Madrasah Alsagoff Al-ArabiahNurturing Noble Women Exemplary of the Ummahatul Mukminin

Overview1

From Java Road to Jalan Sultan

Madrasah Alsagoff Al-Arabiah, or the Alsagoff Arab School, was established in 1912 upon the legacy of its founder and benefactor, Syed Mohamed bin Ahmed Alsagoff. Situated in Jalan Sultan, where it has stood since 1912, Madrasah Alsagoff Al-Arabiah is the oldest madrasah in Singapore.

The madrasah started off as a small school in Syed Mohamed’s family house on Java Road. At the time, there were no formal schools for the children of Muslims who came to Singapore as migrants from the Malay peninsula, 2

Hadramawt (South Arabia) and parts of British India. Syed Mohamed started the school in his house with the intention of providing these children with an Islamic education. The school started with only four students, but the enrolment gradually grew to be too large for Syed Mohamed’s house.

When Syed Mohamed passed away Ju ly 1906 (Jumada-al-Awal 1324), he left behind a large sum of money to extend the school on new premises. His endowment, the

Syed Mohamed Ahmed (SMA) Wakaf Fund, provided the land and funds needed for the development of the new school premises. Building on his legacy and vision, his trustees – Syed Omar Alsagoff and Syed Abdul Rahman Alsagoff (Engku Aman) constructed the new school building on Jalan Sultan. Once completed, it would have six classrooms to accommodate up to 200 students.

THE EARLY YEARS

Alsagoff Arab School was officially opened on 3 March 1913 by then governor of the Straits Settlements Sir Arthur Young. The school was managed by a committee of four, with Syed Omar Alsagoff serving as its president. The committee of four comprised of representatives

from the Arab, Malay, Javanese and Indian Muslim communities, signifying the school’s desire to provide education to all Muslims regardless of ethnicity or nationality.

Students were taught Islamic knowledge and Arabic. To this extent, Syed Omar employed two Muslim scholars from Cairo, Egypt to teach in the school. Local teachers were employed as English and Malay were also taught in the school. At such time in Singapore’s history, only a few

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schools had been established and this was a single rare opportunity for the pursuit of education for the Muslim community then.

Between 1912 and the early 1940s, only boys were admitted into the madrasah. In that period between the two World Wars, neither necessity nor demand was perceived for the enrolment of girls into schools. Following the end of the Japanese Occupation, the school began enrolling girls. They were taught in a separate session in classes of their own. The next two decades saw an increase in the number of female students, while the number of male students gradually declined. By the mid 1960s, it was decided that the school cater only for girls. In 1966, the school was converted into an institution for girls only and has remained so since.

OUR MADRASAH TODAYAt Madrasah Alsagoff Al-Arabiah, we believe that the Muslim community in Singapore requires a steady stream of trained and qualified religious leaders who will be able to serve as its moral and spiritual compasses. As such, madrasahs serve as the best training grounds for future Islamic scholars. Our school emphasizes on building a strong foundation in Arabic & Islamic traditions (Al-Quran and As-Sunnah) that nurtures pious female Muslim leaders with academic

excellence, creative and innovative potentials to serve our religion, family, community & nation.

Today, Madrasah Alsagoff Al-Arabiah has over 300 students enrolled across its 12-year educational program. Throughout the first 10 years at the Primary and Secondary level, students build a strong foundation in Islamic subjects, learning and memorizing the Qur’an and hadith, as well as other essential subjects that include tafsir, tauhid, fiqh, sirah (Islamic history) and akhlak.

The Diploma in Islamic Studies (DPI) Program that was introduced in 2013 offers our students a chance to further develop their understanding of Islam with subjects like Fiqh Mu`amalat, Usul Fiqh, Tarikh Tasyri’ and many more. With the Diploma in Islamic Studies, our students are well-prepared to continue their education in prestigious Islamic institutions in the Middle East and Malaysia such as the Al-Azhar University in Cairo, Egypt, Yarmouk University in Jordan, Univesiti Sains Islam Malaysia (USIM), Kolej Universiti Islam Selangor (KUIS) in Malaysia and many more.

In keeping up with the rigorous educational landscape of Singapore, Madrasah Alsagoff Al-Arabiah follows the national curriculum closely. At the end of Primary Six, our students sit for the Primary School Leaving Examination (PSLE). Our school also offers subjects at the O-Levels and A-Levels at

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the end of the Secondary and Pre-University levels respectively.

Madrasah Alsagoff Al-Arabiah is largely self-funded through the Syed Mohamed Ahmed Alsagoff (SMA) Wakaf, with occasional grants from the Islamic Religious Council of Singapore (MUIS) and contributions from society. Madrasah Alsagoff Al-Arabiah is recognized by the Urban Redevelopment Authority (URA) as a heritage school.

We humbly welcome you to take a step in and catch a glimpse of the bustling activities that goes on inside the ageless walls of our school.

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Vision & Mission

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Nurturing Noble Women Exemplary of the Ummahatul Mukminin

We emphasize on building a strong foundation in Arabic & Islamic traditions (Al-Quran and As-Sunnah) that nurtures pious Muslimah leaders with academic excellence, creative and innovative potentials to serve our religion, family, community & nation.

Organization Chart

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MADRASAH MANAGEMENT COMMITTEE

PRINCIPAL

VICE PRINCIPAL 1 (ARK)

DPI

ARK (PRI)

ARK (SEC)

VICE PRINCIPAL 2 (EMMS)

PD

EMMS (SEC)

EMMS (SEC)

MANAGER(ADMIN)

FINANCE

PR

MAINTENANCE

IT

Our TeachersOur 27 dedicated teachers come from a very diverse background, with the majority holding at least a basic degree in various disciplines. They were trained in either local or overseas universities. All, except three teachers, hold a diploma in education. The teachers were selected after rigorous interview sessions to ensure that they not only meet the needs of the school but also fit the role of educators of the 21st century. Most of them are well-trained in pedagogical skills.

In order to ensure they remain current in both pedagogical and content knowledge, our teachers are also given the opportunity to upgrade themselves by attending workshops, courses and seminars. For example, our teachers are all certified Apple teachers and will be attaining the STEM/STEAM certification soon.

We hope with their great passion and dedication, they can be good role models to all educators in other Islamic institutions.

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Our Curriculum

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At Madrasah Alsagoff Al-Arabiah, our curriculum is divided into four areas of focus. The first is what we term Revealed Knowledge (RK), subjects which are derived from the Quran and Sunnah, as well as those that form part of traditional Islamic education. This includes the subjects of Tauhid, Fiqh, Sirah, Tafsir and others.

The second is Languages. There are three main languages used and taught in our school - Arabic, Malay and English. The study of Arabic language is essential in the teaching, learning and understanding of our RK subjects while the study of Malay and English equip our students with the necessary language skills to engage a regional and global audience.

The third is Acquired Knowledge (AK), knowledge that has been attained by man through philosophical, or merely human, powers of reason and inquiry. This includes Mathematics and Science, subjects which also form an integral part of our national education.

As a school, we believe strongly in the development of our students’ character, providing them with pastoral care and nurturing their spiritual well-being. This is done through our lessons, co-curricular activities (CCA) and community involvement projects (CIP). Ultimately, we aim to nurture our students to become future leaders of their communities. All these come under Pupil Development (PD).

Our Pathway

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UNIVERSITY

PRIMARY

6 YEARS

SECONDARY

4 YEARS

DIPLOMA

2 YEARS

Education & Technology2

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Technology in the classroomEach of our student is equipped with an iPad, and technology is woven into the curriculum through the use of interactive applications such as iTunes U and iBooks, as well as devices like the Apple TV and MimioTeach.

All access points for wifi connection have been recently replaced with new ones to create a better learning environment for students. With better wireless internet connection, students are able to learn anywhere independently and collaboratively with their peers.

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The school is also designed in a way t h a t a l l o w s e a s y a c c e s s t o technological equipments. This allows our teachers to use technology for teaching and learning with ease and with minimal glitches. All projectors are connected to the Apple TV so that our teachers can share their lessons by projecting them wirelessly from their devices.

Despite the constraints that the school face being a heritage building, classrooms are organised in ways that allow flexibility in teaching and learning. In order to maximise learning spaces, storage cupboards are placed outside smaller classrooms. Teaching and learning in our school is also not confined to the physical classroom. Our students are also go out of their classrooms for learning activities. Even the library is sometimes used for class or group discussions.

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Learning3

Learning Attributes

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Strong Foundation in Arabic and Islamic traditions (Quran and Sunnah)

VALUES IN ACTION PROGRAMME LEADERSHIP QUALITIES

DEMONSTRATE 21ST CENTURY SKILLS ACADEMIC EXCELLENCE, CREATIVE AND INNOVATIVE POTENTIALS

Student LearningOur students are often engaged in collaborative learning. This involves them working together in groups to solve problems or complete a given task. When engaging in coding for example, they work together in small groups to debug incorrect codes and share their findings with other groups.

On top of that, during a typical of classroom lesson, they share their notes or projects via multiple collaborative educational apps such as Google Drive, Keynote and MindMap.17

During Language lessons such as English, Malay and Arabic, students read authentic news articles from The Straits Times and other news website via an annual subscription of NewsED. The link to this app is posted online via Google Classroom. Students then reflect on what they have read and demonstrate their thinking and understanding

by sharing their opinions and commenting on their peers’ comments.

Our teachers also engage their students in learning activities using augmented reality (AR). The AR is a terrific way to get students interact with physical world. By scanning through the iPad, our students can get more than just what they have

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Students collaborate using padlet to organise ideas and thoughts

Student Learning : ArabicApple has allowed for the shift of the mastery of the Arabic Language from mundane drills to interactive and interesting activities. Instead of being passive participants, our students can now be active learners in a dynamic environment in learning the Arabic Language.

One way in which Apple has augmented the learning of Arabic for students of Madrasah Alsagoff is through iTunes U. Through iTunes U, Teachers are able to create interesting and attractive lessons and deliver everything students need to stay engaged, all in one place.

All assignments and works can be built in minutes and immediately shared the details with the students. These teaching materials such as worksheets, keynote, web links, photos and videos can be upload through iTunes U. They also able to have immediate access to all of the materials that have been shared by the teachers or once the teachers have published a lesson. This iTunes U makes students to stay connected. Not only students can submit their work directly through iTunesU, teachers or students can even pose a discussion or debate in order to get each of their view.

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1. Teacher open and create iTunes U2. Teacher upload material or create

question3. Students answer on their own

learning device (iPad) and submit.4. Teacher can mark/grade directly

and students can view them easily

1. Teacher open and create iTunes U2. Teacher create discussion3. Students express their views4. Teacher can comment directly to

each student in private or public

TESTIMONIAL FROM STUDENTS

NAZIFAH DIPLOMA STUDENT

She have been in Madrasah Alsagoff Al-Arabiah for 10 years and she is on of those students who have experienced learning in Arabic before and after technology has integrated in lessons. She is active in Arabic debate.

The introduction of using iPad as a learning device in 2012 was a life-changing period to my studying experience. I would never have thought that iPad as a learning tool used during lessons would benefit me in many ways that I could never possibly have imagined. Studying a third language, in this case, would be Arabic Language is hard when most words are foreign to the ear. I go by strongly by the quote, "Those who seek shall find" as this motivates me to work hard in order to attain success. Considering the fact that in the past, I would have to go through the hard work of flipping the pages of dictionaries to find the meaning of a particular word, with the usage of iPad in class, meaning of words can be done in seconds by checking the internet and this has eased my studying so much. In addition to that, group assignments can be executed easily by collaborating the mentioned assignment through certain applications such that everyone is able to do their part to complete the task at the same time.

This has shown to improve effectiveness in my studies. iPads have also helped me greatly in doing research. Considering the fact that my school participates in debate competitions, the usage of iPad have helped me in finding information and statistics to be conveyed in my arguments. I believe that iPad is one of the main factors as to why our debate competitions had positive outcomes. All in all, I feel that the usage of iPad as a learning device is a very much relevant style of studying in this tech-savvy nation and I am glad that my school embarked on this way of teaching.

AUDIO 3.1 Nazifah, saying her testimonial in arabic

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iBooks For Learning

Since 2012, Madrasah Alsagoff has been using digital books for learning to replace normal textbooks. In 2013, a total of 23 iBooks for Primary level Revealed Knowledge (RK) subjects have been developed. The initial 10 iBooks were developed by syukran.com and the remaining iBooks were done by our own students under the guidance of syukran.com. They were tasked to create and design at least one iBook on an Arabic subject, which can be used by the primary students. Our students took up this challenge and were able to complete the task well.

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Future Plan

Madrasah Alsagoff has embarked on STEM program with Computer Science (CS) for our students. We started of by engaging CM Asia Learning as the provider for the curriculum developed by Robomatter & iCarnegie Global Learning with Carnegie Mellon University.

The objectives was to expose students to think creatively in a computational manner to a point where they can obtain simple algorithms and code the programmes to solve some simple basic problems in their studies.

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In 2018, we introduced Swift Playground to Primary six students. They were able to code individually or debug with their peers. With more tools and gadgets, STEM program looks more fun and interesting.

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See our future plan

Teaching4

Lesson Study for Teachers

Lesson Study is a research method that involves mainly three processes: Lesson Planning, Lesson Observation, Post-Lesson Study Reflection & Discussion. The main objective of Lesson Study is for teachers to work together to target an identified area for development of students’ learning. By analysing how students learn, teachers can better plan their lesson to suit the students’ learning resulting in effective learning by the students.

During lesson planning, a group of teachers come together to plan a lesson, a lot of ideas are thrown into the discussion and the best idea is modified to be used in the classroom. The teachers are actually sharing and reflecting on each others’ methods of teaching that worked or did not work in their classroom.

Post-lesson study brings about a discussion about what helped the students learn better and what did not. After the

discussion, the subject teacher of the class will continue to refine the lesson for her future lessons. In the whole process of lesson study, the school hopes that lessons that has gone through lesson study and executed in the classroom will enable students to learn more effectively.

One of the main challenge of lesson study is the need for a ‘Knowledgeable Other’ to come in to guide and facilitate the discussion. Being in a Madrasah, we are sometimes limited by the resources that are available to us. However thanks to Mrs Yeo Ai Leen from Roots Excellence, she was willing to be our ‘Knowledgeable Other.’ In 2016, we started our lesson study journey for Mathematics. She began by first unpacking the Mathematics syllabus so that our teachers have a clearer image of the link between topics and level (Primary to Secondary). We were then broken up into two groups, one

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focusing on Primary 5 Percentage, the other group focused on Primary 3 Fractions (Equivalent Fractions).

As the activities for the lesson study session were prepared within the purview of the ‘Knowledgeable Other’, it has allowed for the teachers to make tweaks or additions that will help students have a better understanding of the concepts taught.

Additionally, during the lesson study session, ‘observers’ were assigned to different groups of students - not to interact with them but to observe their actions and reactions to the different activities carried out. These observations of all students present in the session would be noted down and presented during the post-mortem. The teachers would, in turn, make the necessary actions in light of the observations shared as well as feedback from the Knowledgeable Other.‘Observers’ act as the teachers’ extra pairs of eyes in the classroom during the session and may even bring to attention areas of concerns that the teachers may not be aware of or reaffirm the teachers’ concerns.

In 2018, ‘Observer’ Z noted that Student A had issues constructing models for the word problem. Student A faired fairly in Mathematics - she was able to solve straightforward mathematical problems, showing difficulties especially for word problems. The observations reaffirmed that Student A’s weak grasp of the English Language caused her struggle. Teacher then worked on Student A’s understanding during

remedial lessons. Taking into consideration the feedback from the Knowledgeable Other, Student A was given more opportunity to share her answers in class. Prior to that, most of the opportunities would be given to students who had more difficulties in comparison to Student A. This resulted in Student A showing an improvement in her Mathematics grade in the final year examination.

Since Madrasah Alsagoff pioneered lesson study in the Madrasah Community, other Madrasahs have asked to open our lesson study sessions to the public or do a sharing for their teachers to learn. After going for WALS Conference 2017, one of our teachers shared with Madrasah Wak Tanjong’s Science Department about the school’s process of lesson study as a research lesson. A representative from MUIS was also invited to attend the sharing session.

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Skilful Teacher - Sharing session

Teachers at Madrasah Alsagoff are currently the ones taking the lead in sharing the advantages of using technology in education. Our teachers conduct sharing sessions for teachers in other schools, as well as for members of the public and have received positive feedback on the school’s practices with regard to the way it harnesses ICT in education.

For example, in 2016, 3 of our teachers presented on “Teacher Reflection Using Educational Technology” at Skilful Teacher Symposium that was organised by MUIS. The presentation was on how technology can support teacher reflection with the use of the Swivl.

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Presentation from Madrasah Alsagoff Al-Arabiah teachers at the Madrasah Symposium

SKILFUL TEACHER SYMPOSIUM PRESENTATION

OBJECTIVE OF PRESENTATION

Supporting teacher reflection with the use of educational technology

PROPOSED STORYBOARD FOR VIDEO

1. Overview of the use of Swivl

2. Means of teacher reflection, one of it being the use of educational technology

3. Zoom into teacher reflection with the use of educational technology

4. Teachers’ Interview

30Peer evaluation of recorded lesson using Swivl

Suggested question: How do you feel having lesson observations recorded without an actual observer sitting at the back of the class.

Suggested answer: More natural. A reflection of how we really teach in class instead of putting on an act

a. Teacher’s Reflection (with a checklist)

b. Self-evaluation

c. Review of recorded swivl presentation with R.O.

d. Peer evaluation of recorded lesson

PROPOSED HANDS ON ACTIVITY

• Group the attendees into groups of 4-5

• Provide each group with an iPad that has a recorded lesson from Swivl and a checklist (Google forms)

Get groups to evaluate the recorded lesson, using the checklist as a guide

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Our Arabic Textbook

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After the completion of Primary Level RK iBooks in 2014, the school decided to move on to develop the Primary Level Arabic Textbook. “Hayya ilal Arabiah” is the first Arabic iBook developed by the school. The idea was first drafted in 2015 and the book was then introduced in PDF version in January 2016 for the Primary 1 students. It will finally be published in eBook with interactive features. This project is carried out with the support of Pustaka Nasional Pte. Ltd, a well-established publishing company.

“HAYYA ILAL ARABIAH”

A DREAM COME TRUE

A century! That was how long we waited to achieve our dream of maximizing the usage of Arabic Language through our own publication. Our school has always been famous for its Arabic Language acquisition among our Madrasah students. In fact, we are the only Madrasah which with the name, “Al-Arabiah” (Arab School) instead of the usual “Al-Islamiah” (Islamic School). Throughout the past century, our students have always been exposed to various books to supplement their Arabic learning in the Madrasah.

Hayya? (Let’s) People might be wondering why we chose the name Hayya, and what it is all about. Back in 2015, our Arabic Language teachers thought hard for the perfect name for our digital Arabic textbook. After some discussion, an inspiration came to us and we chose the name named, Hayya Ilal Arabiah (Let’s Go Arabic!). The name came about as we wanted to allow our primary level students to accelerate their learning and put their “language gear” to the ultimate challenge in mastering the Arabic Language.

The Hayya Ilal Arabiah publication was anchored by Pustaka Nasional Berhad, a local publication company. Before Hayya Ilal Arabiah, our students have been using Arabic books from them. They have willingly accepted our proposal to collaborate with us and have been actively promoting our books for the members of the public. Our team of writers is

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mostly graduates from the University of Kuwait and our Alumni who have actively contributed in making the publication a success. Our dedicated teachers worked hand in hand with the team of writers and publisher in providing the necessary materials and giving timely feedbacks to further enhance the content and quality of the Hayya book for the future generation.

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Achievement5

StudentsOur students also create informative videos and posters about the school and share these with members of the public. For example, students were assigned to compete in producing the best short video on the topics related to social cohesion, dangers of fake news and misuse of religious concepts.

The v ideos were up loaded on Learn Is lam.Sg ’s Facebook and YouTube, with number of likes and shares considered as part of the judging criteria.

They have won the grand prize as they produced “Different Faiths, A Shared Respect” featured interviews with rel ig ious teachers and ordinary Singaporeans and showed how people with different religions can live in harmony in Singapore. It garnered more than 11,00 views and 300 shares in just 3 weeks.

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Winner of video competition inter-madrasah competition

“Different Faiths, A Shared Respect” was done by our students

TeachersTo ensure that teachers are well-equipped with necessary ICT skills and are kept abreast of the latest updates in the use of technology in education, they are required need to attend at least two to three ICT related courses per year. Recently, 24 teachers completed a course in teaching with code. Our teachers are also always seeking ways to improve on their teaching skills using ICT in order to maximise students’ learning. 100% of teachers at the school have received Apple Teacher certification.

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Presentation from Alsagoff Arab School teachers of ICT at the Muis Salaam Singapore Event

In addition, teachers have also shared the way they use ICT in their teaching with other educators at the national level. They have conducted sharing sessions on flipped learning and the use of educational ICT tools within the Madrasah sector at the MUIS Salaam Singapore event. 8 of our teachers took part in presenting to the public with 4 different stations. Each

station focuses on different ICT teaching and learning tools such as iTunes U, Socrative, NewsEd and many more.

The sharing sessions has enlightened many participants who attended. The innovative aspects of the session sparked ideas and created more platform for the participants and presenters in using the tools and enhancing it further.

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A team of teachers also took on an interdisciplinary project in 2018 in using The Straits Times’ application ‘NewsEd’ to infuse current affairs in the teaching of 3 languages (English, Malay & Arabic). A flipped-learning approach was adopted. The team presented to fellow educators at the SPH Education Symposium on 26 April.

Following up on the interest of Paya Lebar Methodist Girl’s School (Secondary), we invited their MTL teachers as well as teachers from the other madrasahs to a classroom experience using the flipped learning approach on 7 July 2018.

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Presentation from Madrasah Alsagoff Al-Arabiah teachers of ICT at the Muis Salam Singapore Event

NewsEdNewsEd has been used in a variety of ways because of its relevance in language teaching. Most often it has been used to generate content for writing and oral communication.

ORAL COMMUNICATION

To help students generate content for oral communication, pupils have been assigned to create their own padlet. They are tasked to present their reading aloud and written responses for the spoken interaction component. They need to augment their responses with articles taken from NewsEd. As current affairs are not static, their padlets are work-in-progress and should be updated on a regular basis. To ensure that pupils are on the right track, a one-on-one consultation is carried out to understand their thought processes as they are doing the task. Very often, when left on their own, pupils tend to just copy and paste the information without checking its relevance. This approach prepares students for IHLs as they need to back their oral responses with NwsEd articles. This has been carried out in the Sec 4 EL Class.

FLIPPED LEARNING

We undertook a mini-project to get pupils to understand the plight of migrant workers by getting them to read articles written on migrant workers. We had a sharing session by an activist who works on the ground with migrant workers and pupils, having read the articles beforehand, were able to engage the speaker. The discussion was followed up in their Malay and Arabic lessons. This was carried out for the Sec 3 – 4 levels.

LEARNING JOURNEY POST-ACTIVITY

Learning activity has been created to augment pupils’ learning during a learning journey. While there were already worksheets and the facilitators to guide the pupils during a recent learning journey to understand what it was like during the Japanese Occupation, the teachers also grabbed the opportunity to make the students understand the benefits of experiential learning. A learning activity was created based on a related ST article, tapping on the pupils’ mastery of the three languages (EL, ML & Arabic). This was carried out for the Sec 2 – 4 levels.

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Pupils are tasked to translate a NewsEd article in Arabic, a skill tested in the Arabic Paper at the ‘O’ Levels. This was carried out for the Sec 4 level.

It definitely brings ease in sharing articles with the pupils and the multiple modes of responding to the learning activities certainly allows for a variety of formative assessments to take place. As the madrasah adopts a 1:1 learning device environment, we do not encounter many challenges in getting pupils to use NewsEd. Our next challenge is to get

them to be independent users of it. While there are no statistical results to show yet, anecdotal evidence seems to show an increase in current affairs awareness and interest.

The pre-loaded learning activities are interesting and are able to engage the pupils. For example, there is one article about refraining oneself from the use of social media and challenges the pupils to stay away from it for a certain period of time. Pupils submitted videos of how they faced the challenge and the learning points from such an experience.

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TRANSLATION ACTIVITY

Credits6

Copyright © 2019 by Alsagoff Arab School

All rights reserved. This book or any portion thereof may not be reproduced or used in any manner whatsoever without the express written permission of the school.

Written by Teachers from Madrasah Alsagoff Al-Arabiah

Compiled by Siti Noraini binte Jumahat

Designed by Shahib Amin/Syukran.com

Photography by Nur Nasuha/Syukran.com

Credits

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FIQH

Understanding of Islamic Law.

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Chapter 1 - Our Curriculum

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ISLAMIC TRADITIONS (AL-QURAN AND AS-SUNNAH

The Quran and the Sunnah are the two primary religious texts used by Muslims throughout history.

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SIRAH

The life story of the prophet (peace be upon him) and the spread of Islam.

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SYUKRAN.COM

Syukran.com (Reg: 200905962C) is a company that is committed to bring the best experience in Islamic Education for the Muslims through the use of simple designed educational videos and visual publications (iBooks). 

With more than 9 years of experience producing online videos, we have created hundreds of content that promotes good values that aligns with Singapore Muslim Identity. 

We worked with 2 major Islamic school in Singapore. Mainly Madrasah Alsagoff and Madrasah Aljunied. We help them kick-off their iBooks journey as well as training their teachers to be more comfortable with Apple software that can help them be more efficient in teaching arabic subjects.

Syukran.com is managed by Shahib Amin, the creative director, filmmaker and designer.

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TAFSIR

Qur’anic exegesis (critical explanation and interpretation).

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TAUHID

Scriptural commandments, in knowing more about God.

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THE SYED MOHAMED AHMED (SMA) WAKAF FUND

A charity-based trust fund that was created by the founder of the school to support the needy and outreach programmes. Alsagoff Arab School is one of the beneficiaries.

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