ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3)

Level of phobia towards among non-muslim Students of Higher Educational Institution in Malaysia

Azizah Hussin

Nawi Ismail

Mohd Zamri

Azizah Hussin: Kelantan University of Malaysia, Universiti Malaysia Kelantan, Beg Berkunci No 01, Bachok, Kelantan 16300, Malaysia. Email: [email protected] Navwi Ismail: Universiti Malaysia Kelantan,Email: [email protected] Mohd Zamri Ali: SK Lepan Jaya Gua Musang Kelantan, Malaysia. Email: [email protected]

Abstract

This paper focuses on the level of phobia among non-muslim students of Educational Institution in Malaysia. In this paper, the history of is also discussed briefly. Islamofobia is not a new issues in the world. It’s already exist since the emergence of Islam (religion of ). Almost all the prophets, during their time faced rebellion and revolt from those who were against Islam. But the resistance towards the prophets were different based on the races, skills (given by Allah) and current situation. Almighty to Allah, all the problems, obstacles and resistance had been handled and settled wisely by the prophets. Anti Islam or islamophobia happened in the past and it is still there even today. Islamophobia increased after the terrific event in “September 11, 2001”. Most of the muslims from western countries were treated badly. Fortunately, in Malaysia non-muslims live comfortabily and in harmony. But then, there are certain cases of islamophobia happen. Nevertheless, it is not serious. This paper analyses islamophobia among non-muslim students in Educational Institution. The purpose of this paper is to find out the level of islamophobhia among them. As for this paper, the level of phobia is categorized into three levels. The first stage is fear, second is hatred and third is threat. The three categories which have been analysed has been defined before by Zafar Iqbal (2010), Ponyting & Mason (2007) and Oxford Advanced Learner’s Dictionary (2005). Malaysia is an Islamic Country and majority are muslims. So, knowing the level of phobia among non-muslim is very important to maintain the harmony and peaceful relationship among all races in Malaysia. The researched has been carried out by 250 set of questionaires to non-muslim students to know their level of phobia towards Islam. The data analysed using SPSS method and the result will be discussed in presentation and full paper.

Keywords: Phobia, islamophobia, non-muslim, , hudud, poligami

80

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3)

1 Instroduction Malaysia is a multiracial and multicultural country. Consist of three major races with various of ethnics. The three major races are Malay, Chinese and Indian. The dominant religion in Malaysia is Islam. They are called muslims. The population of muslims are 61 per cent. The government promotes the spread of Islam and declare Malaysia is an . The second large of population is Chinese. They practice a mix of beliefs such as Buddhism and Daoism and Christian. The third major population is Indian. They are Hinduism. The relation between different religious groups are generally tolerant. Christmas, Chinese New Year, and Deepavali have been declared national holidays alongside . The Population and Housing Census, 2010, figures shows approximately these proportions of the population following these religions:

Tab. 1: proportions of the population in Malaysia

Religion Percent

Islam 61.3% Buddhism 19.8% Christianity 9.2% Hinduism 6.3% Confucianism,Taoism 1.3% No religion 0.7% Others 0.5% Source: Population and Housing Census, 2010. Althought Malaysia is a multi-religious, it guarantees freedom of religion. In Malaysian Constitution, Article 11 provides that every person has the right to profess and to practise their religion. In Article 3, it says that Islam is the religion of the country but other religions may be practised in peace and harmony. Eventhought all races with varoius religion live in peace and harmony, normally the feeling of dislike with each other (different religion) still exist in the deep of their heart. During the history of Malaysia, we can see few controversial issues raised out by non-muslims such as the declaration of Malaysia as Islamic State, implementation of Islamic Law and using the word “Allah” among non-muslims. The researcher has been teaching the Islamic Civilization since ten years. She conducted a survey to get the feedback perseption about one topic under the current issues. The muslims and non- muslims students ticked the topics that they like and dislike. And the result among the non- muslims students shows that the topic of jihad, hudud and poligamy were the most dislike issues.

81

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3)

Therefore, the researcher tries to explore the feeling of phobia among non-muslims towards those terms. The feeling is categorised into three levels that we call ‘level of phobia’. The first stage is fear, second is hatred and third is threat. The three categories which has been analysed by Zafar Iqbal (2010), Ponyting & Mason (2007) and Oxford Advanced Learner’s Dictionary (2005).

2. Literature review.

In Islamic field, there are many articles, journals, thesis and books discussing about phobia towards Islam, muslims and Arabs. There are also many reference about jihad, hudud and poligamy. But the level of phobia did not measured especially among non-muslims. So this research will presents the result of the level of phobia towards jihad, hudud and poligamy. Besides that, we also discuss the topic that related in this resaearch.

2.1 Jihad Jihad is an word as well as an Islamic term. The word jihad translates as a noun meaning “struggle”. Jihad means "to struggle or striving in the way of Allah". (al-jihad fi sabilAllah)". This meaning covers inner spiritual and outer physical struggler. Jihad does not means “attacking” or “killing”(Fikri, 2007). Both are very different from “struggling”. The controversy of the usage the term jihad has arisen without further explanation. The real concept of Jihad has not conveyed precisely. So that, non-muslims always misunderstood with Jihad. They believe Jihad as war and has a military meaning in the large majority of cases ( firestone, 1999). The wars in the were merely done for the sake of Islam. But the attacking which done by certain muslims were in the sake of personal or groups not for Islam. The research done by Amin Saikal (2004) entitle “Islam and the west: challenges and opportunities” discussed about the Jihad during the period of Prophet (peace upon Him). All the meccans population (muslims and non-muslims) accepted the concept of Jihad nicely just because they very clear about this concept. But then, the perception was totally canged during the crusade. The enemy of Islam distorted the meaning and the real concept of jihad. 2.2 Hudud

Hudud is an Arabic word and Islamic term. Literally it means "limit", or "restriction". In Islamic law or Syari’a hudud refers to the class of punishments that are fixed by Allah in the and explained in detail by . Hudud is one of the four categories in Islamic Law besides , Ta’zir and Diyah. The crime that must be punished using hudud law is a serious crimes. The offences that include under hudud are (Sariqa), highway robbery (Qat' al-Tariq), illegal sexual intercourse ('), false accusation of zina (Qadhf) and drinking alcohol (Shurb al- ). Abd al-Qadir Awdah. (1991). Hudud is the best practised that introduced by Allah to all nations. It is practicle, complete and global. Unfortunately some of the muslims themselves reject, not accept and hate of this term.

82

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3)

According to John L. Esposito (2002), he observes that Muslim reformers have argued that "these punishment were appropriate within the historical and social contexts in which they originated but are inappropriate today and that the underlying religious principles and values need to find new expression in modernizing societies”. Actually this thought is coming from uneducated person and blind of the islamic history. The Malay book written by M. Hanipa (2003), entitle “Hudud: One comparison, the answers of accusation towards hudud”. He questioned in his book why some muslims themselves deny hudud and some of them put hudud aside. They afraid to implement this law eventhough the declaration as an Islamic State has been done. Hudud is the Creator law that symbolize the power of law and power of belief (). So, implementation of hudud means show the power of Allah. The rejection of hudud happen among muslims and morever among non-muslims. Dr. Ridhuan Tee Abdullah (2014), a lecturer from Malaysia National Defence University, suggested to implement islamic law (hudud) is ‘by force’. For him it is the best way because the people always have million of reasons to avoid from hudud Anyway, one of the state member of religious affairs (Kelantan), Nik Mohd Ammar (2014), using another approach by changing of mindset from viewing Islam as a ritual to reviewing Islam as the way of life. Gradually, the people will be educated and accept islamic law. From his experience, he believes that non-muslims are very receptive to the explainations about hudud and Islam . The researcher tries to campare his statement with the problem statement in this research. It is slightly different because through the survey, majority of non-muslims dislike the topic of jihad, hudud and poligamy. Therefore, we are discussing the level of phobia among non-muslims towards those terms. 2.3 Poligamy

Marriage is a legal arrangement in Islam, lays rights and corresponding responsibilities on each spouse. The muslim scripture, the Quran stated in surah an-Nisa’, verse 3: “… marry women of your choice, two or three or four; but if you fear that you shall not be able to deal justly with them, then only one.” (Quran 4:3) This verse shows that Allah give permission to muslims practise polygamy but it is limited to four if they are affordable and fairable. Give permission is not the meaning of compulsory. Islam does not allow a man to marry another woman if he will not be fair in his treatment. Prophet Muhammad forbided discrimination between the wives or between their children. Actually, if one husband can practise polygamy wisely it will settle many things in their lives. Upgrade the status of women, decrease the number of unmarried women, birth many sons and daughters that will continue the massage of the Prophet as well as helping eanch other in econmics, educations and sosials. Anyway, in actual life the researchers estimate no more than 2% of the married muslims male practise polygamy. Most of them feel that they cannot afford to spend more than one family (Jumah al-Kholy, 2006). Yvonne (2006) in the book “Muslim women in America, the challenge of Islamic identity today” presents the accusation and wrong perception non-muslims towards polygamy. It also has been

83

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3) misunderstood by non-muslims. Islam is criticized for allowing polygamy. They view polygamy as a relatively backward and impoverished. It is also considered as a license to promiscuity, a violation of women’s rights and demeaning to women . Historically, Islam did not initiate polygamy. Among the Hindus, polygamy prevailed from the earliest times. There was, as among the ancient Babylonians, Assyrians, and Persians, no restriction as to the number of wives a man might have. Although Greece and Rome were not polygamous societies, concubinage was a norm. In fact, according to David Murray, an anthropologist, historically polygamy is more common than monogamy. For example, the great Hebrew patriarchs equally revered by Judaism, Christianity, and Islam - Abraham, Moses, Jacob, David, and Solomon were polygamous. Besides that, according to the Bible, Abraham had three wives (Genesis 16:1, 16:3, 25:1), Moses had two wives (Exodus 2:21, 18:1-6; Numbers 12:1), Jacob had four wives (Genesis 29:23, 29:28, 30:4, 30:9), David had at least 18 wives (1 Samuel 18:27, 25:39-44; 2 Samuel 3:3, 3:4-5, 5:13, 12:7-8, 12:24, 16:21-23) and Solomon had 700 wives (1 Kings 11:3). Nowaday we can see many books and articles written about the history and the real concept of polygamy. But then,still we notice that women cannot accept it rasionally. They judge it emotionally. Therefore, this paper shows the level of phobia towards polygamy and we know how seroius it is among non-muslims. 2.4. Theory of Fear and Anxiety

The reseacher builds the instruments to measure the level of fear based on the Theory of Fear and Anxiety by Ohman (2000) and eckman (2007). Ohman talks about emotional information processing, emphasizing the neural foundations that underlie the experience and expression of fear. He use a functional, anatomical model of defense behavior in animals which described in cognitive and physiological studies of human affect. According to him, unpleasant emotions depend on the activation of an evolutionarily primitive subcortical circuit, and the neural structures. This motivational system mediates specific autonomic (e.g., heart rate change) and somatic reflexes (e.g., startle change) that originally promoted survival in dangerous conditions. These same response patterns are illustrated in humans, as they process objective, memorial, and media stimuli. Furthermore, it is shown how variations in the neural circuit and its outputs may separately characterize as in specific phobia and more generalized anxiety. While Eckman (2007) says that fearness is the long term and short term process. Is starts from one bad condition which cause the negative effects on emotion. All nerves in the body co-relate each other and stimulate individual emotion (affective), then flowing affect the brain (cognitive) and finally affect the action (behaviour). The items are based on this theory. 2.5 Level of Phobia

There is no specific topic abaout the level of phobia. But, the researcher had done few literatures from books and journals and started combining the meanings and the theories froms those

84

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3) sources. As a result, the level of phobia is categorised into three levels, those are fear, hatred and threat. Fear is taken from the meaning given by Oxford Dictionary (2005), “strong unreasonable fear or hatred of Islam”. It is also taken from Ponyting & Mason (2007), “islamofobia is fear of muslim”. According to the theory of fear, it is related to anxious, uncomfortable, dread and nervousness. It activates escape and avoidance ( Izard & Ackerman, 2000; Ohman, 2000). According to Kwame McKenzie (2006) in his book “Understanding anxiety and panic attcks”, he defines the fear as “a feeling that you have when you see or experiance something that frightens you”. Second level of phobia is hatred. Again it is taken from Oxford Advanced Learner’s Dictionary (2005), “strong unreasonable fear or hatred of something”. The situation of hatred is dislike or not interested in something. The third level is threat. Zafar Iqbal (2010) defines phobia as irrational fear including offensive actions and attacks against something. While in Webster’s New World College Dictionary (2000), threat means “an expression of intention to hurt, destroy or punish”. According to the theory it says that threat leads to escape or avoidance. It is usually caused by terrorism or violence (Izard & Ackerman, 2000; Ohman, 2000). Those three levels are framed by the researcher into triangulation form, decrease the danger of phobia from the top to the bottom. Fear is less danger, hatred is medium and threat is the most danger. Figure 1: Triangulation form of phobia

Fea r

Hatred

Threat

3. Methodology

We are discussing about the respondents, questionaires, validity and reliability and scale reading. 3.1 Respondents

The respondents were non-muslims, undergraduate students, selected from educational institutions of Malaysia. There are twenty seven of educational institutions in Malaysia with various courses offered to the students. Only four institutions involved in this research. The populations are 1080 who come from first semester 2013. While the samples are 280. The size of

85

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3) sample is based on the table provided by Krejcie & Morgan (1970) which stated that the sample for populations between 900-1000 are 269-278. But then, the questionaires that had been collected were 233 sets. The total is still relevent according to E. Babbie (2007). She says that if we get back the questionaires over 70% so it is considered as “good” and acceptable to make a generalization. 3.2 Questionaire, Validity and Reliability

The questionaire consist of 31 items to measure the level of phobia towards jihad, hudud and poligamy. The items built from the combination ideas of the researcher, mentors and supervisors. All the items selected had been checked and approved by three choosen specialists from other universities. 11 items measure the fear of jihad, hudud and poligamy. 10 items measure the hatred of jihad, hudud and poligamy and 10 items measure the threat of jihad, hudud and poligamy.. The scale using Likert-type scale, 5 point-scale, from 1 (strongly disagree) to 5 (strongly agree). To measure the reliability of the questionaires, the researcher used Cronbach Alpha analysis. And the result is shown below: Tab. 2 : Reliability of the items

Level of phobia towards N of items Cronbach Alpha jihad, hudud and poligamy

Fear 12 0.919 Hatred 10 0.908 Threat 9 0.868

Total 31 0.898

Alpha can take values between 0 and 1. The closer to 1, the more reliable scale of our variable. Most researchers agree 0.7 is acceptable ( M. Rafi, 2011). According to table 2, the alpha of this reseach for three variables are very reliable. 3.3 Scale Reading and Interpretation

Reading scale is very important to be discussed because the data will be interpreted wrongly if the scale reading is vague. Point 1 and 2 means the respondents do not have feeling of fear, hatred or threat. While the point 4 and 5 means that the respondents have feeling of fear, hatred or threat. The researcher also would like to explain the reading scale of point 3 (no decision). The meaning is ‘The respondents have no knowledge about the content or about the issues (jihad, hudud or poligamy). It does not mean ‘don’t understand the question. The explaination of the meaning had been given to the respondents before they answer the questionaires. The researcher and the

86

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3) assistants were around during answering session which had been distributed in the examination hall after the examination. 4. Result

This paper focuses on descriptive analyses. The results have been analysed to get the mean and percentage. The statistics about the respondents’ backgrounds are shown below: Tab. 3 : Summary of respondents’ background

Background Percent

Gender Male 27%

Female 73%

Buddhism 56.2% Religion

Hinduism 11.2%

Christian 25.8%

Atheism 3.4%

Others 3.4%

0-10 muslims 12.9% Having muslim’s friend 11-20 muslims 16.3%

More than 20 muslims 70.8%

According to the table 3, the gender shows that the female students more than male students. The difference number is big that is 73% are female and only 27% are male. The distribution of religion shows that that majority respondents are Buddhism that is 56.2%, followed by Christian, 25.8%, Hinduism, 11.2% and 3.4% each are atheism and others. The other religions are including Bahai, Toaism and Sikh. Having muslim’s friend shows that majority of the respondents have more than 20 muslims’ friends. Only 12.9% of them having less friends around 0 to 10.

87

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3)

Tab. 4 : The Level of Phobia Towards Jihad

Fear Hatred Threat % % %

1 Strongly disagree 7.8 7.8 6

2 Disagree 21.5 32.7 24.2

3 Not sure 58.6 55.2 59.9

4 Agree 9.9 3.4 8.6

5 Strongly agree 2.2 0.9 1.3

Total 100% 100% 100%

Tab. 5 : Summarization the Level of Phobia Towards Jihad

Level of phobia/Reading scale Fear Hatred Threat Total % % %

1 & 2 No fear/ hatred/ threat 29.3 40.5 30.2 33.3

3 No knowledge about the issue 58.6 55.2 59.9 57.9

4 & 5 Having fear/ hatred/ threat 12.1 4.3 9.9 8.8

Total 100 100 100 100 Table 4 shows the analysed result for the level of phobia towards jihad according to the 5 point scales. While the table 5 is the summarization of it. The summarization is based on the scale reading. Jihad is not a serious phobia issues among non-muslim students in Educational Institution. It is shown through the percent of scale 1 and scale 2 that is 33.3%. It is higher compare to the scale 4 and 5, which is only 8.8% . Scale 3 which is means no knowledge about the issue shows the highest that is 57.9%. Anyway, eventhough the scale 4 and 5 is only 8.8%, still we can see the level of their phobia towards jihad. Comparison between fear, hatred and threat, the highest is fear that is 12.1%.

88

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3)

Tab. 6 : The Level of Phobia Towards Hudud

Fear Hatred Threat % % %

1 Strongly disagree 7.3 10.8 7.3

2 Disagree 22 23.7 17.7

3 Not sure 63.8 59.9 66.8

4 Agree 6 4.7 6.9

5 Strongly agree 0.9 0.9 1.3

Total 00% 100% 100%

Tab. 7 : Summarization the Level of Phobia Towards Hudud

Level of phobia/Reading scale Fear Hatred Threat Total % % %

1 & 2 No fear/ hatred/ threat 29.3 34.5 25 29.6

3 No knowledge about the issue 63.8 59.9 66.8 63.5

4 & 5 Having fear/ hatred/ threat 6.9 5.6 8.2 6.9 Total 100 100 100 Table 6 shows the analysed result for the level of phobia towards hudud according to the 5 point scales. While the table 7 is the summarization of it. The summarization is based on the scale reading. According to the table, hudud is not a serious phobia issues among non-muslim students in Educational Institution. It is shown through the percent of scale 1 and scale 2 that is 29.6%. It is higher compare to the scale 4 and 5, which is only 6.9% . Scale 3 which is means no knowledge about the issue shows the highest that is 63.5%. Anyway, eventhough the scale 4 and 5 is only 6.9%, we still can see the level of their phobia towards hudud. The comparison between fear, hatred and threat, the highest is threat that is 8.2% compare to fear 6.9% and hatred 5.6%.

89

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3)

Tab. 8 : Level of Phobia Towards Poligamy

Fear Hatred Threat % % %

1 Strongly disagree 6 5.6 10.8

2 Disagree 2.2 3 6

3 Not sure 55.6 56.1 63.4

4 Agree 23.3 26.2 12.9

5 Strongly agree 12.9 9.1 6.9

Total 100% 100% 100%

Tab. 9 : Summarization the Level of Phobia Towards Poligamy

Level of phobia/Reading scale Fear Hatred Threat Total % % % %

1 & 2 No fear/ hatred/ 8.2 8.6 16.8 11.2 threat

3 No knowledge 55.6 56.1 63.4 58.4 about the issue

4 & 5 Having fear/ 36.2 35.3 19.8 30.4 hatred/ threat

Total 100 100 100

Table 8 shows the analysed result for the level of phobia towards poligamy according to the 5 point scales. The table 9 is the summarization of it. The summarization is based on the scale reading. According to the table, the result for poligamy is different from jihad and hudud. The result shows that poligamy is a phobia issues among non-muslim students in Educational Institution. It is shown through the percent of scale 4 and scale 5 that is 30.4%. It is higher compare to the scale 1 and 2, which is 11.2% . Scale 3 still the highest that is 58.4%. We can see the level of the phobia towards poligamy through the comparison between fear, hatred and threat. And the highest is level ‘fear’ that is 36.2% compare to hatred, 35.3% and threat, 19.8% .

90

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3)

Level of Phobia Towards Three issues (Jihad, Hudud and Poligamy)

From the above results, the researcher summarises the data from those three issues into one table, table 1.8. The results are shown below: Tab. 10 : Level of Phobia Towards Jihad, Hudud and Poligamy According to percentage

Fear Hatred Threat % % %

1 Strongly disagree 8.60 9.90 6.50

2 Disagree 29.20 38.30 24.10

3 Not sure 58.70 48.10 63.80

4 Agree 3.50 3.30 5.20

5 Strongly agree 0.00 0.40 0.40

Total 100% 100% 100%

Tab. 11 : Summarization the Level of Phobia Towards Jihad, Hudud and Poligamy

Level of phobia/Reading scale Fear Hatred Threat Total % % % %

1 & 2 No fear/ hatred/ threat 37.8 48.2 30.6 38.9

3 No knowledge 58.7 48.1 63.8 56.8

4 & 5 Having fear/ hatred/ threat 3.5 3.7 5.6 4.3

Total 100 100 100

Graph 1: Level of Phobia Towards Jihad, Hudud and Poligamy

91

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3)

Table 10 and 11 show that those three issues are not a phobia issues among non-muslims’ students in educational institutions in Malaysia. Scale 4 and scale 5 which means having phobia stated very low percent that is 4.3%. And the highest percent is still scale 3 which is the respondents have no knowledge about those issues. Our understangding is more clearer through the graph 1. 5. Discussion and Conclusion

We will discuss briefly about the results above. Firstly about the background of the respondents. The data from Main Campus of Educational Institution shows that the number of male is very critical. Based on the Educational Department’s statistics, 2011, shows that the ratio of the male and female teachers in every states is different. But generally the ratio is 1:3. The research had been done stated that most of the male did not interested ini educational area. Second, the selection of the students are based on their Form Five results. Only those who have an excellent results in all subjects are selected. And most of them are female. So to choose respondents equally male and female is quiet difficult. The majority of religion among respondents are Buddhism followed by Christian and Hinduism. The ratio of this statistic is similar to the report made by The Population and Housing Census, 2010. While the statistic for having muslims’ friends is showing a very good condition which is majority having more than 20 muslims’ friends. So, this condition is not contradict with the result of having no phobia towards the issues. Usually, the more friends we have, the more experiance we get. It is similar to the research done by Hank Dekker & Jolanda (2007) says that absence of direct contact with muslims creates the origins of Islamophobia. The result for the level of phobia towards jihad and hudud shows the same. Majority of non-muslims students have phobia towards jihad and hudud but very little. It is not a serious case. Minority of them having phobia towards jihad and hudud. This result is very important to us as a Malaysian to live peacefully and harmony.

92

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3)

Anyway, we still have to concern with our sosialization and politics because we see that the feeling of phobia among minority towards hudud is more than jihad. Besides that, the level of phobia towards hudud among minority is at the level “threat” compare to jihad at the level “fear”. It might be because the non-muslims always expose with the issue like implementation of hudud. Besides that, there are some non-muslims politicions accused Islam by saying that hudud is old law and not suitable in Malaysia (Zulkifli Hassan, 2013). So, no wonder this issue become more famous than jihad. We all know that hudud is compulsory to be implemented in Islamic state. So that, the government has to explain and educate the nations of muslims and non-muslims wisely. At least non-muslims understand and accept it as a better law to tranform their lives. Actually this way has been done gradully by Malaysia Islamic Party since 1991 (Nik Ammar, 2014). Jihad in Malaysia is not a serious phobia issue. So, generally, we can say that non-muslims students in Malaysia do not afraid of jihad. It is contradict to the west. Jihad is considered as a serious phenomona. They face many tragic insidents related to jihad such as “Crusade” and “Attacking of PWTC on September, 11”. The feeling of fear, hatred and threat increase from time to time until Islam and muslims considered as “threatening others”( R. S. Humphreys, 1992). The third issue is poligamy. The result is different from others which is poligamy is considered as an issues of phobia among non-muslims students. Eventhough the difference is small, we still have to look it seriously before it become worse. In this research, the majority of respondents are women, so no wonder they are caring more about the issue related to them. According to the researcher, the respondents answer based on their feeling and knowledge. It is because the ethics of reseach has been emphasized during the the answering session. They are encouraged to answer honestly and not prejudise as suggested by Mohd Majid Konting (2000). Poligamy is a controversial issue not only among non-muslims but also muslims women themselves. Non-muslims always raise up with the question about the allowance of muslims men to have four wives and women only one husband (Yvonne et al., 2006). Kwame McKenzie. (2006) says in his book that women are at risk than men. May be because of certain factors such as genetic, psychological and sosial factors. For him the rate of anxiety are differents throughout the world according to the gender and level of problems. That is why Islam pointed male as a leader in a family, organization and country. As a conclusion, the researcher frame the result of this research as below:

93

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3)

Fig. 2 : Framework for The Level of Phobia among non-muslims towards jihad, hudud and poligamy

Non-muslims

Minority Majority Phobia of Phobia of

Jihad Poligamy

Hudud

The reseacher hope that the level of phobia whether fear, hatred or threat among the majority or minority non-muslims will decrease in order to maintain the harmony and tolerance among Malaysians. Besides that, the researcher suggests to all students especially non-muslims to acquire knowledge about those terms formally or informally in class. The researcher congratulates the Government of Malaysia especially Ministry of Education and universities for offering certain cources that combine the islamic civilization and other civilization in one subject. And the most important here is the role of teachers and lecturers. They have to strengthen the content dan convey it promptly.

References Abd al-Qadir Awdah. (1991) Islamic criminal (Tasyri al-Jinai al_Islami). 2nd ed. Bayrut: Muassasah al-Risalah. Cheryl Wetzstein. (2000) Traditionalists Fear Same-Sex Unions Legitimize Polygamy.13 December. The Washington Times. Henk Dekker and Jolando van de Noll. (2007) Islamophobia and its origins. 4th European Consortium for political research (ECPR) Conference. Leiden University Pisa, 6-8 September. Earl Babbie. The practice of social research (2007). 7th ed. USA: Thomson wadsworth.Eckman, P. (2007) Emotions revealed: Recognizing faces and feelings to improve communication in everyday life. 2nd ed. New York: Henry Hold. Educational Department’ Statistics report. (2011) Human Generic Developing (Pembangunan Modal insan). www.statistic.gov.my/portal. Accessed on 24 February 2014.

94

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3)

Esposito, John L. (2002) What Everyone Needs to Know About Islam. Oxford University Press. pp. 150 - 151. Esposito, John L. (2002) What Everyone Needs to Know About Islam. Oxford University Press. p.p. 151. Fikri Mahmud. (2007) Islamic view towards criminal: Analyse the concept of jihad according to Quran & (Pandangan Islam terhadap keganasan: Analisis konsep jihad dalam al- Quran dan al-Sunnah serta gerakan Islam). Master Dissertation. Faculty of Islamic Knowledge, University of Malaya. Firestone, Reuven. (1999) Jihad, the origin of Holy War in Islam. New York: Oxfoed University Press. Ibraheem Serhan Amely. (n.d.) Polygamy. Available from: http://www.islamology.com from imamah.com. Accessed on 6 February 2014. Izard, C. E., & Ackerman, B. P. (2000) Motivational, organizational, and regulatory functions of discrete emotions. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 253–280). New York: Guilford. IslamReligion. Com. (2006) An Introduction to polygamy in Islam: A glimpse of the concept of polygamy in Islam. Available from: http://www.islamreligion.com/articles/325/. Accessed on 6 February 2014. Jumah al-Kholy. (2006) Multiple Marriages In Islam & It’s Wisdom (Ta’addud al-Zawjaat wa Hikmatuhu fil Islam). Journal of the Islamic University of Medina, vol. 46, pp. 222-231. Kwame McKenzie. (2006) Understanding anxiety and panic attcks. British Medical Association & Family Doctor Publications. Nik Ammar. (2011) Islamic Law must be forced upon non-muslims: Malaysia Kini. Thursday, 27 October. Available from . http://margeemar.blogspot.com/2011/10/islamic-law-must-be- forced-upon-non.html. Accessed on 13 February 2014. Mohd Majid Konting. (2000) Resaearch methodology in education (Kaedah penyelidikan pendidikan). DBP: Kuala Lumpur. Mohd Rafi Yaacob. (2011) PASW (SPSS) Statistics 18 for Business and sosial science students. Eduserve Resources. Ohman, A. (2000) Fear and anxiety: Evolutionary, cognitive, and clinical perspectives. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions. 2nd ed., pg. 573–593). New York: Guilford. Oxford Advanced Learner’s Dictionary. (2005). 7th ed. Oxford: Oxford University Press. Poynting, S., & Mason, V. (2007) The resistible rise of Islamophobia: Anti-Muslim racismin the UK and Australia before 11 September 2001. Journal of Sociology, 43, 61–86.

95

ISSN 2336-2022 International Journal of Teaching and Education Vol. II (No. 3)

R. Stephen Humphreys. (1992) Islamic history: A framework for inquiry. Cairo: American University in Cairi Press. See, Zafar Iqbal. (2010). Islamophobia or islamophobias: Towards developing a process model. Jurnal . Volume: 49, Spring 2010. Number: 1. USA: Princeton University. Ridhuan Tee Abdullah. (2011) Islamic Law must be forced upon non-muslims: Malaysia Kini. Thursday, 27 October. Available from : http://margeemar.blogspot.com/2011/10/islamic- law-must-be-forced-upon-non.html. Accessed on 13 February 2014. The Catholic Encyclopedia. Available from : (http://www.newadvent.org/cathen/09693a.htm). Accessed on 7 February 2014. Webster’s New World College Dictionary. (2000) 4th ed. Wiley Publishing, Inc. Yvonne Yazbeck Haddad. Jane I. Smith. Kathleen M. Moore. (2006) Muslim women in America, the challenge of Islamic identity today. Oxford University Press. Zulkifli Hassan. (2013) Understanding Islamophobia issue: perception and reality Memahami isu Islamophobia: Antara persepsi dan realiti). Available from: http://zulkiflihasan.files.wordpress.com/2008/05/memahami-isu-islamophobia1.pdf Access on 20 February 2013.

96