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TEACHING PLAN & COURSE OUTLINE

1. Course Title: USUL AL-FIQH 1

2. Course Code: SHAS 2398 (SHA 2818)

3. Credit Value: 3

4. MQF Level: 6

5. Affected Batch: 2020//2021 onwards

6. Centre of Studies: Ahmad Ibrahim Kulliyyah of Laws (AIKOL)

7. Department/Unit: Islamic Law

8. Course Synopsis:This course begins with an introductory discussion of the definition,

scope and history of usul al-fiqh, followed by an overview of the classifications and
subsections of al-hukm al-shar‘i (law or value of Shari‘ah). The discussion will continue
with the maqasid al-shari'ah (objectives of Islamic law) and values that the maqasid al-
Shari’ah wishes to protect. Next, the discourse will give attention to the
adillahshar’iyyah(sources/proofs of Shari‘ah), concentrating on its primary sources on
which there is general agreement among the Muslim Scholars. It provides a fairly
adequate study of these sources, namely the Quran andSunnah. Finally, student will
learn Turuq al-Istinbat i.e. Methods of interpretation of the Quranic Texts and Sunnah of
the Prophet s.a.w.

9. Course Classification within the Curriculum: Elective

10. Prerequisite(s) (if any):

11. Course Learning Outcomes

Bloom’s Programme
No. Outcomes Taxonomy Soft skills (KI) Outcomes
C A P (PO)
1. Understand and discuss the 4 3 (CS3, 1,5,6,7
importance of usul al-fiqh in CT3,LL2,C3,P2,

1
 the legal making process. A2)

2. Apply principles of 3 2 5 (CS3, 1,2,5,6,7

jurisprudence in deriving legal CT3,LL2,C2,P2,A2)
rules from the sources.

3. Compare the strength and the 3 2 3 (CT3,LL2,C2,P1, 1,2,4,6,7

weakness of certain legal A3)
opinions.

4. To demonstrate skills to do 3 4 4 (CT3,LL2,C4, P3, 1,2,3,8,9

research and resolve any A3)
misunderstanding of the
shariah rulings.

Additional Mapping for Professional Programmes (e.g. Engineering)

Outcomes Complex Problem Complex Analysis Knowledge Profile

12. LO - Instruction Method - Assessment Alignment:

Outcomes Teaching-Learning Methods Assessment Methods
LO1 Lectures, Tutorials Assignment,Test, Final
Exam
LO2 Lectures, Tutorials Assignment, Presentation,
Test, Final Exam
LO3 Lectures, Tutorials Assignment, Presentation,
Test, Final Exam
LO4 Lectures, Tutorials Assignment, Presentation,
Test, Final Exam

13. Assessment Methods Weightage:

Methods Percentage
Group Assignment 10
Individual Presentation 10
Quiz 10
Mid-Term Test 20
Class Activities/Participation 10
Final Assessment 40
TOTAL 100
14. Student Learning Time:

2
1. Instruction Component Total Allocated Hours
1.1. Teacher-oriented methods
Lectures, Tutorials 28

1.2. Student-oriented methods

Written assignments, oral presentations, class 14
discussions
Total Instructor Contact Hours: 42
2. Independent Learning Component Total Estimated Hours
2.1. Reading and revision
Preparation for lectures, Tutorials, Consultation 42

2.2. Estimated hours for preparation toward assessments

Written assignment 8
Oral Presentation 4
Class activities and discussions 3
Quizzes 3
Mid-Term Test 4
Final Assessment 10
Total independent learning 76

3. Assessment Outside Instruction Hours Total Allocated Hours

Mid-Term test 1
Quizzes 0.5
Final Assessment 2.5
Total Assessment Outside Instruction Hours 4

TOTAL SLT 120

3
15. Course Contents and Related SLT:

Content outline of the course / module and the SLT per topic
Week Topics SLT Tasks/reading
1.0 Concept of usul al-fiqh Kamali,(2004), 1- 13.
1.1 Definition of usul al-fiqh& its r/ship Nyazee, (1993),12 - 14
3+5
with Shari‘ah, fiqh, furu’, etc. Kamali,(1989), 1 – 215-216.
1.1.1 The subject matter of usul al-fiqh Ahmad Hasan,(1970), , 1- 23.
1.1.2 Objectives of studying usul al- Nyazee, (2003) 19 - 31.
fiqh. , vol. IX, 321 – 328.
1.1.3 Origins of usul al-fiqh& the role of “vol. X, 931 – 933.
al-Shafi’i. Mohamad Nasran,( 2005)., 65-70
1 1.1.4Usul al-fiqh after the establishment
of the madhahib.
1.1.5 Differencesbetw. usul al-
fiqh&western
jurisprudence( UsulQanun).
1.1.6 An overview of the contents of
usul al-fiqh and its main topics.
1.1.7 Literature works on UsulFiqh
2.0 Legal Value of Shariah(hukm al- Kamali,( 2004) , 321 - 355.
shar’i) Nyazee, ( 1993), 45 - 55, 74 -140.
3+5
2.1 Definition of law/value of Shari‘ah
2.2 Classification of values : Nyazee, (2003), 71 - 102.
2.1.1. Defining Law(al-hukm al-
taklifi) :
2 Obligatory (wajib/fard);
Recommended(mandub);
Forbidden (haram);
Abominable (Makruh);
Permissible(mubah).

2.1.2. Declaratory Law (al-hukm al- Kamali,( 2004) , 321 - 355.

wad‘i) : Nyazee, ( 1993), 45 - 55, 74 -140.
Cause (sabab); Condition (shart);
Hindrance (mani‘); 3+6 Nyazee, (2003), 71 - 102.
Strict (azimah) & Concession
3 (rukhsah); Valid, Irregular & Void
(sahih, fasid, batil).

2.1.3 The Distinction and the similarity

between. hukmtaklifi&hukmwad'i

4
 3.0 Maqasid al-shari’ah 3+6 Kamali, (2004) 395 - 409.
3.1. Basic concept and Classification Al Raysuni, (2006),136-158
MaqasidShari’ah Nyazee, (1993), 202 - 212.
3.2 Identification of the maqasid. Ibn Ashur,(2006), 67-105
3.3 Priorities/hierarchy within the Nyazee, (2003), 56-70.
maqasid. Wan Azhar, (2000), 1 - 16.
4 3.4 Maqasid&Ijtihad.
3.5 A round up of opinions from al
Ghazali, al shatibi, Ibnu Ashur, Ibn
Qayyim etc.
3.6 Application of the Maqasid Sh. to
the dev. of Islamic law.
4.0 Sources/Proofs of Shariah (al- 3+6 Kamali, (2004), 1 - 13.
adillah al-shar‘iyyah) Nyazee, (1993), 143 - 153.
4.1 Meaning & definition of dalil and Ahmad Hasan, (1970), 1- 23.
Dilalah Zaydan, (1997), 7 -19.
4.2 Order of priorities Ahmad Hasan, , 109-129
4.3 Categories of Dalil/Dilalah
4.4 Characteristics & divisions of
adillahShar'iyyah:
5 4.4.1 Primary & subsidiary;
4.4.2 Definitive & speculative
(qat’i&zanni);
4.4.3 Transmitted & rational
(naqli&‘aqli);
4.4.4Proofs on which there is general
agreement;
4.4.5 Proofs whose validity is
disputed.

5.0 PRIMARY SOURCES 3+5 Kamali, (2004) 14 - 43.

5.1 The First Proof : Qur'an Nyazee, (1993), 155 - 162.
5.2 Introductory:
5.2.1 Definition
5.2.2 Contents & classification into Denferr, (1983),5-20
suras and ayahs.
5.2.3 Names & attributes of the
Qur’an.
6 5.2.4 Language of the Qur’an & the
significanceof its being revealed all in
pure Arabic.
5.2.5 Collection, compilation &
authenticity.
5.2.6 The division into
wahyzahir&wahybatin.

5
 5.3 Characteristics of the Quranic 3+6 Kamali, (2004) 38 - 9.
legislation: Denferr, (1983), 110-150
5.3.1 Graduality (tanjim) & its A.Rippin, (1988) 1-20
consequences;
5.3.2 The Makki& the Madani
7 divisions;
5.3.3Asbab al-nuzul and its
significance;
5.3.4 The definitive& speculative
(qat’i&zanni);
5.3.5Ta’lil al Quran
6.0 The Second Proof : The Sunnah 3+5 Kamali, (2004) 44 - 65
Nyazee, (1993), 162 - 182.
6.1 Definitions: Sunnah, hadith, khabar, Azami, (1977) 1- 9
athar; Siddiqi, (1961)1 -14
A brief history of dev. in the u/standing M. Abdul Rauf(1989), 1-50
of these terms; al-Shafi’i’s efforts in
isolating the prophetic Sunnah from the
living tradition of the community, and
the acts & sayings of Companions; Other
important terminology of hadith such as
Athar, Khabar, matan, Musnad, Musnid,
Rawi etc.

6.2 Authority of Sunnah as a source of

Shari’ah – two views:
8 6.2.1. The Sunnah is not a source in Kamali, (2004) 44 - 65.
its own right; Nyazee, (1993) 162 - 182.
6.2.2 The Sunnah is an independent
Azami, (1977) 1- 9
source.
Siddiqi, (1961) 1 -14
6.3 Differences bet. the Qur’an
&Sunnah
6.4 A characterization of the r/ship bet
the Qur’an &Sunnah:
6.4.1 Sunnah may corroborate the
Qur’an;
6.4.2 it may clarify the Qur’an; or

6.4.3 it may enact laws on which the

Quran is silent

6
 6.5. Classification of Sunnah 3+5 Kamali, (2004)65 - 83.
6.5.1 From the viewpoint of content Nyazee, (2003) 162 - 182.
into:
Verbal, actual & tacitly-approved; Azami, ( 1977) 68 - 73
legal & non-legal Siddiqi, (1961) 126 – 164

6.5.2. From the viewpoint of Ahmad Hasan, (1968), 3-51

narration
9 Continuous Mutawatir, Well-known
(mashhur) and solitary (ahad);
Subdivisions of ahad into other
categories; Juristic consequences of the
foregoing classifications; Disagreement
among juristic schools on the authority
of solitary hadith in the determination of
ahkam; Differences of schools over
methods of establishing the reliability of
ahad hadith;
6.5.3. The discontinued (mursal)
hadith: definition, criteria and Kamali, (2004)65 - 83.
conditions of reliability; Difference Nyazee, (2003) 162 - 182.
of opinion on the authority of
mursal.
10 3+5 Azami, ( 1977) 68 - 73
6.5.4. Classification of Sunnah based Siddiqi, (1961) 126 – 164
on Reliability of the Narrators
(isnad) Ahmad Hasan, (1968), 3-51

7. INTRODUCTION TO
METHODS OF Kamali, (2004)
INTERPRETATION Ramic, (2003)
(TURUQ AL-ISTINBAT) Nyazee, (2003)
11 7.1 : Turuq al-Shafi’iyyahwa Turuq al- 3+5 Hasan, (1970)
Hanafiyyah
7.1. The General (‘amm) & the Specific
(khass)
7.1.2 Definition, Takhsis(specification)

7
 7.1.3. Forms of khass:
i. The Absolute (mutlaq) & the
Qualified (muqayyad).
Kamali, (2004)
Definition, taqyid, Values.
Ramic, (2003)
ii. Commands (amr) & Prohibitions Nyazee, (2003)
12 3+5
(nahy).
Hasan, (1970)
    Definition of terms; Linguistic
forms and styles; The various
meanings and values;

7.2.The Pronounced (mantuq); and the 3+5 Kamali, (2004)

Implied (mafhum). Ramic, (2003)
7.2.1 Mantuq : Definition and
Subdivision;
7.2.2 Restriction of meaning of mantuq
by mafhum
7.2.3 Value.
13 7.3.Mafhummuwafaqah: Definition and
Types
7.3.1 Value.
7.4.MafhumMukhalafah: Definition and
Types
7.4.1 Value

7.5. Approach of Textual Implication 3+5 Kamali, (2004)

(al-dalalat) Ramic, (2003)
7.5.1 The Explicit Meaning (Ibarah al- Nyazee, (2003)
nass)
7.5.2 The Alluded Meaning (Isharah al-
14 nass)
7.5.3 The Inferred Meaning (Dalalah al-
nass)
7.5.4 The Required Meaning (Iqtida’ al-
nass)

8
16. References:

16.1. Required
BOOKS

Text Book :Nyazee, Imran Ahsan.Khan (1993), Theories of Islamic Law, Islamabad, Islamic
Research Institute.

Other Required Readings

Abu Zahrah, Muhammad, (1958) Usul al-Fiqh, Cairo, Dar al-Fikr al-‘Arabi,
Badran, Abul ‘Aynayn, (1984) Usul al-Fiqh al-Islami, Alexandria, MuassasahShihab al- Weiss,
Bernard. (1985) “The Theory of Tawatur,” StudiaIslamica 61, 81 – 105.
AbdurRahim (2006). The Principles of Islamic Jurisprudence According to Hanafi, Maliki, Shafi’I
and HanbaliSchools. New Delhi. KitabBhavan.
Alwani, Taha Jabir (1994), UsulFiqh: Source Methodology in Islamic Jurisprudence, International
Institute of Islamic Thought, Herndon.
Ashur, Ibn, (2006). Treatise on Maqasidal Shariah, Washington,The International Institute of
Islamic Thought.
Azami, Muhammad Mustafa (1977). Studies in Hadith Methodology and Literature, Indianapolis,
Indiana, American Trust Publications.
Denferr, Ahmad Von. (1983), Ulumal-Qur’an, An Introduction to the Science of the Qur’an, Licester,
The Islamic Foundation.
Hasan, Ahmad (1970), The Early Development of Islamic Jurisprudence, Islamabad, Islamic
Research Institute.
Kamali, Mohammad Hashim (2004), Principles of Islamic Jurisprudence, Kuala Lumpur, Ilmiah
Publishers, 4th print..
__________ (2003) .Islamic Jurisprudence (Usul al-Fiqh), Petaling Jaya: The Other Press.
Khallaf, Abdul Wahab, ‘IlmUsul al-Fiqh, Kuwait, Dar al-Qalal
Ramic, SukrijaHusejn (2003). Language and the Interpretation of Islamic law. London: The
Islamic Text Society.
Zaydan, Abd al-Karim. (1997) Al-Wajiz fi Usul al-Fiqh, 6th printing, Beirut: Mu’assasah al- Risalah,
Zuhayli, Wahbah,(n.d) Usul al-Fiqh al-Islami, Juz.1 and 2, Beirut, Dar al-Fkr al-‘Asr.

ARTICLES
Adams C.J.(1976) “ The Authority of the Prophetic Hadith in the Eyes of Some Modern Muslims”, in
D.P.Little (ed.), Essays on Islamic Civilization. Leiden: E.J. Brill,pp. 25 – 48.
Hamidullah, Muhammed. (1975) “Contribution of Imam al-Shafi’i to the Science of Law,” JMCL 2:
48.
Hasan, Ahmad. (1968) “Sunnah, Its Early Concept and Development,” Islamic Studies 7, 47 – 69.
__________ . (1971) “The Argument of the Authority of Ijma”, Islamic Studies, Vol.10, 39-
52.
__________ . (1973) “Modern Trends in Ijma’” Islamic Studies, Vol. 12, , 121-153
__________ . (1974) “Rationality of Islamic Legal Injunctions, the Problem of Valuation (ta’lil),”
Islamic Studies 13,pp. 95 - 110.
__________ . (1975) “The Principle of QiyasIn Islamic Law, a Historical Perspective”,
Islamic Studies, Vol.15pp. 201-210

9
__________ . (1981)“The Justification of Qiyas,” Islamic Studies, Vol. 20,pp. 201-227
__________ . (1982) “ The Subject Matter of Qiyas” Islamic Studies, Vol. 21, (ii),pp. 97-130.
Hidayatollah, Muhammad. (1975) “The Role of the Qur’an in the Development of the Shari’ah,”
Islam and the Modern Age, 6 iii,pp. 57 – 77.
Kamali, Mohammad Hashim, “Qiyas, Analogy”, The Encyclopedia of Religion, Vol. 9,pp. 128-130.
__________ . (1989) “Sources, Nature and Objectives of the Shari’ah,” The Islamic Quarterly
(London), vol.33,pp. 215 – 36.
Mohamad Nasran Mohamad,(2005) “The Political Situation During Al Nawawi’s Lifetime and His
Contribution to Shafi’I Juristic Work”, HamdardIslamicus,pp., 65-70
Ramic, SukrijaHusejn (2003). Language and the Interpretation of Islamic law. London: The
Islamic Text Society.
Rippin, A.(1988) “The Functions of Asbab al Nuzul in Quranic Exegesis”, Bulletin, Vol.51,pp.1-20.
Sheikh GhazaliAb.Rahman, “ UsulFiqhdalam al Qada’ “, JurnalHukum, Vol.XVII, , Part 1, 2004,
173-193.

16.2. Recommended

BOOKS
Abd Allah, Umar Faruq (1978), Malik’s Concept of ‘Amal in the Light of Maliki Legal Theory,
Chicago, Univ. of Chicago Press.
Abdul Hamid Abu Sulaiman (1987), The Islamic Theory of International Relations: New Directions
for Islamic Methodology and Thought. Herndon (Va), International Institute of Islamic
Thought.
Abdul Razak, Azizan (1986), Introduction to Islamic Law and Jurisprudence, Quezon City: Office of
Muslim Affairs.
Al Raysuni, Ahmad (2006),Theory of the Higher oBjectives and Intents of Islamic Law, Islamic Book
Trust, Kuala Lumpur.
Agnides, Nicholas P. (1986), Muhammadan Theories of Finance, New York: Longmans, Green &
Co.
Edge (1962), Ian (ed.), Islamic Law and Legal Theory, Aldershot, Darmoth Publishing House.
Faruqi (1962), K.A., Islamic Jurisprudence, Karachi, Pakistan Publishing House.
Guraya, Muhammad Yusuf. (1985), Origins of Islamic Jurisprudence (with special reference to
Muwatta Imam Malik), Lahore: Sh. Muhammad Ashraf.
Hallaq, Wael B. (1997), A History of Islamic Legal Theories. Cambridge: CambridgeUniv. Press.
Khadduri, M. (1955), and Liebesney H.J. (eds.). Law in Middle East. WashingtonD.C.: The Middle
East Institute.
__________ (1961). Islamic Jurisprudence: Al-Shafi’sRisalah. Baltimore: John Hopkins Press.
Mahmassani, Subhi (1961), The Philosophy of Jurisprudence in Islam, trans. FarhatZiadeh, Leiden:
E.J.Brill.
Masud, Muhammad Khalid (1993), Islamic Legal Philosophy,Islamabad, Islamic Research Institute.
__________ (1995) ,Shatibi’s Philosophy of Islamic Law, Kuala Lumpur, Islamic Book Trust, (a
revised edition of no. 25 above).
Muslehuddin (1979), Muhammad. Philosophy of Islamic Law and the Orientalists, Lahore, Islamic
Publications Ltd.
__________ (1975), Islamic Jurisprudence and the Rule of Necessity and Need. Islamabad, Islamic

10
 Research Institute, possibly.
Ramadan, Said (1987). Islamic Law, Its Scope and Equity. Kuala Lumpur: Muslim Youth Movement
of Malaysia (ABIM).
Rahman, Fazlur (1965), Islamic Methodology in History. Islamabad: Islamic Research Institute.
__________ (1980). Major Themes of the Qur’an. Chicago: Bibliotheca Islamica.
__________ (1980). Islam, 2nd Edition, Chicago: BibiliothecaIslamica.
Shabir (1982), Mohammad. The Authority and Authenticity of Hadith as a Source of Islamic Law.
New Delhi: KitabBhavan.
Siddiqi (1961), Muhammad Zubayr. Hadith Literature. Culcatta: CulcattaUniv. Press.

ARTICLES:
Abu Sadat Nurullah, “ Ijtihad and Creative/Critical Thinking” A new Look into Islamic
Creativity”, TheIslamic Quarterly, vol.50, no.2, 2006, pp.153-17
Al-‘Alwani, Taha Jabir. (1991) “The Crisis in Fiqh and the Methodology of Ijtihad”. The American
Journal of Islamic Social Science, vol. 8,pp. 317 – 318.
Al-Azmeh, Aziz. (1988) “Islamic Legal Theory and the Appropriation of Reality,” in al-Azmeh (ed.),
IslamicLaw, Social and Historical Context. London: Routledge & Kegan Paul,pp. 250-66.
Boullata, Issa. (2005)“I’jaz,” The Encyclopaedia of Islam, New Edition.
Calder, Norman, (1983) “Ikhtilaf and Ijma’ in Shafi’sRisalah”, StudiaIslamica, vol.58,pp. 55-81
Dr Muhammad Sa'ad bin Ahmad bin Mas'udAlyubi (2015 ). Maqasid al-Shari'ah al-
Islamiyyahwa 'Alaqatuha bi al-Adillah al-Shar'iyyah, Dar ibn al-Jawzi :Iskandariyah.
DrSamih 'Abd al-Wahhab al-Jundi (2013). Ahammiyyah al-Maqasid fi al-Shar'iyyah al-
Islamiyyah. First edition. Resalah Publishers:  Damascus Syria.
Fitzgerald, S.V.G. “Nature and Sources of Islamic Law,” in M. Khadduri (ed.), Law in the
MiddleEast,pp. 85 – 113.
Hallaq, Wael, (1989) “Non-Analogical Arguments in Sunni Juridical Qiyas”, Arabica 36:286- 306
Hourani, Georges F., (1964) “The Basis of Authority of Consensus in Sunnite Islam”, StudiaIslamica,
Vol.21,pp. 13-60
Ibrahim Nuhu Tahir (2015).  "Socio-Economic Reforms in Line with the Maqasid al-Shari'ah:
The Case of Caliph 'Umar ibn 'Abd al-Aziz. al-Shajarah Vol 20(2).
Jami’ah, al-Ghazali, Abu Hamid. (1993)Al-Mustasfa min ‘Ilm al-Usul, 2 vols, Cairo: Matba’ah al-
Amiriyyah.
Moosa, Ebrahim, “ Allegory of the Rule ( Hukm): Law as Simulacrum in Islam”, History of
Religions, Vol.38, No.1, 1998.pp.1-24.
Parviz, Owsia. (1991) “Sources of Law under English, French, Islamic and Iranian Law,” Arab
Quarterly 6, pp. 36 – 68.
Rahman, Fazlur. (1962) “Social Change and Early Sunnah,” Islamic StudiesI,pp. 205 – 16.
__________ . (1962) “Sunnah and Hadith,” Islamic StudiesI,pp. 1 – 36.
__________ . (1979) “Towards Reformulating the Methodology of Islamic Law,” New York
University Journal of International Law and Politics 12,pp. 215 – 24.
Ramadan, Said. (1987) “Al-Fiqh: A New Approach Needed,” Al-Nahdah (Kuala Lumpur), vol. 7,pp.
15 – 20.
Robson, Jeffry. (1951) “The Material of Traditions,” The Muslim World 61,pp. 257 – 70.
__________ . (1951) “Tradition, the Second Foundation of Islam,” The Muslim World61 ,pp. 92-112.

11
__________ . (1964) “Traditions from Individuals,” Journal of Semitic Studies9 ,pp. 327 – 40.
_________ . “Hadith,” The Encyclopaedia of Islam, New Ed.
Saad Abu al-Ghasim, Abdul Haseeb Ansari & Mohamad bin Arifin, (2015). "HukmShar'i and
the Reciprocal Identification Between Its Definition and Subject Matter: The Missing Link".
Al-Shajarah Vol. 20(1), pp. 119-152.
Schacht, Joseph. “Usul al-Fiqh,” Shorter Encyclopedia of Islam
Shehaby, Nabil, (1982) “ ‘Illah and Qiyas in Early Islamic Legal Theory”, Journal of American
Oriental Society, 102, , 27-47.
Yusof, S.M. (1976) “Sources and Development of Islamic Law,” 3 MCL 59.

Prepared by: Checked by: Approved by:

Prof. Dr Azizah Mohd Dr. Uzaimah Ibrahim Prof. Dr. Farid Sufian Shuaib
Course Coordinator Head Dean
Department of Islamic Department of Islamic Law Ahmad Ibraim Kulliyyah of
Law Laws

12
 ANNEX

I. Course Instructor Details

Semester: 1 Academic Year: 2021/2022

No. Name Email Department

1. Prof. Dr Azizah Mohd azizahmohd@iium.edu.my Islamic Law

II. Programme Learning Outcomes

At the end of the programme, students are expected to be able to:

No Outcomes Outcome Domain
.
1 demonstrates knowledge of jurisdictional Knowledge & Understanding,
dispute between Shariah Court and Civil Cognitive Skills, Practical Skills
Court.
2 build understanding about the working Cognitive Skills, Practical Skills
environment of Law or Shariah Law such as
in the courts, law firms, corporations, and
legal aid centres;
3 perform critical, analytical, and problem- Practical Skills
solving skills with the ability to apply
relevant principles, concepts and theories in
Law or Shariah Law to a given situation;
4 explain international development in Law or Knowledge & Understanding
Shariah Law;
5 demonstrates adequate level of proficiency Practical Skills, Interpersonal
in required languages such as Bahasa Skills, Communication Skills,
Malaysia, English Language and Arabic Digital Skills
Language (whichever is suitable) and
practical skills including communication
(oral and written), negotiation, client
counselling and interview, mooting and
research skills;
6 apply problem solving and numeracy skills Knowledge & Understanding,
by organising and synthesising fundamental Cognitive Skills, Numeracy Skills
of legal principles, concepts and theories
and authoritative sources of law in Law or
Shariah Law;
7 apply leadership, managerial and Leadership, Autonomy &
entrepreneurial skills to establish career Responsibility, Entrepreneurial
opportunities in legal or Shariah Skills
profession;
8 apply relevant skills for lifelong learning Personal Skills
13
 and continuing professional development;
and
9 display an awareness, and as far as Ethics & Professionalism
practicable, internalise the ethics and
etiquette of the profession, as well as moral
obligations to the community and humanity.

SHAS 2398: USUL AL FIQH I

Course Assessment System, Sem. 1 (2021-2022)

1. Attendance to the tutorials is compulsory. Students shall register for tutorials in the
First and Second week.

2. Tutorials will be commenced in the Third Week. In the second and third week
tutorial classes, the lecturer will explain about the assessment system and scoring
rubrics, and make allotments of (i) tutorial assignment questions, and (ii) discussion
groups and topics and datesfor discussions.

3. Proper tutorial presentations and class discussions will be commenced in the Fourth
Week.

4. According to new Assessment System, there are three components of assessment for
Course Work (60%): (1) written assignment paper 10 marks, (2) Oral presentation 10
marks, (3) Quizzes 10 marks, (4) mid-term test 20 marks and (5) Participation 10
marks. See attached scoring rubrics for each assessment component.

5. Written assignment paper (which carries 10 marks) must be submitted at the

appointed tutorial time (not later). It must be in the form of a small research (original
work) with references, foot notes, and typed ( minimum of 20 pages double spacing).
Students must go to the library for reading and research purposes. Written assignment
paper is group assignment. Each student has to contribute fully to the writing of the
assignment. The instruction will be distributed to students in due course of time. If
traces of plagiarism or copying are found, no marks will be given and action will be
taken.

6. Scoring rubrics are attached. Study the rubrics carefully in order to know the
assessment criteria.

Rubric for Evaluation of Written Assignment

Performance Levels
14
 Rubric Components (Points Scale) Marks
3.5 2.5 1.5 1
Excellent Good Fair Poor 7.5
Content
3.5 2.5 1.5 1 3.5

References 2 1.5 1 0.5 2

Organization 1.5 1 0.75 0.5 1.5

Language 1.5 1 0.75 0.5 1.5

Content
Excellent: All topics are addressed and all questions answered with sufficient detail,
relevant authorities and examples from Quranic verses. Sunnah of the Prophet (saw) and
the juristic views or fatwas where relevant and necessary
Good: All topics are addressed and most questions answered with at least minimal detail
- and at least one authority and example.
Fair: All topics are addressed, and most questions answered - detail is lacking
Poor: One or more topics were not addressed.

Reference
Excellent: All sources (information and graphics) are provided accurately and
documented in the desired format.
Good:Most sources (information and graphics) are accurately documented.
Fair:Adequate sources (information and graphics) are accurately documented, but many
are not in the desired format.
Poor: Some sources are not accurately documented.

Organization
Excellent: Information is very organized with well-constructed paragraphs and
subheadings.
Good: Information is organized with well-constructed paragraphs.
Fair: Information is organized, but paragraphs are not well-constructed.
Poor: The information appears to be disorganized.

Language
Excellent: No grammatical, spelling or punctuation errors.
Good: Almost no grammatical, spelling or punctuation errors
Fair: A few grammatical, spelling, or punctuation errors.
Poor: Many grammatical, spelling, or punctuation errors.

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 Rubric for Evaluation of Oral Presentation
Performance Levels Marks
Rubric Components (Points Scale)
3 2.5 1.5 1
Excellent Good Fair Poor 7.5
Content
3 2.5 1.5 1 3.5

Organization and time 2 1.5 1 0.5 2

Management

Ability to answer question 1.5 1 0.75 0.5 1.5

Clarity and creativity 2 1.5 1 0.5 1.5

Content
Excellent:Sufficient, accurate and in depth information.
Good: Accurate and sufficient information.
Fair: Some information is inaccurate andinsufficient.
Poor:Most information is inaccurate.

Organization
Excellent: Student presents information in logical, interesting sequence which engages
the audience..The presentation was of the proper duration.
Good: Student presents information in logical sequence which audience can follow.
The presentation was of the proper duration.
Fair: Audience has difficulty following presentation because student jumps around.
The presentation was somewhat short or somewhat long.
Poor: Delivery not smooth and audience attention lost because there is no sequence of
information. The presentation was too brief or too long.

Ability to answer question

Excellent: Student demonstrates full knowledge (more than required) and answers all
questions with explanations and elaboration.
Good: Student is at ease with information and gives expected answers to all questions,
but fails to elaborate.
Fair: Student is uncomfortable with information and is able to answer only rudimentary
questions.
Poor: Student does not have grasp of information and is unable toanswer questions.

Clarity and creativity

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Excellent: Student uses a clear voice, correct and precise pronunciation of terms so that
all audience members can hear presentation. The presentation displays elements of
creativity and style.
Good: Student's voice is clear. Student pronounces most words correctly. Most audience
members can hear presentation. The electronic presentation is clear and logical and
contains pertinent information.
Fair: Student's voice is low. Student incorrectly pronounces terms. Audience members
have difficulties in hearing presentation:The student merely reads the information.
Poor: Student mumbles, incorrectly pronounces terms, and hardly been heard by the
audience. The presentation lacks a clear focus and there are many errors,

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 Rubric for Evaluation of Class Activities/Participation
Performance Levels Marks
Rubric Components (Points Scale)
4 3 2 1
Excellent Good Fair Poor 10
Discussion of tutorial questions
/current issues 4 3 2 1 4

Quality of contribution towards 2 1.5 1 0.5 2

discussion
Quantity of discussion 2 1.5 1 0.5 2

Regular attendance, behavior and 2 1.5 1 0.5 2

attitude

Discussion of tutorial questions /current Issues

Excellent:Proactively and regularly contributes to class discussion; Initiates discussion
on issues related to class topic.
Good:Proactively contributes to class discussion, asking question and respond to direct
question.
Fair:Few contributions to class discussion. Seldom volunteers but responds to direct
question.
Poor:Student never contributes to class discussion; fails to respond to direct questions.

Quality of contribution towards discussion

Excellent:Contributions are relevant and promote deeper analysis of the topic.
Good:Contributions are always relevant.
Fair:Contributions are sometimes off-topic or distracting.
Poor: Contributions, when made, are off-topic or distract class from discussion.

Quantity of discussion
Excellent: Actively participates at all time
Good: Actively participates at appropriate time
Fair: Sometimes participates but at other time “tune out”
Poor: Seldom participates and is generally not engaged

Behavior and attitude

Excellent: Student is always respectful of his or herself, others and instructor. Student is
engaged in class (attending, listening and concentrating in tutorial discussion and
presentation) on regular basis and punctual, has positive attitude, fully adhered to the
University dress code and regulations
Good: Student is always respectful of his or herself, others and instructor. Student is fairly
engaged in class in terms of attending, listening and concentrating in tutorial discussion
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and presentation, most of the time is punctual, has positive attitude and fairly adhered to
University dress code and regulations.
Fair: Student is often disrespectful of his or herself, others and instructor. Student is
rarely engaged in class, lack positive attitude and lack adherence to University dress code
and regulations
Poor:Student is usually respectful of his or herself, others and instructor. Student is
infrequently engaged in class, lack positive attitude and do not adhere to University
dress code and regulations.

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