Proposal Indong Abdullah T.

Bangsamoro Autonomous Region in Muslim Mindanao
Central Maguindanao Institute

GANI L. ABPI COLLEGE, INCORPORATED
Buayan, Datu Piang, Maguindanao
GRADUATE STUDIES
BALANCED EDUCATION IN SPECIAL GEOGRAPHIC AREA OF

BANGSAMORO AUTONOMOUS REGION IN MUSLIM
MINDANAO: AN EVALUATION
BY
ABDULLAH T. INDONG, LPT
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GRADUATE STUDIES
Chapter I
INTRODUCTION
Background of the Study
Education is a weapon to improve one’s life. It is probably the
most important tool to change one’s life. Education for a child begins
at home. It is a lifelong process that ends with death. Education
certainly determines the quality of an individual’s life. Education
improves one’s knowledge, skills and develops the personality and
attitude. One of the benefits of education is that the educational
system teaches us how to obtain and develop critical and logical
thinking and make independent decisions. Education is the key to
turn a weakness into a strength. It offers different tools and ways to
understand problems that lay ahead of us and helps resolve them.
More importantly, education provides us with considerable mental
agility to make the right decisions and spring into action when needed
(Abragan et al., 2022).
The Philippine educational system tries to improve learning and
education processes to accommodate every learner's needs. Since the
learning process is ongoing and evolving within our fundamental
teaching practice, exploring any educational philosophy is necessary
for all learners. Today, we are in a rapidly changing world, in which
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the Muslim community is scarred by extremism. There are deep and
pressing concerns for immediate attention, such as religious
fanaticism and radicalism, multi-religious environmental degradation
such as loss of precious social respect, spiritual awareness, and
purpose of existence. The hope is not too late, for there is still a
mechanism to build a knowledge base through education. While the
nature of education differs from one system to another, it is the most
effective way to transform human development (Harad & Arriola,
2022).
Inclusive education, may be seen as idealistic and unrealistic,
yet it is achieved through mechanisms where presence, acceptance,
participation, and achievement of all class members is valued.
However, governments and nations face many challenges in achieving
a just inclusive practice because of variations on how countries
interpret and implement inclusion. For example, in the Southeast
Asian context, there is a paucity of research on approaches for the
participation of children with special needs (CSN) in the general
education setting (Hosshan et al., 2019). In the same way, the kind of
environment where Filipino children with special needs are involved is
not explicitly addressed in the existing literature (Raguindin et al.,
2021).
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In the Bangsamoro Autonomous Region (BARMM), the Ministry
of Basic, Higher and Technical Education aims to establish an
educational system that exemplifies a high standard with a balanced,
comprehensive, and inclusive academic program, supported by robust
infrastructure, including better school facilities and competent
teachers and education managers, as part of the Bangsamoro Organic
Law (Bureau of Public Information, 2019).
Due to these insights, the researcher investigates the
implementation of balanced education in Special Geographic Area:
effects and challenges.
Statement of the Problem

The general problem of this study is to determine effects and
challenges of the implementation of balanced education in Special
Geographic Area in BARMM.
Specifically, this study attempts to answer the following questions:
1. What are the demographic profile of the respondents in terms

of:
1.1 Age;
1.2 Sex;
1.3 Civil Status;
1.4 Educational background; and,
1.5 Eligibility?
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GRADUATE STUDIES
2. To what extent is the implementation of balanced education in

terms of:
2.1 curriculum;
2.2 human resources;
2.2 facilities; and,
2.3 learning materials?
3. To what extent is the management of balanced education in

terms of:
3.1 planning;
3.2 organizing;
3.3 controlling;
3.4 directing; and,
3.5 leading?
4. What are the challenges encountered in implementing balanced

education in SGA?
Theoretical Framework
This study is anchored to the Implementation theory by
Corchon Luis (2017). He defined the Implementation theory studies
which social objectives (i.e. Social Choice Rules) are compatible with
the incentives of the agents (i.e. are implementable). In other words it
is the systematic study of the social goals that can be achieved when
agents behave strategically.
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According to Yaacob (2018) cited that it cannot be denied that
the process of implementing integrated Islamic curriculum is not easy
because several attempts to harmonize both secular and Islamic
knowledge have not fully succeeded and are facing a lot of challenges
and difficulties. For instance, IBERR admits this challenge through a
statement that „practical experience over the past decade has
demonstrated that putting the concepts of Islamic education into
practice is not easy‟. However, it is important to note that the
implementation of an integrated curriculum should be able to produce
the balanced growth as well as integrated Islamic personality.
Therefore, an ideal model of integrated Islamic curriculum should be
thoroughly designed in order to fulfill the ultimate aim of Islamic
education.
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Moreover, a study of Brillantes et al., (2019) revealed that the
success of the program despite the challenges it is facing can be
traced to several factors. One, teachers made up for the inadequacies
in program inputs with resourcefulness, sometimes on their own
account, so that the curriculum could be delivered. Two, the
management skill of the school head is crucial in delivering the
program. This is particularly evident in drawing external stakeholder
support. Three, the timely technical assistance to schools provided by
the SDOs proved to be very essential. Four, program implementation
is also facilitated and enhanced by strong partnerships and linkages
with various stakeholders. This has been amply demonstrated, for
instance, in an Arts and Design school in Region 8.
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Conceptual Framework
INDEPENDENT VARIABLE DEPENDENT VARIABLE
The Extent of
Implementation of Challenges encountered in
Balanced Education implementing Balanced
Human Resources Education
Facilities
Learning Materials
Demographic Profile of the

Respondents
Age
Sex
Civil Status
Educational Background
Eligibility
INTERVENING VARIABLE
Figure1. Conceptual Framework
Figure 1 presents the conceptual framework of the study. It
depicts the extent of implementation of Balanced Education. The
arrow connecting the two boxes illustrates how the dependent variable
will respond or react to the stimulus given by the independent
variable. The five indicators of the extent of implementation of
Balanced Education in terms of Human Resources, facilities and
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learning materials will serve as the independent variable. On the other
hand, the challenges encountered in implementing Balanced
Education will serve as the dependent variable of the study. The
research paradigm also shows the demographic profile of the
respondents in terms of age, sex, civil status, educational background
and eligibility which will serve as the intervening variable that might
influence the independent and dependent variables of the study.
Significance of the Study
The result of this study could be beneficial to the following
concerned individuals:
Directorate General for Madaris Education – Ministry of
Basic, Higher and Technical Education. This study may provide
information to oversee the operation and implementation of Balanced
Education Curriculum. It also provides information regarding in
creating of rules and guidelines for the Balanced Education, and
serves as basis in the improvement of the Private Madrasah
Institution and development of program interventions responding to
the needs, as well as, a basis for them in creating an innovative idea
or strategy for the future action plans.
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GRADUATE STUDIES
Private Madrasah Institutions. This study will give the private
Madrasah Institution an idea in improving their operation.
Madrasah Owner. This study will benefit the private madrasah
owner for it will serve as guides in managing and administering the
operation of their own Private madrasah. This study can give them the
basic ideas and concepts of improving their Private Madrasah
operation.
ISAL Asatidz/Teachers/K-12 Teachers. This study will
enlighten the mind of ISAL Teacher and K-12 teacher of the Private
Madrasah institution regarding the challenges in operating Balanced
Education.
Future Researchers. This research study may serve as guide
and reference to the future researchers who intend to study on a
similar topic.
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Definition of Terms
In this study several key terms used that are conceptually and
operationally defined as follows in order to clarify each in the context
of the study:
Balanced Education refers to the integrated system of
education where the Islamic and English subjects are taught in the
Madrasah.
Challenge refers to the problems or difficulties faced by the
Private Madrasah in their operation.
Effect refers to the result or consequence of an implementation
of Balanced Education.
Islamic Studies and Arabic Language (ISAL) refers to subjects
such as: Qur‟an., Aqeedah, Fiqh, Hadith, Seerah, Islamic Values, and
Lughatul Arabiyyah.
Islamic Studies and Arabic Language (ISAL) Teacher refers to
a teacher who teaches the subjects such as: Qur ‟an., Aqeedah, Fiqh,
Hadith, Seerah, Islamic Values, and Lughatul Arabiyyah.
K-12 Teacher refers to a teacher who teaches the English
subject.
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Private Madrasah refers to private schools or providers of
Madrasah education. These can be categorized as: (1) traditional
Madrasah that conducts Arabic Language and Islamic Values
Education (ALIVE) and Islamic studies, and (2) private Madrasah that
conducts regular K to 12 classes and implements a Madrasah
curriculum.
Tahderiyah Curriculum – refers to the Tahderiyah curriculum
shall be designed to effectively promote the physical, socio- cultural,
emotional, intellectual and spiritual development of early learners,
including Islamic values formation, to sufficiently prepare them for
further schooling.
Tahderiyyah refers to the early childhood care and education.
Scope and Delimitation of the Study
The scope of this study covers the demographic profile of the
respondents in terms of age, sex, civil status, educational background
and eligibility. It is more focused on to what extent is the
implementation of balanced education in terms of human resources,
facilities; and learning materials.
Furthermore, it is delimited to the challenges encountered in
implementing balanced education in Special Geographic Area
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Chapter II
REVIEW OF RELATED LITERATURE
Presented in this chapter are literatures and studies that would
be of great help in the pursuit of this undertaking. This helped the
researcher to have a better understanding and a wider perspective on
this investigation.
Education was the most essential tool for everyone to become
successful in life. It encouraged everyone to step forward and excel in
creating positive effects where recognition and achievement can be
acquired. It provided everyone the ability to think critically in both
ways, to get a better decision in order to cope and handle different life
challenges and generated motivation for everyone to have better
prospects needed to grow on their own chosen path in life (Dizon et
al., 2019).
The Philippine educational system needs to address issues not
only of accessibility and quality in providing education for all. Other
issues that need to be addressed involved the role of education in the
national development, the unresponsive curriculum, improper
monitoring of programs implemented, globalization of education and
even politics in education. For the Philippine education to succeed, its
ills and problems must be addressed (Ednave et al., 2018).
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The implementation of K - 12 program of the Department of
Education is a great help to every student. But some which has a
noble purpose for every Filipino pupil or student. From their own
point of view or perspective this is another burden on the part of the
students and parents. It will add to the financial problem of the
individual family, and the advantage of implementing this program are
for the people who wants to continue studying or work abroad
because the curriculum is almost parallel to another country. This is
some of the problems that this study is going to focus on and to hear
the sentiments of the parents regarding the implementation of K - 12
program (Jennilyn, 2013).
In addition, with the implementation of K+12 Program, most if
not all students who completed the junior high school will eventually
progress to the Senior High School with the expectation of getting
certified after two years and be employed since the new curriculum is
geared towards developing necessary skills for immediate and in
demand employment. These students include special learners who
have successfully met the requirements in the junior high school and
are qualified to be promoted to senior high school. The problem,
however, is on their integration with students who have diverse
background especially those who have no exposure and knowledge of
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disability among peers and the teachers who will handle them
(QUINONES, 2022).
A study of Brillantes et al., (2019) revealed that the success of
the program despite the challenges it is facing can be traced to several
factors. One, teachers made up for the inadequacies in program
inputs with resourcefulness, sometimes on their own account, so that
the curriculum could be delivered. Two, the management skill of the
school head is crucial in delivering the program. This is particularly
evident in drawing external stakeholder support. Three, the timely
technical assistance to schools provided by the SDOs proved to be
very essential. Four, program implementation is also facilitated and
enhanced by strong partnerships and linkages with various
stakeholders. This has been amply demonstrated, for instance, in an
Arts and Design school in Region 8.
Ignacio et al., (2022) concluded in their study entitled “of Policy
Implementation on Education Quality: A Case Study on Philippines’
Low Ranking in International and Local Assessment Programs” that
there are still numerous challenges afflicting the implementation
process, hence a hindrance to achieving the objectives of the
Enhanced Basic Education Act of 2013. Despite the pieces of evidence
provided by the documents, implying the commitment of the different
agencies to achieving a good quality of education, the data coming
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GRADUATE STUDIES
from the experts have directed the root of the problems towards the
misalignment and misinterpretation of the process of implementing
and monitoring of the policies and not on the policy per se. The
researchers have therefore navigated towards the role of the involved
government agencies in the achievement of an enhanced basic
education curriculum and a significant improvement of the
Philippines in both international and local assessment programs
since, per the premises of Top-Down theory, the weight of developing
the policy and evaluation is on the educational institutions.
Findings of Ednave et. al. (2018) stated that the implementation
of the K to 12 programs presented the following challenges: a) lack of
preparation and professional development; b) excessive academic
burden on students; and c) integration of lessons in the real-life
context. This would be a great challenge for all teachers to engage in
different training and to pursue higher education in order to manage
the changes and ensure that their growth corresponds to the demands
of society.
According to the study of Gurobat & Lumbu-an (2022) revealed
that respondents also shared negative feedbacks for the program.
These are lack of facilities, lack of financial support, and the delay of
professional attainment. Though senior high school students faced
those challenges and difficulties upon dealing with the new
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educational system, they likely have ways to boost their minds and
confidence to meet the challenges despite the challenges.
Abdi (2017) concluded a synthesis of the literature on
integration of Islamic and secular education in Kenya. The literature
revealed that the government of Kenya‟s effort to integrate general
religious education into the regular curriculum of schools was
successful but fell short of meeting the expectations of Muslim
parents who wanted a more Islamized curriculum. The recent
proposal to integrate Duksi and Madrassa into the formal school
curriculum is yet to actualize in the public school system. Meanwhile,
the integrated private schools continue with the practice they
introduced at the onset of the 21st Century. However, very little is
known about how these schools have succeeded in integrating two
divergent, demanding and knowledge-intensive curricula.
Additionally, Ismail & Tekke (2016) in their study the
successfully limited the growing problem of Muslim individuals in
Turkey, integrated with secular based education and its practical
results are essentially significant to investigate in depth. As a result of
this investigation, teaching of Islam and such value system to the
Muslim individuals help their personality improve better and benefit
society. In addition, developing such related personality measurement
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through Islamic understanding will result in an influential personality
scale more reflective of the Islamic personality.
Moreover, Yaacob (2018) cited that it cannot be denied that the
process of implementing integrated Islamic curriculum is not easy
because several attempts to harmonize both secular and Islamic
knowledge have not fully succeeded and are facing a lot of challenges
and difficulties. For instance, IBERR admits this challenge through a
statement that „practical experience over the past decade has
demonstrated that putting the concepts of Islamic education into
practice is not easy‟.42 However, it is important to note that the
implementation of an integrated curriculum should be able to produce
the balanced growth as well as integrated Islamic personality.
Therefore, an ideal model of integrated Islamic curriculum should be
thoroughly designed in order to fulfill the ultimate aim of Islamic
education.
Therefore, a study of Muhammad & Bakar (2013) revealed that
the implementation of the Integrated Education System in Brunei
Darussalam was a response to the call to solve the Muslim dilemma of
the dual system of education. The exploration of its philosophy and
design models reflects the true Islamic model, as suggested by Muslim
scholars and intellectuals. The curriculum model is founded on the
Tawḥīd perspective as a way to develop, by means of integration, an
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outstanding and balanced student in terms of intellectual, spiritual,
emotional, social and physical development without neglecting the
nation’s philosophy and aspirations.
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Chapter III
METHODOLOGY
This chapter presents the methodology of the study which
consists of research design, locale of the study, respondents of the
study, sampling technique, research instrument, data gathering
procedure and statistical treatment of the data.
Research Design
This study will be employed a descriptive method as this
attempt to determine the implementation of balanced education in
Special Geographic Area: effects and challenges. This type of research
describes what exists and may help to uncover new facts and
meaning. The purpose of descriptive research is to observe, describe
and document aspects of a situation as it naturally occurs (Polit &
Hungler 1999 as cited in Amaluddin & Cadir, 2017).
Locale of the Study
This study will be conducted in the selected Private Madrasah in
Special Geographic Area. The six (6) Private Madrasah are Abdullah
Tumagantang Indong Learning Institution, Incorporated, Madrasatu
Wihdatu Al-Islamiyyah, Incorporated, Madrasah Shariff Awliya Al-
Islamie, Incorporated, Madrasah Kingas Al-Islamiyah, Incorporated
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and Madrasatu Shariff Tugni Al-Islamiyyah, Incorporated, Madrasah
Sakafan Al-Islamiyah.
Figure 2. Special Geographic Area (SGA)
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Respondents of the Study
The respondents of this study will be the six (6) Modeer/School
Principal, one (1) Islamic and Arabic Language Asatidz/Teachers in
each Madrasah and one (1) K-12 Teachers in each Madrasah in
Special Geographic Area. These respondents will purposely be chosen
because the researcher believes that they are knowledgeable about the
subject of this study. Due to limited number of Asatidz/Teachers, K-
12 Teachers, and private Madaris/Schools offered balanced education
they will take in total enumeration. A total of eighteen (18)
respondents were selected for this study.
Sampling Technique
A purposive sampling technique will be used for selecting the
participants of the study. This procedure will be employed to obtain a
representative sample by sound judgment, which can also result in
saving time and resources. Out of fifteen (15) Private Madrasah in
Special Geographic Area offered balanced education, there will be only
five (5) selected private Madrasah which will be chosen due to the
exerting more time and resources to get the response of respondents
in the implementation of balanced education.
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Research Instrument
This study will be utilized the use of questionnaire checklist as
a means of collecting data for the research. The researcher will make
his own questionnaire, and there will be a need for the validity and
reliability test using the graduate school format before it will be used
in data gathering by the researcher. The research questionnaire has
three (3) parts. The part one (1) contains the demographic profile of
the respondents in terms of: (1.1) age, (1.2) sex, (1.3) civil status, (1.4)
educational background in terms of both in the Secular and Arabic
level and (1.5) Eligibility. The part two (2) contains the main
questionnaire checklist on to what extent is the implementation of
balanced education in terms of: (2.1) human resources, (2.2) facilities
and (2.3) learning materials using the five (5) likert scale. The part
three (3) is the challenges encountered in implementing balanced
education in Special Geographic Area using the five (5) likert scale.
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Data Gathering Procedure
The researcher will consult the adviser for the finalization of the
research paper. The permission is sought through a formal letter is
sent to the Schools Division Superintendent of Special Geographic
Area through the Private School/Madrasah Area Coordinator. When
the permission will be granted, the researcher will seek permission to
the school president of private Madrasah. After the request will be
approved. The researchers will immediately proceed in administering
the survey questionnaire among the selected respondents and also
give a brief introduction and explanation of the importance of the
study and ensure the confidentiality of the respondents. Respondents
were given time to answer the checklist questionnaire in order to
explain areas which they do not understand. Schedule of the retrieval
of the data will also be arranged with the respondents and the
researcher will personally retrieve the data. After the data will be
completely gathered, all will be tallied and tabulated properly in
preparation for statistical analysis and interpretation.
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Statistical Treatment of Data
The data gathered in this research will be analyzed based from
the statement of the problem. The following statistical formula will be
used.
Frequency and Percentage count. This measure will be used
to determine the demographic profile of the respondents (Private
Madrasah Owner/president, ISAL Teachers and K-12 Teachers of the
Private Madrasah).
Weighted Mean. This will be utilized to determine the mean of
the problem (1) one which is the extent of implementation of balanced
education and the problem (2) which is challenges encountered in
implementing balanced education.
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QUESTIONNAIRE
IMPLEMENTATION OF BALANCED EDUCATION IN SPECIAL

GEOGRAPHIC AREA: EFFECTS AND CHALLENGES
Part I – Demographic Profiles of the Respondents.
Instructions: Please put check mark (√) on the box that corresponds
to your preferred choice or alternative on the information being asked.
1.1 Age
20-24 35-39 50-54
25-29 40-44 55-59
30-34 45-49 60 and above
1.2 Sex
Male Female
1.3 Civil Status

Single Separated
Married Widow/Widower
1.4 Educational background

Arabic
Ibtida Thanawi
Mutawassit Kulliyah
Secular
Elementary College
Junior High School Master’s Degree
Senior High School Doctor’s Degree
1.5 Eligibility
Qualifying Examination for ISAL Teacher
PBET/LET
None
30
GRADUATE STUDIES
Part II – The Extent of the Implementation of Balanced Education

Instructions: Put a check mark on the most appropriate response.
Please be guided by the scale below.
Scale Description Descriptive Interpretation

5 Very Adequate A Madrasah resource is very necessarily
4 Adequate A Madrasah resource is necessarily
3 Moderately Adequate A Madrasah resource is moderately necessarily
2 Slightly Adequate A Madrasah resource is slightly necessarily
1 Not Adequate A Madrasah resource not necessarily
2.1 Human Resources

Indicators 5 4 3 2 1
1. Modeer/Principal
2. Academic Head
3. Registrar
4. Cashier
5. Human Resource Officer
6. ISAL Asatidz/Teachers
7. K-12 Teachers
8. ICT Coordinator
9. ISAL Coordinator
10. Guidance Counselor
11. Prefect of Discipline
12. Wash in School (WinS) Coordinator
13. Librarian
14. School Nurse
15. Maintenance/Utility
16. Peace Keeper/Security Guard
2.2 Facilities
1. Tahderiyyah/Kindergarten classroom
2. Faculty Office
3. Guidance Office
4. Laboratory
5. Library
6. Comfort rooms
7. Stage
2.3 Learning Materials
1. Textbooks for Islamic Studies and Arabic Language
subjects
2. Textbooks for K-12 Subjects
3. ISAL Asatidz/Teachers manual for ISAL Subjects
4. K-12 Teachers manual for English subjects
5. Other related textbooks for both ISAL and K-12
31
GRADUATE STUDIES
Part III – The challenges encountered in implementing balanced

education
Instructions: Put a check mark on the most appropriate response.
Please be guided by the scale below.
Scale Description Descriptive Interpretation

5 Strongly Agree I always encounter this statement
4 Agree I often encounter this statement
3 Moderately Agree I sometimes encounter this statement
2 Disagree I seldom encounter this statement
1 Strongly Disagree I never encounter this statement
1. Lack of preparation and professional development
2. Lack of financial to support Madrasah operation
3. Tahderiyyah curriculum is not yet finalized by
Directorate General for Madaris-MBHTE
4. Lack of seminars and trainings about Madrasah
operation
5. Lack of learning materials and equipment
6. Lack of facilities
7. Lack of knowledge in technology
8. Lack of education in secular
9. Difficulty of making school requirements or papers
10. Lack of human resources
32

Proposal Indong Abdullah T.

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Proposal Indong Abdullah T.

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Bangsamoro Autonomous Region in Muslim Mindanao

Central Maguindanao Institute

BALANCED EDUCATION IN SPECIAL GEOGRAPHIC AREA OF

ABDULLAH T. INDONG, LPT

Background of the Study

Education is a weapon to improve one’s life. It is probably the

at home. It is a lifelong process that ends with death. Education

certainly determines the quality of an individual’s life. Education

improves one’s knowledge, skills and develops the personality and

attitude. One of the benefits of education is that the educational

system teaches us how to obtain and develop critical and logical

thinking and make independent decisions. Education is the key to

turn a weakness into a strength. It offers different tools and ways to

understand problems that lay ahead of us and helps resolve them.

More importantly, education provides us with considerable mental

(Abragan et al., 2022).

The Philippine educational system tries to improve learning and

education processes to accommodate every learner's needs. Since the

learning process is ongoing and evolving within our fundamental

teaching practice, exploring any educational philosophy is necessary

for all learners. Today, we are in a rapidly changing world, in which

the Muslim community is scarred by extremism. There are deep and

pressing concerns for immediate attention, such as religious

fanaticism and radicalism, multi-religious environmental degradation

such as loss of precious social respect, spiritual awareness, and

mechanism to build a knowledge base through education. While the

nature of education differs from one system to another, it is the most

effective way to transform human development (Harad & Arriola,

Inclusive education, may be seen as idealistic and unrealistic,

yet it is achieved through mechanisms where presence, acceptance,

participation, and achievement of all class members is valued.

However, governments and nations face many challenges in achieving

a just inclusive practice because of variations on how countries

interpret and implement inclusion. For example, in the Southeast

Asian context, there is a paucity of research on approaches for the

participation of children with special needs (CSN) in the general

environment where Filipino children with special needs are involved is

not explicitly addressed in the existing literature (Raguindin et al.,

In the Bangsamoro Autonomous Region (BARMM), the Ministry

of Basic, Higher and Technical Education aims to establish an

educational system that exemplifies a high standard with a balanced,

comprehensive, and inclusive academic program, supported by robust

infrastructure, including better school facilities and competent

teachers and education managers, as part of the Bangsamoro Organic

Law (Bureau of Public Information, 2019).

Due to these insights, the researcher investigates the

implementation of balanced education in Special Geographic Area:

effects and challenges.

Statement of the Problem

challenges of the implementation of balanced education in Special

Geographic Area in BARMM.

Specifically, this study attempts to answer the following questions:

1. What are the demographic profile of the respondents in terms

2. To what extent is the implementation of balanced education in

3. To what extent is the management of balanced education in

4. What are the challenges encountered in implementing balanced

This study is anchored to the Implementation theory by

Corchon Luis (2017). He defined the Implementation theory studies

the incentives of the agents (i.e. are implementable). In other words it

agents behave strategically.

According to Yaacob (2018) cited that it cannot be denied that

the process of implementing integrated Islamic curriculum is not easy