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The Islamic Gifted Curriculum Framework: Conceptualising Gifted Education From Islamic Perspective

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dc.contributor.authorMahiz Spawien_US
dc.contributor.authorZulkarnin Zakariaen_US
dc.contributor.authorAbdel Rahman Ibrahim Suleiman Isliehen_US
dc.contributor.authorWan Ahmad Zakry Wan Kamaruddinen_US
dc.contributor.authorMohd Zamrus Mohd Alien_US
dc.contributor.authorAhmad Fuad Mohamad Aminen_US
dc.contributor.authorRossidi Usopen_US
dc.date.accessioned2024-05-28T05:51:16Z
dc.date.available2024-05-28T05:51:16Z
dc.date.issued2022
dc.date.submitted2022-4-28
dc.descriptionVolume:13 No:4 (pages:1121-1138)en_US
dc.description.abstractThe current models of gifted and talented education have always been based on the established curriculum designed on the parameters set by the standards in many western countries. While the concepts and ideas are relevant and proven, a Muslim gifted institution has to take other considerations in the policy and implementation aspects to cater to the needs of gifted Muslim community. While main goal of gifted education is the student’s intelligent and talent development, the gifted Muslim student has additional areas of development that have to be taken into consideration. Many mainstream gifted education models stress on the high academic performers or strong STEMinclined individuals who displayed high interest and academic achievement in science subjects. The Muslim gifted students have additional parameters such as religious inclination and interests with focus on the Quran memorisation, hadith and Islamic references understanding. This study examines the existing literature on gifted and talented education models and adopts some core elements for the conceptualization of gifted curriculum for Muslim students, focusing on the fundamental elements of Islamic education philosophy. Applying qualitative method, the existing literature is reviewed systematically, and their educational philosophies are analysed and compared. Based on the review and analysis, this paper proposes a conceptual framework on the integrated model of existing gifted philosophies from the western and Islamic perspective. The discussion has been framed specifically around the design and implementation of gifted and talented education in Malaysia. This paper will offer a guide to the development of integrated curriculum model—one which is based on the existing models both on the Western and Islamic ideas of gifted education. For gifted institutions adopting this guideline, it will serve as a working policy and implementation framework.en_US
dc.identifier.citationSpawi, M. , Zakaria, Z. , Islieh, A. , Kamaruddin, W. , Ali, M. , Amin, A. and Usop, R. (2022) The Islamic Gifted Curriculum Framework: Conceptualising Gifted Education from Islamic Perspective. Creative Education, 13, 1121-1138. doi: 10.4236/ce.2022.134070.en_US
dc.identifier.doi10.4236/ce.2022.134070
dc.identifier.epage1138
dc.identifier.issn2151-4771
dc.identifier.issue2022
dc.identifier.spage1121
dc.identifier.urihttps://www.scirp.org/journal/paperinformation.aspx?paperid=116385
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/6677
dc.identifier.volume13
dc.language.isoen_USen_US
dc.publisherScientific Research Publishing Inc.en_US
dc.relation.ispartofCreative Educationen_US
dc.subjectGifted Education, Integrated Curriculum, Gifted Muslim, Islamic Education Philosophyen_US
dc.titleThe Islamic Gifted Curriculum Framework: Conceptualising Gifted Education From Islamic Perspectiveen_US
dc.typeArticleen_US
dspace.entity.typePublication

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