Ihes Edu Centre Set Up - Jsit 2018

IHES
AND
ITS IMPLEMENTATION IN THE
DEVELOPMENT OF AN EDUCATION CENTRE
(FORMAL, INFORMAL AND NON FORMAL EDUCATION)
PREPARED BY :
BRO. HASNI MOHAMMED

CEO : ADNI CENTRE FOR INTEGRATED HOLISTIC EDUCATION
OIC EDUCATION CONTENT EXPERT
COO : SUDAN OXFORD ACADEMY
EXECUTIVE CHAIRMAN : BRAINY STARS INTERNATIONAL SCHOOL,INDIA
WAQF ENDOWER : ASSOCIATION OF MUSLIM SCHOOLS (AMS) UNITED KINGDOM
WAQF ENDOWER : YUAI INTERNATIONAL SCHOOL, TOKYO, JAPAN
EXECUTIVE ADVISOR : MINISTRY OF EDUCATION, MALAYSIA
EDUCATION CONTENT EXPERT: NATIONAL PROFESSOR COUNCIL
BOARD OF STUDIES : NATIONAL GIFTED CENTRE, UNIVERSITI KEBANGSAAN MALAYSIA
IHES
AND
ITS IMPLEMENTATION IN THE
DEVELOPMENT OF
JARINGAN SEKOLAH ISLAM TERPADU,
INDONESIA
(FORMAL, INFORMAL AND NON FORMAL EDUCATION)
PREPARED BY :
BRO. HASNI MOHAMMED

CEO : ADNI CENTRE FOR INTEGRATED HOLISTIC EDUCATION
OIC EDUCATION CONTENT EXPERT
COO : SUDAN OXFORD ACADEMY
EXECUTIVE CHAIRMAN : BRAINY STARS INTERNATIONAL SCHOOL,INDIA
WAQF ENDOWER : ASSOCIATION OF MUSLIM SCHOOLS (AMS) UNITED KINGDOM
WAQF ENDOWER : YUAI INTERNATIONAL SCHOOL, TOKYO, JAPAN
EXECUTIVE ADVISOR : MINISTRY OF EDUCATION, MALAYSIA
EDUCATION CONTENT EXPERT: NATIONAL PROFESSOR COUNCIL
BOARD OF STUDIES : NATIONAL GIFTED CENTRE, UNIVERSITI KEBANGSAAN MALAYSIA
INTRODUCTION
TO ACTUALIZE A CONTINUOUS EDUCATIONAL
TRANSFORMATION, WE NEED AN EDUCATION
SYSTEM THAT IS STABLE WITH EFFICACY (Effective,
Strong And Solid, Impactful, Potent And Efficient)
AS WELL AS THE CHARACTERISTICS BELOW:
a) COMPLETE AND SUSTAINABLE
b) CONTEMPORARY
THROUGH CONTINUOUS
c) COMPREHENSIVE RESEARCH &
DEVELOPMENT
d) INTEGRATIVE
e) HOLISTIC AND UNIVERSAL
Otherwise, only TRANSACTIONAL happens and not TRANSFORMATIONAL

DEFINITION OF SYSTEM
SCHEME OF CLASSIFICATION
OR ARRANGEMENT
NETWORK OR ASSEMBLY OF
PARTS
THAT FORM A WHOLE
IHES
IHEdS: Integrated Holistic Education System

FOUNDATION: EDUCATION (formal, informal,
non – formal)
IHES IHEcS: Integrated Holistic Economic System

TOOLS: ECONOMY (macro & micro)
IHEnvS: Integrated Holistic Environmental System

PLATFORM : ENVIRONMENT (internal & external)
IHES
Outcomes :
1. Balanced Human Being

2. Holistic Human Being
3. Well Rounded Human Being
CONVENTIONAL EDUCATION INTEGRATED HOLISTIC EDUCATION
SYSTEM SYSTEM (IHES)
Based on THE LEARNING THEORY Based on LEARNING PRACTICE
TRANSACTIONAL TRANSFORMATIONAL
A. Cognitive Psychology
a) Piaget SOURCE: THE CREATOR AND THE
b) Jean David SUSTAINER OF THE UNIVERSE
c) Lev Vygotsky i. Goal in life
d) David Norman ii. Role in life
e) Bloom A. TEACHER : EDUCATOR
B. STUDENT : PROTEGE
B. Behavioral Psychology
a) Ivan Pavlov C. PROCESS : EDUCATING
b) B.F.Skinner D. SYSTEM : IHES
c) Thorn Dike
E. PEDAGOGY : LOVE AND CARE
d) E.R.Guthrie
e) Robert Gagne F. TARGET : HEART
H. OUTCOME : HOLISTIC OR BALANCED
C. Humanistic Psychology HUMAN BEING
a) Carls Rogers
I. FOUNDATION : SYSTEM OF BELIEF
b) Abraham Maslow
1. SECULARISM SOURCE: THE CREATOR AND THE

2. PRAGMATISM
SUSTAINER OF THE UNIVERSE
3. SOCIALISM i. Goal in life
4. CAPITALISM ii. Role in life
5. MARXISM A. TEACHER : EDUCATOR
6. COMMUNISM B. STUDENT : PROTEGE
7. HEDONISM C. PROCESS : EDUCATING
8.
D. SYSTEM : IHES
.
E. PEDAGOGY : LOVE AND CARE
.
. F. TARGET : HEART
72. DARWINISM H. OUTCOME : HOLISTIC OR BALANCED
HUMAN BEING
I. FOUNDATION : SYSTEM OF BELIEF
INTEGRATED HOLISTIC EDUCATION SYSTEM
1. Used in the Formal, Informal and Non - Formal Education

2. Progress Does Not Depend On Age But On Potential
3. Provides Continuous Development Program From Nursery,
Pre-School, Primary and Secondary School to Tertiary Level
Education
4. Focuses on Orchestrating Learning with Efficacy
(effectiveness, strength, potency, force, efficiency )
5. Can be applied in all Types of Education Centre (Multi
Religious, Multi Racial and Multi Cultural)
IHES
“THE HEART OF EDUCATION IS THE

EDUCATION OF THE HEART”
(HASNI MOHAMMED, 1985)

IHES
“EDUCATE YOUR CHILD ACCORDING

TO HIS TIME”
(UMAR AL – KHATTAB R.A)

IHES: REDEFINING EDUCATION
EDUCATION IS A CONTINUOUS LEARNING PROCESS BY WHICH PEOPLE’S
POTENTIALS, ABILITIES,GIFTEDNESS AND TALENTS ARE NURTURED, DEVELOPED AND ENHANCED.
EDUCATION IN THIS BROAD SENSE IS ALSO EVERYTHING THAT IS LEARNED AND ACQUIRED IN A LIFE TIME :
KNOWLEDGE ,CHARACTER, MORAL, SKILLS, HABITS, INTEREST, ATTITUDE,BEHAVIOUR, PERSONALITIES,
LEADERSHIP, ENTREPRENEURSHIP, CRAFTMANSHIP
AND IS BASED ON A SYSTEM OF BELIEF (AQIDAH) USING THE LEARNING PROCESSES OF TEACHING (TAÀLIM),
COACHING (TA`DIB), TRAINING (TADRIB), ADVISORY (TAUJIH), CONSULTANCY (TARSYID & IRSYAD)
BY APPLYING THE APPROACHES OF INSTRUCTIONAL (RECEPTION OF KNOWLEDGE),
INVESTIGATIONAL (DISCOVERY OF KNOWLEDGE), CONSTRUCTIONAL (IMMERSION OF KNOWLEDGE)
THROUGH THE PHASES OF
AWARENESS (AT-TA’RIF), MOULDING (AT-TAQWIN), APPLICATION (AT-TANFIZ)
AND OTHER RELAVANT COMPONENTS
AND
ITS IMPLEMENTATION THROUGH THE PEDAGOGY OF CARE AND LOVE.
FOCUSING ON THE MIND, THE HEART, THE SOUL, THE SPIRIT AND THE PHYSICAL BODY
TARGETTING ON THE HEART
WILLINGLY AND JOYFULLY FOR THE SAKE OF GOD

EDUCATION IS A CONTINUOUS LEARNING PROCESS BY WHICH
PEOPLE’S POTENTIALS, ABILITIES,GIFTEDNESS AND TALENTS ARE
NURTURED, DEVELOPED AND ENHANCED.
EDUCATION IN THIS BROAD SENSE IS ALSO EVERYTHING THAT IS
LEARNED AND ACQUIRED IN A LIFE TIME : KNOWLEDGE ,CHARACTER,
MORAL, SKILLS, HABITS, INTEREST, ATTITUDE,BEHAVIOUR,
PERSONALITIES, LEADERSHIP, ENTREPRENEURSHIP,
CRAFTMANSHIP AND…………
IS BASED ON A SYSTEM OF BELIEF (AQIDAH) USING THE LEARNING
PROCESSES OF TEACHING (TAÀLIM), COACHING (TA`DIB), TRAINING
(TADRIB), ADVISORY (TAUJIH), CONSULTANCY (IRSYAD)

BY APPLYING THE APPROACHES OF INSTRUCTIONAL (RECEPTION
OF KNOWLEDGE), INVESTIGATIONAL (DISCOVERY OF KNOWLEDGE),
CONSTRUCTIONAL (IMMERSION OF KNOWLEDGE) THROUGH THE
PHASES OF AWARENESS (AT-TA’RIF), MOULDING (AT-TAQWIN),
APPLICATION (AT-TANFIZ) AND OTHER RELAVANT COMPONENTS

AND ITS IMPLEMENTATION THROUGH THE PEDAGOGY OF CARE AND
LOVE, FOCUSING ON THE MIND, THE HEART, THE SOUL, THE SPIRIT
AND THE PHYSICAL BODY
WILLINGLY AND JOYFULLY FOR THE SAKE OF GOD (ALLAH)

PHILOSOPHY OF EDUCATIONAL PROGRAMME
• NURSERY Laying a solid foundation 2 mths – 3.5 yrs

based on Knowledge and Piety
• PRE SCHOOL A child who starts ahead 4 – 6 yrs

Stays ahead
• PRIMARY Laying the foundations 7 -12 yrs

For Future Leaders
• SECONDARY Learning to Live and 13 –17 yrs

Living to Learn
• TERTIARY Determining Their Role 16 above

and Goal In Life
• ALUMNI Building the Right Society

EDUCATION PROCESS
TOTAL LEARNING PROCESS
CONVENTIONAL IHES
• Teaching & Learning (Teach)
Teaching & Learning
• Coaching & Learning (Coach)
(TEACHER)
• Training & Learning (Train)
FACILITATING
• Advisory & Learning (Advise)
• Consultancy & Learning (Consult)

(EDUCATOR)
ORCHESTRATING
LEARNING APPROACH
INSTRUCTIONAL
(RECEPTION OF KNOWLEDGE)
ILM
I
ILM (DISCOVERY OF KNOWLEDGE)

INVESTIGATIONAL
ILM
C0NSTRUCTION
(IMMERSION OF KNOWLEDGE)
INTEGRATED AND HOLISTIC EDUCATION SYSTEM
A COMPARISON
CONVENTIONAL EDUCATION SYSTEM

Focuses on examination based learning
INTEGRATED AND HOLISTIC EDUCATION SYSTEM

Focuses on outcome based learning
a) Immersion of Knowledge
b) Character Building
c) Skills and Competency Enhancement
d) Academic Achievement
e) Application In Life
Human Psychology
SMELL TOUCH
HEARING
TASTE
SIGHT
MIND
(KNOWLEDGE) THINKING 6 Intellectual Faculties
FAITH HEART 3 Fixed Components
PIETY SOUL 7 Types / Level Desires
SPIRIT
(LIVING) LIFE 1 Characteristic /
NOSE
Gift
EAR SKIN
EYE TONGUE
BRAIN
PHYSICAL HEART
ACTION HOUSE
INNER HEART
BREATH
PEDAGOGY OF THE HEART
THE HEART OF EDUCATION IS THE

EDUCATION OF THE HEART
SINCEREITY
LOVE AND CARE INTEGRITY
HEART
SERENITY ACCEPTANCE
BLESSED

TEACHER OR STUDENTS CENTERED

HEART CENTERED
GOD CENTERED
CONSCIOUSNESS VIBRATIONS
SIGNALS
IMPRESS
ATTRACTIONS
THE CHARACTERISTICS OF AN EDUCATOR
LOVE & CARE FOR CHILDREN
LOVE FOR THE PROFESSION OF EDUCATION
Humility without weakness
Health and Vitality of the body
Psychological health and emotional balance
Neatness, cleanliness and good appearance
Eloquence and good pronunciation
Intelligent and deep understanding
Strong command of subject
Broad and deep reading for knowledge
Punctuality and respect for time
Co-operation with the school system and policies
Being Courteous with students and fellow teachers
Socialization with people and no isolation
Knowledge and practice of noble values
To stay away from questionable sayings or deeds, even if it is lawful
WORK SINCERELY (IKHLAS) ONLY FOR GOD
Adopt 5 CURRICULUM Content

Core Curriculum
Co-Curriculum
Extra Curriculum
National Curriculum
International Curriculum
CURRICULUM
Core Curriculum
Co- Curriculum
Extra Curriculum
National Curriculum
International Curriculum
IHES CURRICULA
KEY CURRICULUM DESCRIPTIVE

Curriculum encompasses
of Al-Quran & Sunnah
Core using the Quranic
1
Curriculum Generation Development
Program (QGDP).
Curriculum designed to
5 compliment the formal
4 2 Co-Curriculum education though
3
2 informal and non-formal
educational processes.
1 Curriculum designed to
Extra- give emphases on the
3
Curriculum social and humanitarian
potential of students
Curriculum based and
tailored to meet
National standards set by Ministry
4
Curriculum of Education within the
country
Curriculum based and
tailored to meet
International standards set by
5
Curriculum International Assessment
/ Examination Boards
7 FUNDAMENTAL ELEMENTS OF IHES
1. Guiding Principle
2. Framework
3. Education Model
4. Governance
5. Components
6. Total Quality Education Management System (EdMS)
7. Implementation Model
GUIDING PRINCIPLE
1 MANAGING OUR LIFE
ACCEPTANCE OF GOD
Short term What? Long term

GOALS
Implementation Approach
(LOVE & CARE) (WISDOM)
LIFE
Who? How?
HUMAN Foundation SYSTEM &
(TARBIYYAH) (SINCERITY) STRUCTURE
FINANCE
CAREER HEALTH
THE KEY :
KNOWLEDGE
& TAQWA
COMMUNITY
PEACE & TRANQUILITY
FAMILY
2 INTEGRATED AND HOLISTIC EDUCATION SYSTEM
FRAMEWORK
UNIVERSAL PRINCIPLE
MISSION/ VISION
OBJECTIVE
PHILOSOPHY
Material/media/
technology
Human
Potential Curriculum
Development
IHES FRAMEWORK & COMPONENTS DIAGRAM
UNIVERSAL PRINCIPLE
PHASES OF
EDUCATION
INSPECTORATE ASSESSMENT
HPD MEDIA & EVALUATION
IHES
ESSENCE
CHARACTERISTIC
OF ISLAMIC
CURRICULA EDUCATION
EDUCATION
PROCESS
APPROACH
3 Integrated Holistic Education system
Model
EDUCATORS AWARENESS
REVELATION
CHARACTER
CONDUCIVE DEVELOPMENT
UNIVERSAL VALUES &
ENVIRONMENT
PRINCIPLES IMPLEMENTATION
SYSTEM 1 EDUCATION SYSTEM 2

INTELLECTUAL, EMOTIONAL, SPIRITUAL,
CURRICULUM PHYSICAL PROCESS
CONTINUOUS, INTEGRATED, HOLISTIC

SYLLABUS
APPROACH INSTRUCTIONAL
(ARAHAN)
MATERIAL
INVESTIGATION
COGNITIVE, AFFECTIVE, PSYCHOMOTOR
(KAJIAN)
IMMERSION
(PENGHAYATAN)
SKILLS AND
TECHNIQUES METHODOLOGY
HPD PROGRAM BALANCED LIFE
TOTAL SUBMISSION TO GOD

PERFECT MAN
REVELATION
I KEY :
CURRICULA PHASES OF
APPROACH Loop in Education
EDUCATION Process
Total submission
II to Allah SWT
MEDIA I Domain I:
ASSESSMENT & CHARACTERISTIC Intellect
EVALUATION OF EDUCATION
Domain II:
II
Heart
III
Domain III:
III
HPD Soul
EDUCATION
INSPECTORATE Domain IV:
PIETY PROCESS IV
Spirit
IV
HOLISTIC
PERSON
IHES EDUCATION MODEL

GOVERNING THE INTEGRATED HOLISTIC
4 EDUCATION (IHE) SYSTEM
EDUCATION ACT
TQO
GLOBALIZATION EDUCATION COUNCIL TQM EdMS
HUMAN POTENTIAL
DEVELOPMENT
CURRICULUM PLANNING
ACADEMIC / NON-
ACADEMIC
IHE CURRICULUM DESIGN
1. Manuals
GRAND PLAN
2. Procedures
FOR IHE SYLLABI
EDUCATIONAL 3. Work Instruction
HUB
STRATEGIC PLANNING 4. Documentation
5. Balance score card
MATERIALS / MEDIA 6. Evaluation &
/TECHNOLOGY Assessment
COMPONENT S OF THE INTEGRATED AND HOLISTIC
5 EDUCATION SYSTEM
INSPECTORATE
PHASES OF CHARACTERISTICS IN
EDUCATION EDUCATION
DEVELOPMENT
MEDIA
HPDP CURR
APPROACH
1. INSTRUCTIONAL
2. INVESTIGATIONAL EDUCATION PROCESS
3. IMMERSON
ASSESSMENT / EVALUATION
6 TQ Ed.MS
Efficacy
Adequacy
Continuing
Suitability
TOTAL QUALITY
EDUCATION MANAGEMENT SYSTEM (EdMS)
• ADMINISTRATION
• FINANCE
• PROFILING
• TIME – TABLING
• ASSESSMENT AND EVALUATION
• E – LEARNING
• RESEARCH AND DEVELOPMENT
• MAINTENANCE
• OTHERS
BUSINESS MODEL
JOINT VENTURE / EQUITY PARTICIPATION
(A) REFERENCE:
• MOU, MOA AND JOINT VENTURE AGREEMENT
(B) FORMATION OF SPECIAL PURPOSE VEHICLE (SPV)
(C) MODEL 1:
• UPM HOLDING / UPM: MAJORITY
• ADNI-IHES: MINORITY
(D) MODEL 2:
• UPM HOLDING/ UPM: MINORITY
• ADNI-IHES: MAJORITY
(E) MODEL 3:
• OTHER OPTIONS
TQO : IHES
INTEGRATED HOLISTIC ORGANIZATIONAL DEVELOPMENT & IMPLEMENTATION SYSYEM
( THROUGH TEACHING, COACHING, TRAINING , ADVISORY & CONSULTANCY PROCESS )
- THE LEARNING ORGANIZATION -
TQM SYSTEM & STRUCTURE

HUMAN POTENTIAL
( SYSTEM & STRUCTURE EdMS DEVELOPMENT & IMPROVEMENT
QUALITY SYSTEM )
(QA) QUALITY (CI) CONTINUOUS SPIRIT

MIND HEART SOUL PHYSICAL
ASSURANCE IMPROVEMENT
Document
Manual Procedures Work Small Step Big Step ACTION TACTICS STRATEGIC BEHAVIOURS
instruction
VALUES
Quality Audit C I BT RE OBJECTIVES MISSION VISION
( CORE BELIEF)
Type Type
TOOLS & TECHNIQUES (FOUNDATION)

UNIVERSAL VALUES : SYSTEM OF BELIEF
All people Involved

Resources & Support
Leadership
HUMANISING EVALUATION AND ASSESSMENT
Student is
assessed
ACADEMIC-BASED
ASSESSMENT STUDENT’S CHARACTER
CONDUCT/HW/DW/EFFORT
MARKED
ASSESSED OVER
TIME
GRADED
INTEGRATE
ATTITUDE BAND
EXAM BAND
ACHIEVEMENT
BAND
HUMANISING EVALUATION AND ASSESSMENT
Examination Character
Achievement
Score
Exam
COND.
CFA
ADJ
BAND
Effort
Exam Band
H/W
D/W
Character
Character
Grade
No Student
Band
Index
100 80 20 100
% % % % +5 +4 +4 +3
1 Student 60 48 15 63 B 3 4 4 4 2 0.88 4 3
A
Student
2 B
40 32 5 37 D 1 3 3 3 3 0.75 3 2
Student A
3 C
95 76 20 96
+
4 2 2 2 2 0.50 2 2
GOAL IN LIFE
Total Submission to God
ROLE IN LIFE
As Vicegerent on Earth
1. Career
2. Finance
3. Health
4. Peace and Tranquility
5. Family
6. Social and Nation
7. Key : Knowledge and Piety
IHES IMPLEMENTATION MODEL
7 UNIVERSAL VALUES
AKHLAQ
IMPLEMENTATION IN LIFE
BUILD & STRENGTHEN POWER OF THE 5 SENSES (5)
THE FOUNDATION C P A P
REQUIRE KNOWLEDGE APPLICATION
U R P H
R O P A
R C R S
KNOWING YOURSELF MIND (6) I E O E
C S A S
HEART (3) U S C
1.
L H 2. CHARACTERISTICS
SOUL (7) ACTIVITY/
OF EDUCATION PRE-
U MEDIA/ ICT
REQUISITE
SPIRIT (1)
M
3. 4.
DEVELOP INSPECTORATE) ASSESSMENT &
PHYSICAL (1) EVALUATION
YOUR POTENTIAL
ENHANCEMENT
OF QUALITY INDIVIDUAL NATION HOLISTIC PERSON
CONTINUING SUITABILITY
THE ENVIRONMENT EFFICACY
ADEQUACY
• DOB: 3 July 1989
• Zakwan Zainuddin
• Under the Integrated Holistic Education System since age 4
• Completed IGCSE & O’levels at age 14 in 2003
• Completed Meng (Hons) in Chemical Engineering in the
University of Nottingham Malaysia Campus at 18 of age in
2009
• Offered a place for PhD studies in the University of
Cambridge at age 18+ for 2010 admissions
• Martial Arts
• QGDP( Quranic Generation Development Program)
46
• DOB: 27 August 1989
• Atiqah Binti Johari
• Under the Integrated Holistic Education System since 4 years
old
• Completed IGCSE O-Levels at 14+ of age
• Completed Certified Accounting Technician (CAT) at the age
of 16
• Completed ACCA Professional exam at the age of 18+, in
addition to receiving BSc (Hons) in Applied Accounting from
Oxford Brookes University
• Started working at the age of 20
• Very active in co-curricular activities, among them :

 Taekwondo instructor and state representative
 Horseback riding
 ACCA Malaysia Student Ambassador
 Actively participate in youth organisations
47
• DOB: 3 October 1988
• Solehah Jeffrey
• Under the Integrated Holistic Education System for 4 years
• Completed IGCSE O-Levels at 15 of age
• Medical student of International Islamic University Malaysia.
• Doing elective posting on humanitarian cause to help the
earthquake for around 1 month.
• Medical Officer at HUKM
• Very active in humanitarian activities, among them :
 Help the earthquake victims in Indonesia.
 Medical Checkups for orang Asli
48
• DOB: 27 September 1988
• Muhammad Zulhilmi Bin Mohd Ghouse
• Under the Integrated Holistic Education System since 7 years old
• Completed Bachelor’s Degree (Hons) in Biotechnology with
specialization in Marine at the age of 21+ from International Islamic
University Malaysia (IIUM).
• Worked as writer intern for Moblie World magazine
• Completed 3 months internship as an industrial trainee at Aqarium
and Museum, University Malaysia Sabah (UMS) QGDP( Quranic
Generation Development Program)

 Archery
 IIUM Science Students’ Society
 Latepackers (IIUM Adventure and Recreational Club)
 Shito-Ryu Karate – Green belt holder
 Squash.
49
• DOB: 25 June 1988
• Adilah Ruqaiyah Ahmad Nasir
• Under the IHE System since age 6
• Completed Bachelor of Legal Studies (Honours) at the age of
19 from Universiti Teknologi Mara (UiTM).
• Completed Certificate of Legal Practive for Malaysia at the
age of 21 from Malaysian Bar Association.
• Completed International Chartered Secretaries and
Administrators at age 21 from International Qualifying
Scheme.
• Currently doing Advance LL. M in Public International Law
(First doctorate of year)= International Criminal Law
Specialization at University of Leiden.
• Started working at the age of 21 as a situation analyst for
the International Criminal Court, Netherlands.
• Actively involved with MERCY Malaysia
• Able to speak 6 languages: Malay, English, French, Mandarin,

Arabic and Spanish 50
• DOB: 20 May 1988
• Aminatulmunirah Binti Kassim
old
• Completed IGCSE O-Levels and SPM at 16 of age
• Completed IB Diploma from MARA College Banting at the at
the age of 19.
• Completed doing medicine at the University of Leeds, United
Kingdom under MARA Scholarship.
• Medical Officer at Leeds Hospital, UK
• Actively participate in youth organisations and humanitarian
activities such as organizing medical check ups in rural areas
at Cambodia.
• Blue Belt holder in Tae Kwon Do
51
• DOB: 08 December 1986
• Noornazli Zahirah binti Abdullah
old
• Completed BSc (Hons) in Pharmachology at International Islamic
University Malaysia (IIUM)
• Pharmacologist at Putrajaya Hospital.
• Green belt holder in Shito-Ryu Karate
52
• DOB: 27 April 1987
• Siti Maryam Binti Abdul Rahman
old
• Completed Bachelor’s Degree (Hons) in Computer Science,
specializing in IT Security at International Islamic University
Malaysia
• Completed 6 months internship at Pernac Kuala Lumpur
• Brown belt holder in Shito-Ryu Karate
53
• DOB: 10 May 1986
• Ahmad Ridza Bin Mohd Rozlan
• Completed Diploma in Business Studies at the age of 20+
• Completed Intermediate level in Arabic language from Sanaa
Institute for Arabic Language at 21 years old.
• Completed Bachelor of Business Marketing at Royal Melbourne
Institute of Technology (RMIT), Melbourne, Australia.
• Actively participate in youth organizations, societies, clubs.
• Active in Photography.
• Shito-Ryu Karate - Green belt holder
54
• DOB: 24 November 1987
• Ruzaini Binti Mohd Rozlan
old
• Completed Diploma in Business Studies at the age of 19+
Intitute for Arabic Language at 20 years old.
• Will be pursuing Bachelor’s Degree (Hons) in International
Business at SEGi College on 25th May 2010.
• Started working at the age of 21.
• Married with 1 child
• Actively involve in humanitarian activities.
• Yellow belt holder in Shito-Ryu Karate
55
• DOB: 16 January 1987
• Iman Jeffrey
• Actively involve in humanitarian work and participate in youth
organizations.
• Medical student of International Islamic University Malaysia (IIUM),
Kuantan, Pahang.
• Doing elective posting on humanitarian cause to help the
earthquake for around 1 month.
• Medical Officer at HUKM
• Very active in humanitarian activities, among them :

 Help the earthquake victims in Indonesia.
 Medical Checkups for orang Asli
56
• DOB: 18 March 1987
• Nur Sakinah Binti Abdul Samat
old
• Completed Diploma in Montessori at SEGi College at the age
of 21
• Started working at the age of 21
• Currently perusing Degree in Early Childhood Education at
SEGi College.
• Green belt holder in Shito-Ryu Karate
• Married with 3 children
57
• DOB: 29 April 1987
• Rabiatul Adawiyah Binti Mohd Ghouse
Intitute for Arabic Language at 20 years old.
• Completed Bachelor’s Degree (Hons) in Psychology, minoring in
Usuluddin and Comparative Religion at International Islamic
University Malaysia (IIUM).
• Actively participate in youth organisations

 Squash
 Shito-Ryu Karate - Green belt holder 58
 Actively participate in youth organisations
• DOB: 31 May 1987
• Syed Muhammad Muhiyuddin Bin Syed Hussein
old
• Completed IGCSE O-Levels at 16+ of age.
• Completed A-Levels at the age of 18.
• Completed Bachelor’s Degree in Philosophy, Politics and
Economics at the University of Otago , New Zeland.
• Actively participate in youth organisations, societies and clubs.
• Blue belt holder in Shito-Ryu Karate
• Translated a book titled ‘Malaysians without Malays’ by S. H.
Al-Attas.
59
• DOB: 18 December 1987
• Syahid Mohd. Zain
old
• Completed ACCA Professional exam at the age of 19, in
addition to receiving BSc (Hons) in Applied Accounting from
Oxford Brookes University
• Actively participate in youth organisations.
• Martial Arts : Shito-Ryu Karate
60
• DOB: 23 November 1987
• Nur ‘Aliatul Husna bt Hasni
old
• Completed A-Levels at the age of 18.
• Completed professional licencing program called the Licenced
Aircraft Maintenance Engineering.
• Holding a basic licence EASA pt 66 specialising in Airframe &
Engine
• Actively participate in youth organisations.
• Blue belt holder in Shito-Ryu Karate
61
Apa itu IHES?
Satu SISTEM PENDIDIKAN DAN
PEMBANGUNAN INSAN DALAM
KEHIDUPAN yang LENGKAP,
KONTEMPORARI,
KOMPREHENSIF, INTEGRATIF
(bersepadu), HOLISTIK
(menyeluruh) dan UNIVERSAL
(sejagat).
HADITH RASULLULAH SAW
REPORTED BY: ABU HURAIRAH
THE PROPHET S.A.W. SAID; “WHEN THE SON OF ADAM

DIES HIS ACTIONS COME TO AN END EXCEPT FOR THREE;
• KNOWLEDGE WHICH BROUGHT BENEFIT
• SADAQAH JARIYAH (ONGOING CHARITY)
• A PIOUS CHILD WHO MAKES SUPPLICATION FOR
HIM.”
NARRATED BY: SAHIH MUSLIM

IHES
“HEARING, SIGHT AND THE HEART –

ABOUT ALL OF THESE, ONE WILL BE
ASKED
(I.E. IS RESPONSIBLE)”
(SURAH AL – ISRA’: 56)

TARBIYAH & DA’WAH RASULULLAH
1. PURITY IN AQIDAH
2. IKHLAS IN IBADAH AND UBUDIYAH
3. PERFECTION IN AKHLAQ
Within you there is a piece of flesh. If

it is good the entire body will be
good. If it is bad the entire body will
be bad. And truly that is the
HEART.
(Bukhari Muslim)
ASMA’ UL
HUSNA ILAH
GOD
RABB
Within you there is a piece of flesh. If it is good

the entire body will be good. If it is bad the entire
body will be bad. And truly that is the
HEART.
(Bukhari Muslim)
TA’ALIM
(Ilmu) IRSYAD
TEACHING (Pusat Rujukan)
HEART CONSULTANCY
TA’DIB TAUJEH
(Nilai & Moral) Keupayaan Mengadaptasi
COACHING ADVISORY
TADRIB
( Kemahiran & Kompetensi )
TRAINING
The Major Stages
Reciting Quran
QURANIC Understanding Quran
GENERATION
DEVELOPMENT
Implementing Al Quran
PROGRAM
(QGDP)
Immersion Of The Quran
Quranic Generation
The Major The MINOR Stages
Stages
Tilawah (Recitation)
Reciting
Tahfiz (Memorization)
Quran
Tajwid (Advanced
Recitation)
Stages
Arabic Language Program
Understanding Harfiah (Quranic

Quran Translation)
Tafsir (Thematic Quranic
Commentary )
Stages
Ibadah (Performing
Islamic Worship)
Implementing Dakwah
Quran (Preaching To Islam)
Khilafah (Upholding
Islamic Sovereignty
Stages
Iman
(Firm Belief In Allah)
Taqwa
Immersion Of (Fear/Conscious Of Allah)
The Quran Ihsan
(Sense Of Allah’s Presence)
Tawakkal (Trust In Allah)
Ikhlas (Sincerity To Allah)
7 AMANAH GOAL AND ROLE IN LIFE
6 DEEN COMPLETE SYSTEM OF LIFE
5 MU’AMALAH COMMUNICATION AND INTERACTION
4 ISTIQAMAH STEADFAST
3 HIKMAH AL-QURAN DAN SUNNAH
2 TAZKIYAH BACK TO FITRAH
1 TAWHID AQIDAH AS FOUNDATION IN LIFE

A. Cognitive Psychology
a) Piaget SOURCE: THE CREATOR (RABB)
b) Jean David 1. AL- QURAN i. Goal in life
c) Lev Vygotsky 2. AS- SUNNAH ii. Role in life
d) David Norman
e) Bloom A. EDUCATOR : MUROBBI
B. STUDENT : MUTARABBI
B. Behavioral Psychology
a) Ivan Pavlov C. PROCESS : TARBIYYAH
b) B.F.Skinner D. SYSTEM : MANHAJ RABBANI
c) Thorn Dike
E. PEDAGOGY : MAHABBAH (LOVE & CARE)
d) E.R.Guthrie
e) Robert Gagne F. TARGET : HEART (QALB)
H. OUTCOME : QURANIC GENERATION
C. Humanistic Psychology (INSAN RABBANI)
a) Carls Rogers
I. FOUNDATION : AQIDAH (TAWHEED)
b) Abraham Maslow
1. SECULARISM SOURCE: THE CREATOR (RABB)

2. PRAGMATISM 1. AL- QURAN i. Goal in life
3. SOCIALISM 2. AS- SUNNAH ii. Role in life
4. CAPITALISM
5. MARXISM A. EDUCATOR : MUROBBI
6. COMMUNISM B. STUDENT : MUTARABBI
7. HEDONISM C. PROCESS : TARBIYYAH
8. D. SYSTEM : MANHAJ RABBANI
. E. PEDAGOGY : MAHABBAH (LOVE & CARE)
.
F. TARGET : HEART (QALB)
.
72. DARWINISM
(INSAN RABBANI)
CONVENTIONAL INTEGRATED HOLISTIC EDUCATION
EDUCATION SYSTEM SYSTEM (IHES)
Based on LEARNING PRACTICE
Based on LEARNING THEORY TRANSFORMATIONAL
Source: Human Being
SOURCE: THE CREATOR (RABB)
1. Cognitive Psychology 1. AL- QURAN i. Goal in life
2. AS- SUNNAH ii. Role in life
 It is based on the medical model
of the brain function and the
human perception of A. EDUCATOR : MUROBBI
environmental stimuli
B. STUDENT : MUTARABBI
 Jean Piaget
• Stage theory of Learning
C. PROCESS : TARBIYYAH
 Lev Vygotsky D. SYSTEM : MANHAJ RABBANI
• Focusing on cultural context of
learning
 John R. Anderson
• Cognitive architecture, ACT-R
(Adaptive Control of Thought –
Rational)
 Allen Baddeley
• Multiple Components Model (INSAN RABBANI)
 David Ausubel
• Meaningful Learning Theory I. FOUNDATION : AQIDAH (TAWHEED)
Source: Human Being
2. Behavioral Psychology 1. AL- QURAN i. Goal in life
 Based on stimulus and response 2. AS- SUNNAH ii. Role in life
 Ivan Pavlov
• Classical Conditioning A. EDUCATOR : MUROBBI
 B.F Skinner B. STUDENT : MUTARABBI
• Operant Conditioning
 Thorndike C. PROCESS : TARBIYYAH
• Theory of Connectionism
 Robert Gagne D. SYSTEM : MANHAJ RABBANI
• Focuses on the retention & honing E. PEDAGOGY : MAHABBAH (LOVE & CARE)
of intellectual skills
(INSAN RABBANI)
Source: Human Being
3. Humanistic Psychology 1. AL- QURAN i. Goal in life
 It focuses on the perspective of
2. AS- SUNNAH ii. Role in life
the uniqueness of human
condition
 Carl Rogers
• Characterize as person centered
A. EDUCATOR : MUROBBI
or child centered learning B. STUDENT : MUTARABBI
• Principle and Learning
 Abraham Moslow C. PROCESS : TARBIYYAH
• Maslow’s Hierarchy of Needs
D. SYSTEM : MANHAJ RABBANI
(INSAN RABBANI)
GOAL IN LIFE
Total Submission to Allah Swt
ROLE IN LIFE
As Khalifah on Earth
1. Career
2. Finance
3. Health
4. Peace and Tranquility
5. Family
6. Social and Nation
7. Key : Knowledge and Taqwa

TEACHERS OR STUDENTS CENTERED

HEART CENTERED
GOD CENTERED
MUROBBI PEOPLE
HEART
MUTARABBI
Human Psychology
SMELL TOUCH
HEARING
TASTE
SIGHT
MIND / AQAL
(KNOWLEDGE) THINKING 6 Intellectual Faculties
FAITH HEART/QALB / HATI 3 Fixed Components
PIETY SOUL / NAFS / JIWA 7 Types / Level Desires
SPIRIT / ROH
(LIVING) LIFE 1 Characteristic /
NOSE
Gift
EAR SKIN
EYE TONGUE
BRAIN
PHYSICAL HEART
ACTION HOUSE
INNER HEART
BREATH
EDUCATION IS A CONTINUOUS LEARNING PROCESS BY WHICH PEOPLE’S
POTENTIALS, ABILITIES,GIFTEDNESS AND TALENTS ARE NURTURED, DEVELOPED AND ENHANCED.
EDUCATION IN THIS BROAD SENSE IS ALSO EVERYTHING THAT IS LEARNED AND ACQUIRED IN A LIFE TIME :
KNOWLEDGE ,CHARACTER, MORAL, SKILLS, HABITS, INTEREST, ATTITUDE,BEHAVIOUR, PERSONALITIES,
LEADERSHIP, ENTREPRENEURSHIP, CRAFTMANSHIP
AND IS BASED ON A SYSTEM OF BELIEF (AQIDAH) USING THE LEARNING PROCESSES OF TEACHING (TAÀLIM),
COACHING (TA`DIB), TRAINING (TADRIB), ADVISORY (TAUJIH), CONSULTANCY (TARSYID & IRSYAD)
BY APPLYING THE APPROACHES OF INSTRUCTIONAL (RECEPTION OF KNOWLEDGE),
INVESTIGATIONAL (DISCOVERY OF KNOWLEDGE), CONSTRUCTIONAL (IMMERSION OF KNOWLEDGE)
THROUGH THE PHASES OF
AWARENESS (AT-TA’RIF), MOULDING (AT-TAQWIN), APPLICATION (AT-TANFIZ)
AND OTHER RELAVANT COMPONENTS
AND
ITS IMPLEMENTATION THROUGH THE PEDAGOGY OF CARE AND LOVE.
FOCUSING ON THE MIND, THE HEART, THE SOUL, THE SPIRIT AND THE PHYSICAL BODY
WILLINGLY AND JOYFULLY FOR THE SAKE OF GOD (ALLAH)

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IHES

BRO. HASNI MOHAMMED

BRO. HASNI MOHAMMED

Otherwise, only TRANSACTIONAL happens and not TRANSFORMATIONAL

IHEdS: Integrated Holistic Education System

IHES IHEcS: Integrated Holistic Economic System

IHEnvS: Integrated Holistic Environmental System

1. Balanced Human Being

1. SECULARISM SOURCE: THE CREATOR AND THE

1. Used in the Formal, Informal and Non - Formal Education

“THE HEART OF EDUCATION IS THE

(HASNI MOHAMMED, 1985)

“EDUCATE YOUR CHILD ACCORDING

(UMAR AL – KHATTAB R.A)

POTENTIALS, ABILITIES,GIFTEDNESS AND TALENTS ARE NURTURED, DEVELOPED AND ENHANCED.

BY APPLYING THE APPROACHES OF INSTRUCTIONAL (RECEPTION OF KNOWLEDGE),

INVESTIGATIONAL (DISCOVERY OF KNOWLEDGE), CONSTRUCTIONAL (IMMERSION OF KNOWLEDGE)

THROUGH THE PHASES OF

AWARENESS (AT-TA’RIF), MOULDING (AT-TAQWIN), APPLICATION (AT-TANFIZ)

AND OTHER RELAVANT COMPONENTS

ITS IMPLEMENTATION THROUGH THE PEDAGOGY OF CARE AND LOVE.

TARGETTING ON THE HEART

WILLINGLY AND JOYFULLY FOR THE SAKE OF GOD

(HASNI MOHAMMED, 2013)

EDUCATION IS A CONTINUOUS LEARNING PROCESS BY WHICH

PEOPLE’S POTENTIALS, ABILITIES,GIFTEDNESS AND TALENTS ARE

NURTURED, DEVELOPED AND ENHANCED.

EDUCATION IN THIS BROAD SENSE IS ALSO EVERYTHING THAT IS

LEARNED AND ACQUIRED IN A LIFE TIME : KNOWLEDGE ,CHARACTER,

MORAL, SKILLS, HABITS, INTEREST, ATTITUDE,BEHAVIOUR,

PERSONALITIES, LEADERSHIP, ENTREPRENEURSHIP,

IS BASED ON A SYSTEM OF BELIEF (AQIDAH) USING THE LEARNING

PROCESSES OF TEACHING (TA`ALIM), COACHING (TA`DIB), TRAINING

(TADRIB), ADVISORY (TAUJIH), CONSULTANCY (IRSYAD)

BY APPLYING THE APPROACHES OF INSTRUCTIONAL (RECEPTION

OF KNOWLEDGE), INVESTIGATIONAL (DISCOVERY OF KNOWLEDGE),

CONSTRUCTIONAL (IMMERSION OF KNOWLEDGE) THROUGH THE

PHASES OF AWARENESS (AT-TA’RIF), MOULDING (AT-TAQWIN),

APPLICATION (AT-TANFIZ) AND OTHER RELAVANT COMPONENTS

AND ITS IMPLEMENTATION THROUGH THE PEDAGOGY OF CARE AND

AND THE PHYSICAL BODY

TARGETTING ON THE HEART

WILLINGLY AND JOYFULLY FOR THE SAKE OF GOD (ALLAH)

(HASNI MOHAMMED, 2013)

• NURSERY Laying a solid foundation 2 mths – 3.5 yrs

• PRE SCHOOL A child who starts ahead 4 – 6 yrs

• PRIMARY Laying the foundations 7 -12 yrs

• SECONDARY Learning to Live and 13 –17 yrs

• TERTIARY Determining Their Role 16 above

• ALUMNI Building the Right Society

• Consultancy & Learning (Consult)

ILM (DISCOVERY OF KNOWLEDGE)

CONVENTIONAL EDUCATION SYSTEM

INTEGRATED AND HOLISTIC EDUCATION SYSTEM

FAITH HEART 3 Fixed Components

PIETY SOUL 7 Types / Level Desires

THE HEART OF EDUCATION IS THE

LOVE AND CARE INTEGRITY

CONVENTIONAL EDUCATION SYSTEM

INTEGRATED HOLISTIC EDUCATION SYSTEM

Adopt 5 CURRICULUM Content

KEY CURRICULUM DESCRIPTIVE