals of age 11 and above within the normal

range of adult ability

STUDENT ASSESSMENT (1) STUDENT ASSESSMENT (1)

THE RAVEN PROGRESSIVE MATRICES (RPM)THE RAVEN PROGRESSIVE MATRICES (RPM)

The Standard Progressive Matrices (SPM)The Standard Progressive Matrices (SPM)

A powerful aptitude test to identify giftedness.free Intelligence test because it does not involve the use of

words for the test taker to respond to in each of the testwords for the test taker to respond to in each of the testeductive) ability like the ability to reason

and solve problems involving new information.Have been successfully used since 1938 with one minor modification

Court (1991) reports that the SPM test is suitable to be used in Asian

Assessment for individuals of age 11 and above within the normal

STUDENT ASSESSMENT (2)STUDENT ASSESSMENT (2)

A)A) THE RAVEN PROGRESSIVE MATRICES (RPM) THE RAVEN PROGRESSIVE MATRICES (RPM)

2) The Coloured Progressive Matrices (CPM)

Assessment for children of age between 5 to 11, the elderly and the mentally retardedelderly and the mentally retarded

3) The Advance Progressive Matrices

Assessment for children of above 11, with average and above average intellectual ability.

STUDENT ASSESSMENT (2)STUDENT ASSESSMENT (2)

THE RAVEN PROGRESSIVE MATRICES (RPM) THE RAVEN PROGRESSIVE MATRICES (RPM) (CONT.)(CONT.)

Progressive Matrices (CPM)

Assessment for children of age between 5 to 11, the elderly and the mentally retardedelderly and the mentally retarded

3) The Advance Progressive Matrices (APM)

Assessment for children of above 11, with average and above average intellectual ability.

B) Applying the 3R’s : Reading, B) Applying the 3R’s : Reading, as foundations of learningas foundations of learning

a) Assessment test in English, Mathematics , to determine the student’s correct

STUDENT ASSESSMENT (1) STUDENT ASSESSMENT (1)

Mathematics , to determine the student’s correct placement in the programmetheir level of achievement.

b) Developing and applying the skills as early as possible because those who starts ahead stays

ahead.

B) Applying the 3R’s : Reading, B) Applying the 3R’s : Reading, aRithmeticaRithmetic, , wRitingwRitingas foundations of learningas foundations of learning

Assessment test in English, Bahasa Indonesia and Mathematics , to determine the student’s correct

STUDENT ASSESSMENT (1) STUDENT ASSESSMENT (1)

Mathematics , to determine the student’s correct programme in order to sustain

their level of achievement.

Developing and applying the skills as early as possible because those who starts ahead stays

• HADHONAH Laying a solid foundation (NURSERY) based on Knowledge and Taqwa

• PRE SCHOOL A child who starts aheadStays ahead

• PRIMARY 1-6 Laying the foundations

PHILOSOPHY OF STUDENT PROGRAMME

• PRIMARY 1-6 Laying the foundationsFor Future Leaders

• SECONDARY Learning to Live and Sec 1 - 5 Living to Learn

• Alumni Building the Right Society

Weekly Usrah,Fortnightly Tafsir class, Monthly Qiyam, Yearly Seminar or Forum , support group for all school activities

Laying a solid foundation 2 mths – 3.5 yrsbased on Knowledge and Taqwa

A child who starts ahead 4 – 6 yrs

Laying the foundations 7 -12 yrs

PHILOSOPHY OF STUDENT PROGRAMME

Laying the foundations 7 -12 yrsFor Future Leaders

Learning to Live and 13 –17 yrs Living to Learn

Building the Right Society

Weekly Usrah,Fortnightly Tafsir class, Monthly Qiyam, Yearly Seminar or Forum , support group for all school activities

Upper Secondary O LEVEL

SMA 2 (2019)

SMA 1 (2018 )

Lower JHE

IGCSE O LEVEL

CAMBRIDGE

LONDON OXFORD

DIKNAS

Lower Secondary

JHE

MATH, SCIENCE,ARABIC,HIST,

GEOG,IS, ART

TAJWID

SMP 3 (2017)

SMP 2 (2016)

SMP 1 (2015)

Primary JSLE

(2009

Pre School IHE

ASSESSMENT/EVALUATION (2008

Nursery

2mths IHE PROGRAM

SMA 2 (2019)

SMA 1 (2018 )

Computer Ace

NCC EDUCATION UKCOMPUTER PIONEERS

DIKNAS

SMP 3 (2017)

SMP 2 (2016)

SMP 1 (2015)

ICDL

Computer Whizzkid

SD 1 – 6

(2009 -2014)

Young Genius

TK

(2008-2009)

Foundation

Junior Wizard

EDUCATION CENTRES

• ADNI ISLAMIC SCHOOL

• IIS KOTA DAMANSARA

• AT-TAMIMI INTERNATIONAL ISLAMIC SCHOOLSCHOOL

• IIS SHAH ALAM

• DARUL HIKAM INTERNATIONAL SCHOOL

• KHADIJAH SCHOOL SURABAYA

• OTHERS

EDUCATION CENTRES

ADNI ISLAMIC SCHOOL

IIS KOTA DAMANSARA

TAMIMI INTERNATIONAL ISLAMIC

DARUL HIKAM INTERNATIONAL SCHOOL

KHADIJAH SCHOOL SURABAYA