[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601447-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601447-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","sociological-understanding-of-muslim-education-in-multicultural-philippines-read-online-free","Sociological Understanding of Muslim Education in Multicultural Philippines - read online free","","The DepEd Order No. 41, s. 2017 accelerated implementation of the Arabic Language and Islamic Values Education (ALIVE) Program, yet professional literature on Muslim education in the Philippines remains limited. This qualitative case study uses sociological perspectives, thematic analysis, and data triangulation with five ALIVE implementers in Metro Manila. Results show curriculum shortcomings, limited learning spaces, insufficient pedagogical competence among Asatidz/Madrasah teachers, and cultural variance across Muslim communities. The study recommends grassroots evaluation and strengthened stakeholder participation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/sociological-understanding-of-muslim-education-in-multicultural-philippines-read-online-free/601447/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/sociological-understanding-of-muslim-education-in-multicultural-philippines-read-online-free/601447.png","ImageObject",300,407,{"name":42,"@type":43},"hdkawk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What study approach is used to understand the ALIVE Program’s implementation challenges?","Question",{"text":63,"@type":64},"The paper employs a qualitative case study research model, using thematic analysis and triangulation of data from relevant sources.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which challenges do the ALIVE implementers’ schools face according to the findings?",{"text":68,"@type":64},"The study highlights curriculum limitations in appreciating student learning approaches and evaluation, scarcity of learning spaces, limited pedagogical competence among teachers, and ongoing cultural variance among Muslims, particularly in non-Muslim communities.",{"name":70,"@type":61,"acceptedAnswer":71},"Why does the paper argue for evaluating the ALIVE Program at the grassroots?",{"text":72,"@type":64},"Because identified gaps and challenges indicate that deliberate plans are needed to achieve intended learning outcomes, making evaluation at the grassroots essential to improve implementation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601447,1792165538,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","P-ISSN: 1411-3031; E-ISSN: 2442-9651  \nAvailable online [https://journal.uinsi.ac.id/index.php/dinamika_i](https://journal.uinsi.ac.id/index.php/dinamika_i)lmudoi: [http://doi.org/10.21093/di.v23i1.6255](http://doi.org/10.21093/di.v23i1.6255)[ ](http://doi.org/10.21093/di.v23i1.6255)DINAMIKA ILMU, 23(1), 2023  \nDINAMIKA ILMU  \nJournal of Education Jurnal Pendidikan  \nSociological Understanding of Muslim Education in Multicultural Philippines  \nAbdul Haiy A. Sali  \nUniversity of the Philippines Diliman  \n[aasali@up.edu.ph](aasali@up.edu.ph)  \nAPA Citation:  \nSali, A. H. A. (2023) . Sociological Understanding of Muslim Education in Multicultural Philippines. DINAMIKA ILMU, 23(1), 105-122. doi: [http://doi.org/10.21093/di.v23i1.6255](http://doi.org/10.21093/di.v23i1.6255)  \nAbstract  \nThe DepEd Order No. 41, s. 2017 catapulted the implementation of the Arabic Language and Islamic Values Education (ALIVE) Program. However, since its inception, there is adearth of professional literature on a coherent sociological understanding of Muslim education in the Philippines. This paper aims to provide an understanding of the implementation challenges of the ALIVE program employing sociological perspectives. The study utilized a qualitative research method anchored on Case Study Research Model. Five ALIVE implementers in Metro Manila were part of the research participants. A thematic analysis was initiated and triangulation of data was employed from relevant data sources. The analysis results showed several challenges faced by the select ALIVE schools: The intended curriculum lacks appreciation of the approaches and evaluation of student learning. The scarcity of learning spaces was evident. In teaching, most of the Asatidz or Madrasah teachers require enhancement of their pedagogical competence. The cultural variance among Muslims is still evident, especially in non-Muslim communities. The findings indicate that there is a need to create deliberate plans to achieve the intended learning outcomes of the ALIVE Program. Given the various gaps and challenges identified in this study, there is a necessity to evaluate the program at the grassroots. In conclusion, maximizing and strengthening the participation of the various stakeholders and different sectors in society is imperative in the development and sustainability of Muslim education programs in the Philippines.  \nKeywords: ALIVE program, Asatidz, Muslim education, sociology, Philippines  \n1. Introduction  \nMuslim education (Boransing 2006; Majul, 1978; Marasigan, 2019a; Marasigan, 2019b; Milligan, 2006; Nunag, 1970; Rodriguez, 1986) is probably one of the least explored topics in the Philippine Education System. However, as a response to inclusivity in education, the  \nDinamika Ilmu, 23(1), 2023 105  \nAbdul HaiyA. Sali  \ninstitutionalization of the Arabic Language and Islamic Values Education (ALIVE) Program (Solaiman, 2017; Sali & Marasigan; 2020, Sattar & Arriola, 2020; Sali & Ancho, 2021; Sali, 2022) paved a way for Muslim learners in public schools to appropriate and relevant educational opportunities. The establishment of madrasah (pl. madaris) became instrumental in the propagation of Islam in Asia’s largest Catholic nation. Consequently, the madrasah was considered the oldest educational institution in Mindanao. In the context of the Philippines, madrasah generally refers to Muslim religious schools that teach Islam as the core emphasis in their curricular offerings. Moreover, the ALIVE Program of the Department of Education (DepEd) will be the focus of the study as part of Muslim education in a multicultural Philippine setting.  \nIslam arrived in the Philippines as early as the 14th century. The prehispanic Philippines witnessed the growth of Islam in the southern part of the country. However, in terms of Philippine demographics, Muslims comprise only six (6) percent of the national population (Philippine Statistical Authority, 2015) . With the proliferation of Islam in the southe","cbCainutqS3RzbkV","https://ap.wps.com/l/cbCainutqS3RzbkV","pdf",292597,18,"English","# 1. Introduction\n# 2. Background and Context\n## 2.1 Muslim Education and the ALIVE Program\n## 2.2 Historical Development of Madrasah Education","[{\"question\":\"What study approach is used to understand the ALIVE Program’s implementation challenges?\",\"answer\":\"The paper employs a qualitative case study research model, using thematic analysis and triangulation of data from relevant sources.\"},{\"question\":\"Which challenges do the ALIVE implementers’ schools face according to the findings?\",\"answer\":\"The study highlights curriculum limitations in appreciating student learning approaches and evaluation, scarcity of learning spaces, limited pedagogical competence among teachers, and ongoing cultural variance among Muslims, particularly in non-Muslim communities.\"},{\"question\":\"Why does the paper argue for evaluating the ALIVE Program at the grassroots?\",\"answer\":\"Because identified gaps and challenges indicate that deliberate plans are needed to achieve intended learning outcomes, making evaluation at the grassroots essential to improve implementation.\"}]","Sociological Understanding of Muslim Education in Multicultural Philippines - read online free | PDF",1792092629,45]