The current models of gifted and talented education
have always been based on the established curriculum designed on the parameters
set by the standards in many western countries. While the concepts and ideas
are relevant and proven, a Muslim gifted institution has to take other
considerations in the policy and implementation aspects to cater to the needs of
gifted Muslim community. While main goal of gifted education is the student’s
intelligent and talent development, the gifted Muslim student has additional
areas of development that have to be taken
into consideration. Many mainstream gifted education models stress on
the high academic performers or strong STEM-inclined
individuals who displayed high interest and academic achievement in science
subjects. The Muslim gifted students have additional parameters such as
religious inclination and interests with focus on the Quran memorisation,
hadith and Islamic references understanding. This study examines the existing
literature on gifted and talented education models and adopts some core
elements for the conceptualization of gifted curriculum for Muslim students,
focusing on the fundamental elements of Islamic education philosophy. Applying
qualitative method, the existing literature is reviewed systematically, and their educational philosophies are analysed and compared. Based on the review and analysis, this paper
proposes a conceptual framework on the integrated model of existing gifted
philosophies from the western and Islamic perspective. The discussion has been
framed specifically around the design and implementation of gifted and talented
education in Malaysia. This paper will offer a guide to the development of
integrated curriculum model—one which is based on the existing models both on
the Western and Islamic ideas of gifted education. For gifted institutions
adopting this guideline, it will serve as a working policy and implementation
framework.
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