Main Article Content
This study aims to observe the Islamic Education (PAI) Implementation in Chinese vernacular schools (SRJK) under the administration of Kota Setar District Education Office (PPDKS). The purpose of this study is to identify the role played by the school administration in terms of infrastructure and facilities; the role played by the District Education Office (PPD) and schools under intensive supervision (SPi) sector of the State Education Department (JPN) on the implementation of PAI in these Chinese vernacular schools. The study was conducted at 23 Chinese Vernacular schools whereby 75 teachers teaching PAI were selected as respondents. The data was analyzed descriptively by using frequency and percentage. Study findings showed that school administrations are managing the PAI implementation well. However, in the aspect of PAI achievement being discussed in the staff meeting, nearly half of the respondents claimed that PAI achievement is not being tabled in their staff meetings nor mentioned by the school administration. It is the same in the aspect of infrastructure and facilities; and learning materials, 50% of the respondents disagreed that special room for prayers or musolla and wudhu or ablution area are provided. Meanwhile in terms of monitoring and supervision by the PPDKS and SPi of JPN, it was found to be satisfactory but need to be improved in the aspect of visitations to schools. This study gives the implication that the role of schools’ administration, PPD, JPN and support from teachers, staff and parents are vital in increasing the academic achievement and development of students’ akhlaq.