Modernization and Formulation of Educational Content of

Al Jam’iyatul Washliyah in North Sumatra, 1930-1942

Syaiful Anwar

, Ahmad Muhajir

, Solihah Titin Sumanti

, Surya Adi Sahfutra

and Suriani

Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Sumatera Utara, Medan, Indonesia

Fakultas IlmuSosial, Universitas Islam Negeri Sumatera Utara, Medan, Indonesia

Fakultas Ushuluddin, Adab, dan Dakwah, Institut Agama Islam Negeri Bukittinggi, Bukittinggi, Indonesia

shureeanie@gmail.com

Keywords: Al Jam'iyatul Washliyah, Modernization of Educational Content, Islamic Education.

Abstract: This study aims to elaborate on how Al Jam'iyatul Washliyahhad been modernizingtheir educational content in

1930-1942. During that period, they owed a lot from their predecessors (Muhammadiyah and Nahdlatul

Ulama) in formulating their educational content. They focused on the educational content adapted to the

situation at that time by combining religious education and general education selectively and

situationally. There was a different model between Muhammadiyah and Nahdhatul Ulama in the educational

context. Muhammadiyah focused more on common education, whereas Nahdlatul Ulama focused more on

religious education. Therefore, Al Jam'iyatul Washliyah as the youngest Islamic organization had tried to

synergize the two models through their educational institution but still adjust to the situation and condition

under pressure from the Dutch colonial government. As the result, the modernization of the educational content

of Al Washliyah at that time had succeeded and participated in coloring the existing education for people in

North Sumatra.

1 INTRODUCTION

Al Jam’iyatul Washliyah is the youngest Islamic

organization compared to Muhammadiyah and

Nahdlatul Ulama. Muhammadiyah and

Nahdlatul Ulama are Islamic organizations originally

established in Java thenexpanded to Sumatra by

havinga number of embranchment, especially in

education. Muhammadiyah was established in North

Sumatra in 1927 by the existence of Muhammadiyah

schools in the area, while Nahdlatul Ulama in

1947(Pulungan, 2009). Therefore, Nahdlatul Ulama

schools were not a comparator in establishing a more

advanced school for Al Jam’iyatul Washliyah. This is

proved by Chalijah Hasan who has known that Al

Jam’iyatul Washliyah has similarities with

Muhammadiyah in the preparation of educational

materials and some subjects used. Generally,the

traditional education in North Sumatra has similarities

with Pesantren, teaching kitab, bandongan, sorogan,

and Islamic teachings before the 20

century

(Nasution, 2002).

The Islamic teachings generally consist of Fiqih,

Kalam, Sufism, and Aqidah that have already existed

in Islamic schools in North Sumatra. Such contents are

also implemented in Al Jam’iyatul Washliyah school

when the formulation of educational content has been

formed. The learning materials have been separated by

taking the required subjects in Al Jam’iyatul Washliyah

schools. Therefore, not all educational materials are

included in the school. Their educational contents

highly prioritize appropriate subject matters and time

efficiency.

Al Jam’iyatul Washliyah has experimented by

formulating the educational contents through the

schools in North Sumatra. It is important that the

formulation bea part of Al Jam’iyatul Washliyah

teaching materials that Al Jam’iyatul Washliyah

become more advanced andhaveits own statute.

Al Jam’iyatul Washliyah statute implements the

demands of the Islamic religion to happiness in the

world and the hereafter (Hasanuddin, 1998).

A.Wahhab Siregar gave his foreword in the 25

anniversaryof Al Jam’iyatul Washliyah which

mentioned that in 1930 the purpose of this

organization was to bring forward, concern and

increase the spread of Islam. Then in 1934, the

purpose was to fulfill the demands of Islam. This

Anwar, S., Muhajir, A., Sumanti, S., Sahfutra, S. and Suriani, .

Modernization and Formulation of Educational Content of Al Jam’iyatul Washliyah in Nor th Sumatra, 1930-1942.

DOI: 10.5220/0008892706990705

In Proceedings of the 7th International Conference on Multidisciplinary Research (ICMR 2018) - , pages 699-705

ISBN: 978-989-758-437-4

699

purpose shows the importance of Islamic teachings

spread, implemented and studied so that Muslims

can achieve their life destination.

Islamic teachings according to Al Jam’iyatul

Washliyah are very urgent and are the foundation of

learning materials. The teachings would be the first

component for the education contents of Al

Jam’iyatul Washliyah delivered to the ummat

generally as well as to the students. The

establishment of Al Jam’iyatul Washliyah had been

mentioned in the local daily newspaper Sinar Deli in

which the founders in a vergadering (meeting) were

agreed to establish an Islamic Studies Association

(Sulaiman, 1956).The development of Islamic

teachings does not mean that other lessons (general

sciences) are excluded in their educational activities.

Basedon above arguments, the modernization

and formulation of the educational content of Al

Jam’iyatul Washliyah organization especially

between the 1930-1942 are important to investigate

although having the similarity with Muhammadiyah

and Nahdlatul Ulama, but it is relevant to look at

how the process of modernization and the

formulation of its educational content. Thus we will

find the fundamental differences with other

organizations in Islamic organization history in

North Sumatra in the colonial era.

2 RESEARCH METHOD

This research uses the historical method with a

social approach. It meansthat this research focuses

more attention on the historical concepts such as

chronologic, diachronic, continuity and

change. Diachronic is an object in the past, with

concerning space and time dimensions. History

gives a diachronic dimension to the synchronic

dimension in social sciences about historical

events. This research discusses the modernization of

the educational content of Al Jam’iyatul Washliyah

in 1930-1942 written in historiography. The social

and historical contextsof Al Jam’iyatul Washliyah is

suitable to analyze in the period since the

organization exists in developing education for

indigenous people. “Continuity” is always

continuous from one event to another and does not

stop. And “change” is different from each event

after event. The concept of change is so important in

history because history itself is about the change

(Supardan, 2009).

History is the science of time so that this

research discusses on the things related to time like

development, continuity, repetition, and change.

History has a social meaning and usually directs the

motion of an event. It is caused by factors from the

social factor it self. This research is concerned

much about the study of the time and place of the

historical events. Therefore, this research focuses on

the years of 1930 to 1942, especially in Sumatra as

Al Jam'iyatul Washliyah was geographically

established in Medan, North Sumatra.

The authors are using the social history approach

because some aspects of Al Jam'iyatul Washliyah

organizational development in activities of

individuals in the modernization of educational

content are included. The emergence of activities

and roles among individuals cause social

interactions and conflicts in political and intellectual

struggles when this organization chooses to establish

an organization and formulate their educational

content. Methodologically, a study of social history

as explained by Sartono Kartodirdjo is aimed to

understand the subjective meaning of social

behavior, rather than objective one (Kartodirdjo,

1992), and from here, it will be arisen the

functionalization of the social science to conduct the

historical writing to find the meaning intended by

the individual action with the collective events.

Therefore, it theoretically guides historian in finding

the motives of actions or factors for an event when

there is a change in modernizing the educational

content ofwhole events in Al Jam'iyatul Washliyah

organization.

This study covers the social, politic and thought

process that happened around the interaction of Al

Jam'iyatul Washliyah organization in modernizing

the educational content. The authors will describe

the social situation of Al Jam'iyatul Washliyah

organization during 1930-1942, and express totally

and globally, including the individual’s activities

which strive in the organization globally by

presenting their educational activities in the past on

the process of changing the educational content of

those three organizations.

The authors assume that life ofthe Indonesians

during the colonial era (20

century) brought a great

change in colonialist behavior (politically) towards

indigenous people that emphasized the Dutch

education system rather than economic policy. This

situation brought to the appearance of organizations

that orientate their targets to education as a path to

the advancement of particular Muslim. Al Jam'iyatul

Washliyah organization has an important role to

change the educational system especially in the

structure of science in education. It is hoped that the

Islamic community is more intelligent and qualified

and active in all sectors especially the “output”

ICMR 2018 - International Conference on Multidisciplinary Research

700

of education in creating human resources that can be

aligned with the Dutch in education at the time.

Looking at the educational content of this

organization, it can be closer to the social education

history. According to Hasan Asari, it is more

potentially profitable in its application because it can

provide an understanding of the practice of Islamic

education comprehensively specifically on the

motives of changes in the educational content of Al

Jam'iyatul Washliyah (Asari, 2006). A specific and

exhaustive study can contribute to social Islamic

education history. Therefore, the method

of interpretative analysis has significantly

emphasized the principle and detail on the contents

of the discussion by Al Jam'iyatul Washliyah

organization. As a historical analysis of an event at a

specific time, this study methodologically used the

historical method with the approaching of social

history that reveals the role of individuals and

groups in carrying out its functions on changing the

educational content activity.

3 ANALYSIS AND DISCUSSION

The Islamic educational material is experimenting

the first school established by Al Jam'iyatul

Washliyah in 1932 namely Maktab al-

Djamiatoel Washliah (Yunus, 1979). In memorial

book Al Djamijatul Washliyah ¼ Abad, this

establishment is mentioned with the following

explanation: “On August 1, 1932 the first Madrasah

al Djamijatul Washlijah was opened, and it was at

Sinagar street Medan on initiative of A. Rahman

Sjihab and Udin Sjamsuddin as well as the other

board's approval” (Hasanuddin, 1998). In this

Maktab, the religious materials become the

educational contents of Al Jam'iyatul Washliyah. It

taught about the Islamic teachings, such as Fikih,

Arabic (Nahu and Sharaf) and recitation of the

Qur'an, and also Tafseer and Hadith. The Maktab

has not taught the general sciences as shown in its

form letter when receiving new students as

mentioned in ChalijahHasan's book. In the form

letter, it is described that Al Jam'iyatul Washliyah

learning has levels of intelligence although it is not

yet clear. Because of the level of intelligence of

students in accepting the learning, they can move or

go up the class. Based on this, the levels of

teachingmaterials at Al Jam'iyatul Washliyahare

formulated in the form letter.

In the same year, at the end of 1932, Al

Jam'iyatul Washliyah school progressed with the

two levels of system education: Tajhizi 2 years and

Ibtidai 4 years. The Tajhizi level is held in the

morning and afternoon; the afternoon

accommodating students studying in public schools

in the morning. In 1933, the Islamic teachings with a

variety of Islamic religious knowledge occur after

many Madrasahs around the city and outside Medan

also joined the Al Jam'iyatul Washliyah maktab

(Hasanuddin, 1998). The management of this school

invited the admiration of other school managers in

Medan because after the merger, the schools

progressed. Merging several Madrasahs to Al

Jam'iyatul Washliyah's organization, Al Jam'iyatul

Washliyahwas very active in doing some of the

establishment of Madrasahs in that year. The

inflowing of science teachings to this Maktabh is as

a mixture for the development of religious

knowledge added with Islamic History and Khat,

while the general education is not found in the

Madrasah.

The merging of this madrasah changes the name

of the Maktab into Madrasah Al Jam'iyatul

Washliyah that the religious education still runs

without the presence of general sciences, even the

level of education increases with the 2 year Tajhizi

or Ibtidaiyah of 4 years. In 1934 the Tajhizi and

Ibtidaiyah became 6 years, especially after the

comparative study of Al Jam'iyatul Washliyah to

Minangkabau by looking at the modern School

Institution in Minangkabau in 1934. The results of

this comparative study began to shift the science

which is not only Islamic science but also the

general science which began at Madrasah Al

Jam'iyatul Washliyah. The envoy consisted of

Arsyad Thalib Lubis, Udin Syamsuddin, and

Nukman Sulaiman, with visits to Adabiyah School,

Normaal School and Diniyah School (Hasanuddin,

1998). In the bookof Al Djamijatul Washilyah ¼

Abad, it is mentioned that the envoy was preceded

by Baharuddin Ali who had followed Udin Arsjad

Sjamsuddin and M. Th. Lubis. Nukman Sulaiman's

name is not mentioned in the mission as stated in the

book ---“Untuk mengadakan perobahan Lembaga

Peladjaran di Madrasah al-Dj. Washlijah, jangakan

dimadjukan pada konprensi bulan Desember 1934,

maka diutuslah tuan Baharuddin Ali ke Bukit Tinggi

pada tanggal 30 Nopember 1934. Selain daripada

mengadakan hubungan da-lain soal kitab2

peladjaran maka diadakan djuga peninjauan-

peninjauan pada Sekolah2 Agama di Sumatera

Tengah di antaranya Tawalib school, Normaal

Islam, Madrasah Dinia hentjik Rahmah dll.nja.

Keberangkatan tuan Baharuddin Ali ini disusul pula

oleh tuan Udin Sjamsuddin dan M. Arsjad Th. Lubis.

Sekembalinja beliau2 itu dari Sumatera Barat,

Modernization and Formulation of Educational Content of Al Jam’iyatul Washliyah in North Sumatra, 1930-1942

701

banjaklah rupa2 Lembaga2 Peladjaran di sana

yjang dibawa untuk mendjadikan katja

perbandingan bagial. Dj.Washlijah jang akan

dimadjukan kedalam konperensi”--- (Sulaiman,

1956) (To make changes in the Institute of Learning

in Madrasah Al Jam'iyatul Washliyah, which will be

presented at the 1934 conference of December,

Baharuddin Ali was sent to Bukit Tinggi on 30

November 1934. In addition, to establish other

relationships on the lesson scriptures, there were

also observations on the Religious Schools in

Central Sumatra including Tawalib school, Normal

Islam, Madrasah Diniahentjik Rahmah, etc. The

departure of Mr. Baharuddin Ali was also followed

by Mr. Udin Sjamsuddin and M. Arsjad

Th. Lubis. Upon his return from West Sumatra,

many of the Institutions were brought to compare

with Al Washlijah which would proceed into the

conference).

The results of the visit were discussed in the

second teacher’s conference of Madrasah Al

Jam'iyatul Washliyah on December 25-28, 1934 at

Madrasah Al Jam'iyatul Washliyah Jalan Padang

bulan, Medan. In 1934, the officers of Al Jam'iyatul

Washliyah and the division of several assemblies in

the Al Jam'iyatul Washliyah Organization were

formed in order to make the structural of Al

Jam'iyatul Washliyah on the process of

dissemination of the organization and the spread of

schools and also make changes to the preparation of

Statute and by Law, Al Jam'iyatul Washliyah

organization disclosed the invitation: ... on it, and

those who on Sunday (29-7-34), or that same day

starts from 11 o'clock to 1 pm we will hold a

member meeting again in order to change the

Articles of Association and talk about Statute and

ByLaw.... (Sulaiman, 1956).

On the Law, it is mentioned thatTarbiyah

Conciliation was formed from several majlis, and it

handled educations and schools. Thus all systems

related to education are organized by a large board

of Al Jam'iyatul Washliyah. Al Jam'iyatul

Washliyah's stewardship was carried out through its

Tarbiyah Council program for organizing the

teaching system in every Al Jam'iyatul Washliyah

Madrasah. The teaching materials compiled by the

Tarbiyah assemblies are solely to systematize the

teachings set on each level. Centralization in the

management of education systems can show the plus

and minus of the material settings. This is because

they must always wait for a solution from the

management center, while policies are needed

quickly and the benefits of everything are well

organized with overall supervision of progress in

school.

In the same year enactment of All Universities Al

Jam'iyatul Washliyah was authorized on March 17,

1353 Zulhidjdjah H 1934-1 (Sulaiman, 1956). In

1935, theTsanawilevel was established for students

who have completed elementary school in the form

of Ibtidai, with a period of a four-year study. The

provision was contained in the first congress of Al

Jam'iyatul Washliyah in 1936 which discussed the

results of the visit and the plan of teaching and the

structuring of existing schools in Al Jam'iyatul

Washliyah.

The results of the First Congress in 1936,

amounting to 250 people in the book Al Jam'iyatul

Washliyah ¼ Abad mentioned a few points to be

discussed. One of the points related to the lesson is

as follows; that the results of the conference closely

associated with the decisions of Al Jam'iyatul

Washliyahare as follows: establishing the public

school founded by religious namely

Volkschool (elementary school), and a foreign

language (Dutch) included in the learning

material;starting the school year at the beginning of

the year, and making the admission of new students

once a year. The results of this Congress make a lot

of decisions about teachers and religious and general

subjects in Al Jam'iyatul Wasliyah. According to

Chalijah Hasan, there is the same subject between Al

Jam'iyatul Wasliyah and Muhammadiyah in

elementary school, but there is a difference in the

quantity of time in a week. They have similarities

including in giving the names of the School. In

1935, Al Jam'iyatul Washliyah openeda Madrasah

for teachers with modern school namely Kweek

school and Normal School under the auspices of

DEWI (Djamijatul Washlijah Institute). The study

period is two years and three years respectively.

The entry process at DEWI School is regulated;

if the students want to enter the school, they must

complete their lesson in Madrasah Ibtidaiyah or

elementary school level, vervolg school (advance

primary school of 3 years is a continuation of

primary school volkschool, 3 years), and HIS

(Hollands Inlandse School) is an elementary school

Netherland language or Schakel school, the same

levelwith HIS. Since the change in the names of the

schools based on the decision, the change of

educational content in Madrasah which was

established in Al Jam'iyatul Washliyah despite pros

and contras in the management of Al Jam'iyatul

Washliyah(Asari, 2008).

The development process which brought an

agreement on the preparation of educational

ICMR 2018 - International Conference on Multidisciplinary Research

702

materials made consistency in Madrasah Al . The

arrangement of educational content in Al

Jam'iyatulWashliyah was built centrally till all

Madrasahs should be included in the Al Jam'iyatul

Washliyah management center and also books were

used as teaching materials in Madrasah Al Jam'iyatul

Washliyah.

The development of Al Jam'iyatul Washliyah

School historically has similarities to

Muhammadiyah, but the similarities are not in all

sectors. One of the similarities is in the changes of

the school names. In the development of learning

materials, such materials as in Pesantrenare

developed in Al Jam'iyatul Washliyah School,

therefore, the school is a Dutch-style Islamic School,

while Muhammadiyah is a Netherland Islamic

patterned school. Moreover, the term Madrasah in

Muhammadiyah is not well known as that in

Madrasah in Al Jam'iyatul Washliyah. One of the

similarities between Muhammadiyah and Al

Jam'iyatul Washliyah is “HIS met de Qur'an school”.

Besides, some similarities are also found in their

subjects, and this is based on the comparison of

learning materials in Normaal School

Muhammadiyah and Al Jam'iyatul Washliyah.

HIS met de Qur'an became a school in an

institute form consisting of Normaal Al Jam'iyatul

Washliyah School and Kweekschool, which later

became DEWI Al Jami'iyatul Washliyah. In the

Second Congress of 1938, Al Jam'iyatul Washliyah

organization mentioned that the DEWI School was

changed into Madrasatul Muallimat and Madrasatul

Muallimin. This change also has similarities with

Muhammadiyah. The learning materials did not

change permanently in the general and religious

subjects with each portion of a balanced percentage

because it is equipped with afternoon learning, as

mentioned: “Dengan suatu uptjara jang sederhana

dan perhatian jang penuh dari organisasi2 Islam

dan ahli2 pendidik disekita rkota Medan maka pada

tanggal 7 Dec.1938 – 14 Sjawal 1357 H,

dirasmikanlah pembukaan Madrasah al Muallimin

bertempat di Calcuttastraat 38 dan Madrasah al

Mu’allimat bertempat di Dj. Padangbulan 190. Ke-

dua Madrasah (Sekolah) Guru ini, langsung

dibawah asuhan Madjelis Tarbijah Umumi jang

diketuai H. Abd. Rahman Sjihab Hasanuddin, 1998).

(With a simple program and full attention from

Islamic organizations and educators around the city

of Medan, on December 7, 1938 [14 Sjawal 1357

H], the opening of Madrasah Al Muallimin at

Calcuttastraat 38 and Madrasah Al Mu'allimat

located at Jalan Padangbulan 190 was inaugurated.

The Madrasah teachers were directly under the

supervision of Madjelis TarbijahUmumi, headed by

H. Abd. Rahman Sjihab).

The way of Al Jam'iyatul Washliyah in applying

formulation of the educational content in its school

by incorporating Islamic teachings in their learning,

and then arranging the religious teachings is possible

to stand alone in science, but after the comparative

study of the officers it appears that science starts to

be developed in science generally, afterward it is

proposed to go to the Sultanate in East Sumatra to

get his approval. After obtaining approval, the

learning materials are presented in all Madrasah Al

Jam'iyatulWashliyah. Implementation of Al

Jam'iyatulWashliyah School is supervised by

overseers for each region, then for the whole area is

supervised by the inspector. Then the names of

schools of Al Jam'iyatulWashliyah slowly changes

not to replace the existing one but to build more

schools with the Netherlands School names like

Volkschool of 3 years, Vervolgschool 3 years, the

normal school 2 years, 3 years later there is Kweek-

school, HIS and Schakelschool. These school s

spreading process took place in various regions and

this can be seen in the table below about the number

of types of Al Jam'iyatulWashliyah schools that had

already existed in the regions. The type of Al

Jam'iyatulWashliyah school is distinguished from

Madrasah School but having the same teaching

contents of the religious sciences and general

sciences, with different percentages.

This madrasah school alongside with

Gouvernement (State schools) in Al

Jam'iyatulWashliyah organization, makes Al

Jam'iyatulWashliyahSchool different in shades of

science among schools witha dominant religious

knowledge. The Madrasah with science generally

dominated the Dutch School. School with the Dutch

in Al Jam'iyatulWashliyah was not executed because

the name of the school gradually faded away. The

sources of Al Jam'iyatulWashliyah also do not talk

much about this Dutch school name, because the

Madrasah School is equated with the Dutch School

as expressed by Mahmud Yunus in his book that in

general the schools that stood in Indonesia before

1931-1945 had a type of many schools that can be

aligned each other with the position level based on

age of students enteringthe school, such as village

school (desascholen) 3 years (as well as the first

school 3 years) and the School of

subsequent schakelschool 5 years aligned with

Ibtidaiyahfor 4 years, as well as MULO 3 aligned

with Tsanawiyahfor 3 years and AMS3 years is

aligned with Islamic teachers school with a long

study between 3 or 4 years.

Modernization and Formulation of Educational Content of Al Jam’iyatul Washliyah in North Sumatra, 1930-1942

703

The development of Al Jam'iyatulWashliyah

School occurs due to the impact of the development

of content that should be taught to students: both

religious and general materials. Each School is

established with different types because of the

material set in a Madrasah School. Netherland

government policy on school makes al

Jam'iyatulWashliyah continue to promote the school

system like State schools. This is for the legalization

permit from the government. The teaching materials

are constantly adapted to the Dutchstipulation,

although not all subjects should be adapted from the

government and thiscomparison can be seen from

other schools. The selectivity is to adjust the

available learning time for using the various

sciences. The materials are arranged so that the

ideals of al Jam'iyatulWashliyah are achieved as in

target of the organization. Schools and

madrasah were already established by organizations

were also not of different level when viewed in

terms of age and on the development of the material

as a percentage of science is the same either with a

Dutch name or Madrasah, especially in Al

Jam'iyatulWashliyah havingboth general and

religious knowledge.

In 1940 Madrasah Qismul Ali level equivalent

to Kweekschoolor Normaal school (Asari, 2007) was

established. In Normal school, Al

Jam'iyatulWashliyah contains materials teaching in

religious and general knowledge, and Chalijah

Hasan mentioned this school is a school teacher

ofWashliyah and the material has similarities with

the Normal school of Muhammadiyah. This school

is located in Westtenninkstraat (Dj. Tjandi

Borobudur) which is the highest Madrasah with 3

years study period. The teachers involved in

learningmaterials are M. Arsjad Th. Lubis

on subjects of Jurisprudence, UsulFiqh,

Qawa'idFikih, Munazarah, Sufism and Tafsir, H.

Adnan Lubison subjects of Hadith, and Zainal Arifin

Abbas, on subject of history. The learningsare

generally composed of trade arithmetic, algebra,

natural sciences, chemistry, geography, economics,

educational sciences, foreign languages, and

sports(Asari, 2008).

The above description provides the formulation

of Al Jam'iyatulWashliyah's educational content that

has developed according to the needs of the Islamic

community at that time. This situation is for

Muslims to be advanced and the material is

maintained, although there is an inevitable policy

influence. The results of comparative studies of

other schools are also due to the initial idea of the

basic budget to teach Islamic material to Muslims

with intellectuality so that not left behind by

Netherland colonialism and withwide education for

Muslims themselves. On this basis, Al

Jam'iyatulWashliyah makes changes to the

educational content so that Muslims have decent

educational opportunities.

4 CONCLUSIONS

The formulation of educational content

makes AlJam'iyatulWashliyah organization different

from the previous organization of education systems,

namely Muhammadiyah and NahdlatulUlama. Al

Jam'iyatulWashliyah is an organization that learns

from both, and the educational content sets the two

sciences to see which aspects are preferred and

emphasized. Religious and general material gets the

portion in the educational content of Al

Jam'iyatulWashliyah selectively adapted to the

circumstances and needs.

Al Jam'iyatulWashliyahimplements the

educational content by spreading the subjects in

schools appropriate to specified levels. The situation

of educational content has been done as the previous

organization makes no other choice but determines

the right choice to formulate the educational content.

Therefore, the nature of the organization's leaders is

trying to pick and choose both religious and general

materialsat school placement. Selectivity is done for

the purposes and needs on the progress of

AlJam'iyatulWashliyah. Thus the process of

dissemination of educational content of the

organization is to put the contents of both general

and religious knowledge in practice.

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