FAMILY, RELIGION AND IDENTITY OF
ADOLESCENTS: A QUALITATIVE INQUIRY OF
SECONDARY SCHOOL STUDENTS AT ADNI ISLAMIC
SCHOOL USING MARCIA’S IDENTITY STATUS
THEORY
BY
SHA CHUN YAN
INTERNATIONAL ISLAMIC UNIVERSITY
MALAYSIA
2006
FAMILY, RELIGION AND IDENTITY OF
ADOLESCENTS: A QUALITATIVE INQUIRY OF
SECONDARY SCHOOL STUDENTS AT ADNI ISLAMIC
SCHOOL USING MARCIA’S IDENTITY STATUS
THEORY
BY
SHA CHUN YAN
A DISSERTATION SUBMITTED IN PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR THE
DEGREE OF MASTER OF EDUCATION
INSTITUTE OF EDUCATION
INTERNATIONAL ISLAMIC UNIVERSITY
MALAYSIA
January 2006
ABSTRACT
The purpose of this study was; first, to understand how adolescents perceive their own
identities, and second, to discover the role played by religious observance at home and
at school on the ways adolescents perceive themselves. The study was based on James
Marcia’s theory which postulates that, faced with rapid physical, intellectual, and
emotional changes, adolescents must accomplish the task of integrating their prior
experiences and characteristics into a stable identity. In order to achieve successful
identities, they go through the four stages (commonly called identity status) of
identity: diffusion, foreclosure, moratorium, and achievement. The study was
conducted on a random sample of 125 secondary students at ADNI Islamic School,
Selangor Malaysia. The first part of the study was a survey using an instrument based
on Marcia’s identity status theory. It was found that 103 (82.4%) of the students have
attained a satisfactory level of identity development. In the second phase of the study,
using in-depth qualitative interviews, it was found that religion occupies a central
place in the identities of ADNI students. All subjects attributed their religious outlook
to their supportive families as well as to the school environment at ADNI particularly
the Khalīfah project being implemented in that school. The findings show that a good
system of religious education, both in school and at home, can positively influence the
identity of youth. This can protect them from unwanted negative influences.
‫ﻣﻠﺨﺺ اﻟﺒﺤﺚ‬
‫ﻻ‪ :‬ﻣﻌﺮﻓﺔ ﻧﻮﻋﻴﺔ إدراك اﻟﻤﺮاهﻘﻴﻦ ﻟﻬﻮاﻳﺎﺗﻬﻢ اﻟﺸﺨﺼﻴﺔ‪،‬‬
‫اﻟﻬﺪف ﻣﻦ هﺬا اﻟﺒﺤﺚ أو ً‬
‫وﺛﺎﻧﻴًﺎ‪ :‬اآﺘﺸﺎف اﻟﺪور اﻟﺬي ﺗﻠﻌﺒﻪ ﻣﻤﺎرﺳﺔ اﻟﺘﻌﺎﻟﻴﻢ اﻟﺪﻳﻨﻴﺔ ﻓﻲ اﻟﻤﻨـﺰل وﻓﻲ اﻟﻤﺪرﺳﺔ‬
‫آﻠﻴﻬﻤﺎ ﻋﻠﻰ آﻴﻔﻴﺔ إدراك اﻟﻤﺮاهﻘﻴﻦ ﻟﻬﻮاﻳﺎﺗﻬﻢ‪ .‬وﻗﺪ أﺟﺮﻳﺖ اﻟﺪراﺳﺔ وﻓﻘًﺎ ﻟﻨﻈﺮﻳﺔ‬
‫ﺟﻴﻤﺲ ﻣﺮﺳﻴﺎ اﻟﻘﺎﺋﻠﺔ ﺏﺄن اﻟﻤﺮاهﻘﻴﻦ ﻳﻮاﺟﻬﻮن ﺗﻐﻴﺮات ﺳﺮﻳﻌﺔ ﻓﻲ أﺟﺴﺎﻣﻬﻢ وﻋﻘﻮﻟﻬﻢ‬
‫وﻋﻮاﻃﻔﻬﻢ‪ ،‬اﻷﻣﺮ اﻟﺬي ﻳﺘﻄﻠﺐ ﻣﻨﻬﻢ أن ﻳﻘﻮﻣﻮا ﺏﺘﺤﻘﻴﻖ اﻟﻮﺡﺪة ﺏﻴﻦ ﺥﺒﺮاﺗﻬﻢ اﻟﺴﺎﺏﻘﺔ‬
‫وﺥﺼﺎﺋﺼﻬﻢ اﻟﺸﺨﺼﻴﺔ ﻓﻲ هﻮﻳﺔ ذاﺗﻴﺔ‪ .‬وﻟﺘﺤﻘﻴﻖ هﻮاﻳﺎت ﻧﺎﺟﺤﺔ ﻳﻤﺮ اﻟﻤﺮاهﻘﻮن ﻋﺒﺮ‬
‫أرﺏﻌﺔ ﻣﺮاﺡﻞ وهﻲ‪ :‬ﻣﺮﺡﻠﺔ اﻟﺘﺸﺘﺖ‪ ،‬ﻣﺮﺡﻠﺔ اﻻﻧﻐﻼق‪ ،‬ﻣﺮﺡﻠﺔ اﻹﻣﺴﺎك‪ ،‬وﻣﺮﺡﻠﺔ‬
‫اﻹﻧﺠﺎز‪ .‬أﺟﺮي اﻟﺒﺤﺚ ﻋﻠﻰ ‪ ١٢٥‬ﻃﺎﻟﺒﺎ ﻓﻲ اﻟﻤﺪرﺳﺔ اﻟﺜﺎﻧﻮﻳﺔ‪ ,‬وﻗﺪ ﺗﻢ اﻻﺥﺘﻴﺎر‬
‫ﺏﻄﺮﻳﻘﺔ ﻋﺸﻮاﺋﻴﺔ ﻣﻦ ﻣﺪرﺳﺔ ﻋﺪن اﻹﺳﻼﻣﻴﺔ ﺏﺴﻼﻧﺠﻮر ﻓﻲ ﻣﺎﻟﻴﺰﻳﺎ‪ .‬ﻓﻲ اﻟﻤﺮﺡﻠﺔ‬
‫اﻷوﻟﻰ اﺳﺘﺨﺪﻣﺖ اﻟﺪراﺳﺔ ﻃﺮﻳﻘﺔ اﻹﺡﺼﺎء ﺏﻤﺴﺎﻋﺪة اﻻﺳﺘﺒﺎﻧﺔ اﻟﻤﺆﺳﺴﺔ ﻋﻠﻰ ﻧﻈﺮﻳﺔ‬
‫ﺟﻴﻤﺲ ﻣﺮﺳﻴﺎ ﺡﻴﺚ اآﺘﺸﻒ ﻣﻦ ﺥﻼﻟﻬﺎ أن ‪ ١٠٣‬ﻃﺎﻟﺒﺎ )‪ (٨٢٫٤%‬وﺹﻠﻮا إﻟﻰ‬
‫اﻟﻤﺴﺘﻮى اﻟﻤﻨﺎﺳﺐ ﻓﻲ ﺏﻨﺎء ﺵﺨﺼﻴﺘﻬﻢ‪ .‬أﻣﺎ اﻟﻤﺮﺡﻠﺔ اﻟﺜﺎﻧﻴﺔ ﻓﺎﺳﺘﺨﺪﻣﺖ اﻟﺪراﺳﺔ أﺳﻠﻮب‬
‫اﻟﻤﻘﺎﺏﻠﺔ‪ ،‬اآﺘﺸﻒ ﻣﻦ ﺥﻼل هﺬﻩ اﻟﺤﻮارات أن اﻟﺪﻳﻦ ﻳﻠﻌﺐ دورًا ﻣﺮآﺰﻳًﺎ ﻓﻲ ﺏﻨﺎء‬
‫ﺵﺨﺼﻴﺔ ﻃﻠﺒﺔ ﻣﺪرﺳﺔ ﻋﺪن اﻹﺳﻼﻣﻴﺔ‪ .‬وﻗﺪ ﻧﺴﺐ اﻟﻄﻠﺒﺔ ﻓﻬﻤﻬﻢ اﻟﺪﻳﻨﻲ إﻟﻰ ﻋﺎﺋﻼﺗﻬﻢ‬
‫اﻟﻤﺸﺠﻌﺔ واﻟﺒﻴﺌﺔ اﻟﺒﻨﺎءة ﻓﻲ ﻣﺪرﺳﺘﻬﻢ‪ ،‬ﺥﺼﻮﺹًﺎ ﻣﻊ ﺗﻨﻔﻴﺬ ﺏﺮﻧﺎﻣﺞ اﻟﺨﻼﻓﺔ ﻓﻲ‬
‫اﻟﻤﺪرﺳﺔ‪ .‬وأﺥﻴﺮاً‪ ،‬ﺗﺪل ﻧﺘﺎﺋﺞ هﺬا اﻟﺒﺤﺚ ﻋﻠﻰ أن ﻟﻠﺒﺮاﻣﺞ اﻟﺠﻴﺪة ﻓﻲ اﻟﺘﺮﺏﻴﺔ اﻟﺪﻳﻨﻴﺔ‬
‫ﺳﻮاءًا ﻓﻲ اﻟﻤﺪرﺳﺔ أو ﻓﻲ اﻟﺒﻴﺖ أﺛﺮ إﻳﺠﺎﺏﻲ ﻓﻲ ﺵﺨﺼﻴﺔ اﻟﻤﺮاهﻘﻴﻦ ﺡﻴﺚ ﻳﺼﻮﻧﻬﻢ ﻣﻦ‬
‫اﻟﺘﺄﺛﻴﺮات اﻟﺴﻠﺒﻴﺔ‪.‬‬
APPROVAL PAGE
I certify that I have supervised and read this study and that in my opinion it conforms
to acceptable standards of scholarly presentation and is fully adequate, in scope and
quality, as a thesis for the degree of Master of Education
_________________________
Ssekamanya Siraje Abdallah
Supervisor
I certify that I have read this study and that in my opinion it conforms to acceptable
standards of scholarly presentation and is fully adequate, in scope and quality, as a
thesis for the degree of Master of Education
_________________________
Abdullah Seif Abdullah
Examiner
This thesis was submitted to the Institute of Education and is accepted as a partial
fulfillment of the requirements for the degree of Master of Education
_________________________
Ahmad Marzuki Hj. Zainuddin
Director, Institute of Education
DECLARATION
I hereby declare that this thesis is the result of my own investigations, except where
otherwise stated. Other sources are acknowledged by footnotes giving explicit
references and bibliography is appended.
Name: SHA CHUN YAN
Signature …………………………………..
Date …………………………
INTERNATIONAL ISLAMIC UNIVERSITY
DECLARATION OF COPYRIGHT AND AFFIRMATION OF
FAIR USE OF UNPUBLISHED RESEARCH
Copyright©2005 by Sha Chun Yan. All rights reserved
FAMILY, RELIGION AND IDENTITY OF ADOLESCENTS: A
QUALITATIVE INQUIRY OF SECONDARY SCHOOL
STUDENTS AT ADNI ISLAMIC SCHOOL USING MARCIA’S
IDENTITY STATUS THEORY
No part of this unpublished research may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise without the prior written permission of the
copyright holder except as provided below.
1. any material contained in or derived from this unpublished research nay
only be used by others in their writing with due acknowledgement
2. IIUM or its library will have right to make and transmit copies (print or
electronic) for institutional and academic purposes
3. The IIUM library will have the right to make, store in a retrieval system
and supply copies of this unpublished research if requested by other
universities and research libraries
Affirmed by Sha Chun Yan
-------------------------Signature
-----------------------Date
ACKNOWLEDGEMENTS
Praise is to Almighty Allah, the Cherisher and Sustainer of the worlds, the Most
Gracious and the Most Merciful, without whose Guidance and Blessings this study
would not have possible. Peace and blessings be upon the prophet Muhammad (saw)
his family and companions.
My appreciation and gratefulness extends to my supervisor, Dr. Siraje Abdallah
Ssekamanya for his encouragement, support, time, guidance and confidence in me. He
definitely assisted me more than he was duty-bound to do so, always calm and
collected. Alhamdulillah.
I would also like to thank my Examiner, Dr. Abdullah Seif Abdullah and Dr. Ahmad
Marzuki Hj. Zainuddin for their vivaciousness, feedback, support, confidence and
faith in me.
My appreciation goes to all the lecturers in the Institute of Education who taught me
and shared a valuable and unforgettable learning experience.
Lastly, I am sincerely conveying my gratefulness to my beloved husband, Ma Hai
Hong for his patience, understanding, encouragement and wonderful love.
TABLE OF CONTENTS
Abstract (English}…………………………………………………………………. ii
Abstract (Arabic)………………………………………………………………….. iii
Approval Page………………………………………………………………........... iv
Declaration………………………………………………………………………… v
Copyright …………………………………………………………………………. vi
Acknowledgments ………………………………………………………………... vii
Table of Content ………………………………………………………………….. viii
List of Tables ………………………………………………………………........... xi
CHAPTER ONE: INTRODUCTION …………………………………………... 1
Background of the Study……………………………………………………... 1
James Marcia’s Four Identity Statuses………………….……………….. 3
Factors Related to Identity Formation…………………………..……….. 4
Statement of the Problem…………………………………………………….. 5
The Khalīfah Project at ADNI………………………………………………. 7
General Laws of Learning……………………………………….………. 8
Purpose of the Study…………………………………………………………. 11
Research Questions…………………………..………………….…………… 11
Significance of the Study…………………………………………………….. 12
Definitions of Terms……………………………………..…………………... 12
CHAPTER TWO: LITERATURE REVIEW ………………………….. ……... 14
Introduction…………………………………………………………………... 14
Theories of Identity Formation…………………………………………….…. 15
Basic Concepts of Self, Identity and Identity Formation………… …….. 15
Problems of Having No Identities………………………….……………. 20
Measure of Identity…………………………………………………………… 21
Diffusion…………………………………………………………. …….. 22
Foreclosure……………………………………………………….. …….. 23
Moratorium……………………………………………………………… 24
Achievement…………………………………………………………….. 24
Gender Differences in Identity Development………………………….…….. 26
Female Identity Characteristics: Attachment over Autonomy………….. 27
Male Identity Characteristics: Autonomy over Attachment…………….. 29
Gender Identity and Gender Roles………………………………………. 30
Factors That Contribute to Identity Formation………………………………. 31
Familial Influences………………………………………………………. 31
Research Findings…………………………………………………. 33
Families of Four Statuses………………………………………….. 36
Parenting Styles …………………………………………………… 38
Religious Influences……………………………………………………... 42
Religious Development in Adolescence…………………………… 42
An Islamic Perspective………………………………………………………. 45
Muslim Identity ………………………………………………………… 45
Purpose of Life for A Muslim…………………………………………... 46
Stages of Achieving the Correct Identity……………………………….. 47
Concept of Self in Islam………………………………………………… 48
Al-nafs al-ammīrah ………………………………………………. 49
Al-nafs al-lawwīmah……………………………………………… 50
Al-nafs al-muţma'innah………………………………………….. 50
Conclusion ……………………………………………………………........... 52
CHAPTER THREE: METHODOLOGY ……………………………………… 55
Introduction………………………………………………….……………….. 55
Research Method…………………………………….………………………. 55
Phase I: Survey Method...……………….……………………................... 56
Sample…………………………..………………………. 56
Instrumentation………………………………………….. 57
Validity………………………………………………….. 58
Reliability……………………………………………….. 58
Scoring…………………………………………………… 59
Procedures………………………………….………….... 59
Data Analysis…………………………..……………….. 59
Phase II: Interviews………………………………………..……………… 60
Sample…………………………………………………… 61
Instrumentation…………………………………….……. 61
Procedures……………………………………………….. 61
CHAPTER FOUR: RESULTS ……………………………..…………………… 63
Introduction………………………………………………..…………………. 63
General Identity Statuses of Students at Adni ……………………………….. 63
Qualitative Interviews……………………………………………. …….. 67
Students’ Own Perceptions of Their Identities……………………................. 70
Students’ Perceptions of Their Identities…………………..……………. 70
Students Decision Making Styles………………………………..……… 72
Islamic Teachings in Relation to Students’ Identity Formation……………… 75
Feelings About Islam and Worshiping Allah……………………..…….. 75
Previous Doubts about Islam…………………………………….. …….. 78
Other Implications ………………………………………………. …….. 79
The Support of Home and School Islamic Environment
For Students’ Identity Formation……………………………….…................. 80
Family Relationships and Parenting Styles……………………….…….. 80
Religious Practices at Home…………………………………………….. 83
Religious Practices and Activities at School…………………………….. 85
Conclusion……………………………………………………………………. 87
CHAPTER FIVE: CONCLUSIONS ....................................................………… 89
Conclusion……………………………………………………………............ 89
BIBLIOGRAPHY………………………………………………………………… 94
APPENDICES…………………………………….……………………….……... 100
LIST OF TABLES
Table No
Page No.
___________________________________________________________
Table 2.1 Erickson’s Epigenetic Diagram at One’s Early Stage….…..…………..…19
Table 2.2 The Sequence of Identity Development…………………..……………... 22
Table 2.3 Developmental Pathways in Identity Formation……...………................. 25
Table 2.4 A Model of Patterns of Parenting Based on Two Dimensions:
Demandingness and Responsiveness to the Child……………...................39
Table 2.5 Relationship Styles of the Four Types of Parents………….……………...41
Table 3.1 Population and Sample……………………………………….…………... 57
Table 3.2 Distribution of Items in the Revised Version of the Extended
Objective Measure of Ego Identity Status Inventory……………………...58
Table 4.1 General Identity Statuses of Adni Students ………………………………64
Table 4.3 Participants in the Qualitative Interviews ………………………………...67
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Today, social problems involving adolescents are strikingly increased. In Malaysia,
for instance, criminal cases involving juveniles have been increased by 62% from
2,408 cases in 1980 to 4,012 cases in 1995. It was also reported that, from 1990 to
1995, 60% of the juvenile cases involved teenagers between the age of 16 to 18 years,
and 35% were children between 13 to 15 years old, the rest were children between 10
to 12 years old (Haneef el al.2001).
What these figures tell us is not something irrelevant, but something
threatening. Adolescents are one of the most important groups of people that the
whole society cares about. This paper is typically focusing on one of the critical
adolescent issues -- Identity formation. For having the right identity and knowing
who you are can actually prevent one from the wrong doings.
Identity formation has been most extensively described by Erik Erikson in his
theory of developmental stages, which extends from birth through adulthood.
According to Erikson, identity formation, while beginning in childhood, gains
prominence during adolescence (Dusek, 1996; Moshman, 1991). Across an
individual's lifespan there exists a certain task which must be accomplished in
order for that individual to attain a level of healthy functioning, and one of these
tasks that begins in adolescence and continues into adulthood, is the establishment
of an identity (Bosma, Graafsma, Grotevant, & Levita, 1994).
Traditionally, adolescence is seen as a period of conflict and psychological
stress. Greatest impact of influence tends to be in this stage of life. Faced with
physical growth, sexual maturation, and impending career choices, adolescents
must accomplish the task of integrating their prior experiences and characteristics
into a stable identity. According to Rice (1996), in Erickson’s theory, successful
resolution of this crisis depends on one's progress through previous developmental
stages, centering on fundamental issues of trust, autonomy, and initiative. By
knowing who he/she is, gives adolescents a sense of control that allows them to
navigate through the rest of life (Muuss, 1988). Adolescence brings a heightened
quest for self-understanding and identity.
The most prominent work of Erikson is his eight stages of human development.
The major concept of his theory is the acquisition of an ego-identity, and the
identity crisis is the outstanding characteristic of adolescence (Muuss, 1988).
Among the eight stages, stage five is adolescence, beginning with puberty and
ending around 18 or 20 years old. Muuss further stated that, every one of the
Erikson’s eight stages is characterized by a conflict or a crisis and it has two
opposing outcomes. In turn, adolescents define themselves by their past
experiences, present situation and future aspirations (1988). They also try to
combine what their parents taught them and their own values to form their own
identities. Experiencing a crisis means being aware of
identity questions of occupation, ideology and relationships, and going through a
process of exploring alternatives on those issues (Bosma, Graafsma, Grotevant, &
Levita, 1994). Making a commitment refers to making choices on identity issues
and taking action based on those choices.
James Marcia’s Four Identity Statuses
Many theorists have emphasized the importance of one’s identity formation during
adolescence period, while much work was done by James Marcia (Bosma, Graafsma,
Grotevant, & Levita, 1994; Moshman, 1991; Confer & Galambos, 1997). James
Marcia expanded Erickson’s theory of identity formation, and based on interviews
conducted with adolescents, he identified that adolescent’s identity follows four stages
(which is commonly called identity status):
1. Identity diffusion: When a person does not have a sense of direction, has little
motivation and has not experienced an identity crisis. Those in this stage are more
likely to have been abused as a child and use avoidant defense mechanisms.
2. Identity foreclosure: When an adolescent makes a commitment to a decision
without much thinking or exploration, though it is chosen for them by others. They do
not spend much time considering who they are or exploring possible alternatives to
who they could be. Transition into adulthood tends to be smooth, but inexperience
comes into play.
3. Moratorium: adolescents in this stage consider many options but have yet to
commit themselves, and they are in the midst of an identity crisis. Common saying is
“finding themselves”. Common moratorium population is that of college students.
Steinberg (1996) noted that, Erickson stressed the term “psychosocial moratorium” as
very important for adolescence identity development. During this period, the young
person can experiment with different roles and identities, which permit and encourage
the exploration.
4. Identity achievement: People reaching this stage have already passed through an
identity crisis and made their commitments on one or more identity issues, such as
occupation, ideology, or relationships and they choose their own lifestyles and moral
code.
Factors Related to Identity Formation
What are the factors that contribute to adolescents’ identity formation? Current
literature is increasingly stressing external influences on identity, such as cultural and
social factors (Makros & McCabe, 2001). Friends, family, community, and culture are
powerful social forces that help or hinder the adolescent’s transition from childhood to
adulthood. Researchers have determined that cultural and familial and other types of
factors influence adolescents’ identity formation. Firstly, family plays an important
role in the process of the adolescent’s identity formation (Confer & Galambos, 1997;
Dusek, 1996). Parental involvement and family climate can either help or hinder the
young person’s identity development. Secondly, the course of identity development
varies in different cultures, among different subcultures within the same society, and
over different historical eras (Steinberg, 1996, p. 308). Based on numerous theories,
adolescents encounter various factors when forming their identities, and there is
basically either crisis or commitment that adolescents face.
According to Hofstede (2004), the definition of culture includes knowledge,
religion, experience, beliefs, values, attitudes, meanings, hierarchies, roles, spatial
relations, concepts of the universe, and so forth. Religion is therefore tied to the
culture's environment and to important parts of daily life. This paper in particular
studies the religious practices and the inner understandings of religion of
adolescents’ identity formation. As Islam is the way of life for Muslims, and the
participants of this study are all Muslim youths, to discover the roles, which Islam
plays on formation of identities, are the writer’s major concerns.
STATEMENT OF THE PROBLEM
According to the recent statistical records of teenagers, crimes are on the rise in
Malaysia (Haneef, et al. 2001). Researchers found that 70% of youths aged between
13 and 21 years were smokers while 40% watched obscene videos, 28% involved in
gambling and 14% were involved in heavy drug addiction (Haneef, et al. 2001). Drug
abuse cases have increased so dramatically that the government faces great difficulties
to handle the problem effectively.
The study also showed that 36% of those infected by HIV were youths aged
between 20 and 29 years. For the case of drug addiction, a total of 1,288 drug abusers
were detained under Section 39(B) of Akta Dadah Berbahaya and 7,857 under other
acts related to drugs in 1996. Criminal cases involving youths have increased by 62%
from 2,408 cases in 1980. Statistics also show an increasing number of inmates over
the years from 1993 to 1997, from 7,901 to 14,155 in 1997 (Haneef, et al. 2001).A
worse picture is going on in the west. According to Cobb (2001), more than 71% of
adolescents in 1999 reported smoking. There are over ten million drinkers in 12-20
year old range.
What we can say is that the adolescents are in great danger. As Bosma,
Graafsma, Grotevant, & Levita (1994) described that, the adolescence is a period
of turmoil. Young people can easily get lost during this period of life. In order for
an adolescent to live a healthy and happy life, he/she must have the right and
stable identity in the first place. Stressed by Erikson that, adolescents are forced to
choose what their identity is between twelve and twenty years of age. It is a crucial
task for them (Bosma, Graafsma, Grotevant, & Levita, 1994).
The stage of adolescence is indeed risky, for a young person around this stage of
life is very important to influence one become an ideal adult of the society in the near
future (Rice, 1996). Adolescents are the most special for the society because they are
the future and hope of a nation. If they are misguided, our nation’s future will be
destroyed.
As a young Muslim, the researcher’s genuine concern or worry is what we can do
to help our younger brothers and sisters who are at this risky stage of life. And the
positive part of the story is in Malaysia, the government is implementing some
strategies such as JQAF program, which is to implement religious education to public.
As a Muslim counsellor, the researcher is aware the majority of the population
of this country are Muslim. This raises the question of how we can best help our
children to grow up as qualified Muslims in the near future. Despite having more
counsellors, there is a need to produce some useful religious projects to educate our
kids from very early age till they are fully equipped to serve the society. In line with
this, a recent program called “Khalīfah Project” has shown some good results in
bringing up excellent Muslim youths. Therefore, this study is an attempt to find out
the role of Khalīfah Project in building students’ identity in Malaysia.
THE KHALÔFAH PROJECT AT ADNI ISLAMIC SCHOOL
ADNI Islamic School is the first place where this project was carried out. The
objective of this project as indicated in the school booklet is, ‘The Khalīfah Program
and methods we are using at ADNI Islamic school provide a means for us as Muslims
to get back on the right path and begin making the sinful world of today in a virtual
paradise on earth, pleasing to Allah.” And the Khalīfah Program and its methods had
their origins in the Qur’ān, Sunnah of our beloved Prophet Muhammad (Peace be
upon him) and the interpretations of Islamic scholars both from the early days of Islam
and from the present.
Since the Khalīfah Project is a key component of the ADNI Islamic School’s
system, it is important to give some background about it to put the study into proper
perspective. According to its surveys, for the past year, the majority of over 85-100 %
parents and teachers were satisfied with the project and there were surprising positive
changes brought by this program. Such a program aims at bring up the righteous
human beings for the goodness of the society.
As a result, this easily understood knowledge of the laws of learning is more than
enough to enable a parent to raise their child as a good and right human being. And
the fact is both school and parents have good comments on this project. It is a project
that inculcates all teachers, parents, and students to work for a unique mission: to
produce good Muslim youths for our society and righteous vicegerent for Allah.
Firstly, both parents and teachers treat students warmly and positively. The
school makes sure that both the school and family provide true love to the little
Khalīfa of Allah, so in turn they will love their school and family. And there is a
completely set of the Khalīfa lesson for them to learn about concepts of Khalīfa, ways
to be Khalīfa, how the world is being created, and qualities of good Muslims and so
on.
The lessons are delivered in a very interesting and comprehensive way that
even very small kids can understand.
Secondly, the project aims at training teachers and students to be able to
educate the Khalīfa for Allah. They are trained from time to time to learn about human
psychology, especially the laws of learning. The following is an example of the laws
of learning which is closely related to the concept of forming a successful identity as
this paper contributes:
General Laws of Learning
1. Basically, all laws of learning involve what is commonly called reward and
punishment.
2. Any behavior that is followed by reward (reinforcement) will tend to increase
in the future.
3. There are two classes of reward: when something that is desired is given after
a behavior, that is reward (for example, if you were to smile at your child after
he/she says something nice); and, when something that is disliked is removed
after a behavior, that is reward (for example, when your feeling of shame for
some wrong you have done is removed by offering sincere repentance and
seeking forgiveness from Allah).
4. Any behavior that is followed by punishment will tend to decrease in the
future.
5. There are two classes of punishment: when something that is disliked occurs
after a behavior, that is punishment (for example, if you were to hit your child
after he/she says something rude); and, when something that is liked is
removed after a behavior, that is punishment (for example, if your child is not
allowed to continue playing after hitting a playmate).