scholarly journals Editorial

2016 ◽  
Vol 28 (2) ◽  
pp. 119
Author(s):  
Mohamad Yusuf
Keyword(s):  
Education System ◽  
Religious Commitment ◽  
Political Orientation ◽  
The State ◽  
The Political ◽  
New Order ◽  
National Education ◽  
Indonesian Government ◽  
National Education System ◽  
Religious Devotion

The fall of the New Order regime in May 1998 has brought about remarkable political shifts in the Indonesian government. A large number of laws and regulations were enacted during the first five years after the retirement of President Suharto, which indicates a serious attempt to change the political orientation of the State. Yusuf and Sterkens (2015) have investigated that more than 200 laws were enacted by Parliament during the first five years after the retirement of President Suharto. This also happens with laws on education, for instance Law No. 20/2003. Parliament’s approval on 20 June 2003 of Law No. 20/2003 concerning the national education system has raised many questions, specifically with regard to the aim of national education. The National Education, according to Law No. 20/2003, aims to develop students who have strong religious commitment (faithfulness) and religious devotion (piousness) to their own religion.

scholarly journals Analysing the State’s Laws on Religious Education in Post-New Order Indonesia

2015 ◽  
Vol 53 (1) ◽  
pp. 105
Author(s):  
Mohamad Yusuf ◽  
Carl Sterkens
Keyword(s):  
Religious Education ◽  
Education System ◽  
Religious Tradition ◽  
The State ◽  
New Order ◽  
Preferential Treatment ◽  
National Education ◽  
National Education System ◽  
Research Findings ◽  
The Government

This article aims to analyse the Indonesian State’s laws regarding models of religious education, by evaluating Law No. 20/2003, concerning the national system of education and other related laws. Two questions are highlighted: What type of religious education is favoured by Indonesian state? Does the preference for a certain type of religious education reflect a specific vision of the state-religion relationship? Our data consisted of two sources: the State’s law on national education system, Law No. 20/2003, and the minutes of the Indonesian parliament meeting approving the law. We found that Law No. 20/2003 expresses the preference of the government for a mono-religious model. Indonesia is categoreized as having preferred treatment for some religions or support for a particular religious tradition. This categorisation is confirmed by the results of our research findings indicated by the preferential treatment delivered by the State, and the State’s legislation and regulations on religion.[Tulisan ini menganalisis legislasi negara terhadap pendidikan agama dengan cara mengevaluasi UU No. 20/2003 tentang Sistem Pendidikan Nasional beserta perundang-undangan terkait lainnya. Dua pertanyaan berusaha untuk dijawab dalam tulisan ini, yaitu: Model pendidikan agama yang bagaimana yang menjadi preferensi negara? Apakah preferensi tersebut merefleksikan visi negara terhadap model relasi negara-agama tertentu? Tulisan ini merujuk kepada dua data utama, yaitu: UU No. 20/2003 tentang Sistem Pendidikan Nasional serta Risalah Rapat Paripurna ke-35 DPR RI tahun 2003 yang mengesahkan UU No. 20/2003. Penelitian ini menemukan bahwa UU Sistem Pendidikan Nasional merefleksikan preferensi negara terhadap model pendidikan agama mono-relijius. Model pendidikan mono-religius ini merefleksikan preferensi negara terhadap model relasi negara-agama preferensial; negara mengakui lebih dari satu agama resmi dan memberi dukungan kepada institusi-institusinya, yang direfleksikan melalui legislasi dan peraturan terkait agama.]

scholarly journals Membangun Sistem Pendidikan Nasional, Mewujudkan Manusia Indonesia yang Unggul dan Berkarakter

2018 ◽  
Vol 2 (01) ◽  
Author(s):  
Asep Saefuddin
Keyword(s):  
Complex System ◽  
Education System ◽  
The Political ◽  
Short Article ◽  
National Education ◽  
National Education System ◽  
Multiple Levels ◽  
University Level ◽  
Keywords Education ◽  
Different Time Scales

COMMUNICATION Membangun Sistem Pendidikan Nasional, Mewujudkan Manusia Indonesia yang Unggul dan Berkarakter Abstrak Tulisan pendek ini merupakan pemikiran awal yang dihasilkan dari pandangan penulis yang bertujuan untuk memperbaiki kondisi pendidikan di negeri ini dari tingkat dasar sampai perguruan tinggi. Tulisan ini menekankan bahwa pendidikan merupakan sebuah sistem yang kompleks yang tidak dapat dipisahkan dari konteks politik, budaya dan ekonomi baik di tingkat lokal, nasional, regional, maupun internasional. Pendidikan sebagai suatu sistem kompleks, terdiri atas banyak komponen yang berinteraksi pada beberapa lapisan organisasi dan pada skala waktu yang berbeda. Kata Kunci: pendidikan, sistem kompleks Building a National Education System, Realize of indonesian people that Characterless and Excellence Abstract This short article is an initial thoughts resulting from the view of the author that aims to improve the state of education in this country from primary to university level. This paper emphasizes that education is a complex system that can not be separated from the political, cultural and economic at the local, national, regional, and international levels. Education as a complex system, consisting of many components that interact at multiple levels of the organization and at different time scales. Keywords: education, complex systems

scholarly journals Perkembangan Pendidikan Islam di Indonesia dan Upaya Penguatannya dalam Sistem Pendidikan Nasional

2020 ◽  
Vol 1 (02) ◽  
pp. 39-53
Author(s):  
Miftahul Huda
Keyword(s):  
Religious Education ◽  
Education System ◽  
Islamic Education ◽  
New Order ◽  
National Education ◽  
Advantages And Disadvantages ◽  
National Education System ◽  
Independence Era ◽  
The Government

This paper aims to analyze the development of Islamic education in Indonesia and efforts to strengthen it in the national education system. This type of research is descriptive qualitative. Study of literature by focusing on terms of peeling, summarizing and collecting a literature, then the authors provide an analysis of the data that has been collected. The results showed that during the pre-independence era religious education was not only not recognized but also not included in the education system, it was even suspected of being a place to incite and fight the invaders. At the time of independence it did not yet have a role because the government still tended to be controlled by nationalist and secular groups, if there were Islamic groups, Islam was still more abangan. Thus the New Order government continuously fostered the quality of madrasa education so that in 1975 a joint decree (SKB) was issued by three ministers on Improving the Quality of Education in Madrasas, where the SKB of the three ministers had advantages and disadvantages. So that the solution of this weakness is the government is trying to make breakthroughs to restore the function of the madrasa as a place to print religious leaders, namely by opening an alternative Madrasah Aliyah named Madrasah Aliyah Special Program (MAPK). Henceforth, this MAPK was changed to Madrasah Aliyah Religious (MAK) which focuses and strengthens the field of Islamic education. There are two strengthening of Islamic education in the national education system, namely strengthening Islamic educational institutions, and strengthening religious subjects in all schools both under the auspices of the Ministry of Religion and other Ministries.

scholarly journals Analisis Kitab Adab Al-Mufrad Karya Imam Bukhari Tentang Pendidikan Adab dan Relevansinya terhadap Pendidikan Karakter di Indonesia

PALAPA ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 129-158
Author(s):  
Nurhadi Nurhadi ◽  
Alfen Khairi
Keyword(s):  
Character Education ◽  
Education System ◽  
Scientific Discipline ◽  
Islamic Education ◽  
Educational Goals ◽  
Human Beings ◽  
National Education ◽  
Indonesian Government ◽  
National Education System

Islamic education aims to print students into intellectuals who are both intellectually intelligent and morally good. To achieve these educational goals, the morals and manners of the spirit of education need to be revived. In addition, Islamic education must also isolate the secular-liberal view of life that exists in every modern scientific discipline. Such education will give birth to humans who are aware of their responsibilities towards their Lord, understand and carry out their obligations to themselves and others in their society, and strive continuously to develop every aspect of themselves towards advancement as moral human beings. To achieve this goal, the Indonesian government rolled out character education. Character education is expected to be able to balance between the fulfillment of cognitive needs with other needs as mandated by the 2003 National Education System Law. Similarly, Islamic education is already familiar with the concept of etiquette. This study aims to determine the concept of etiquette education according to Imam Bukhari in the book of Adab Al Mufrad and to make it relevant with character education in Indonesia. In this study it was found that the concept of education according to Imam Bukhari includes adab to parents, adab to children, adab to others, adab to Allah, and adab to the prophet Muhammad. This concept of etiquette covers the five pillars of the value of character education in Indonesia and can be used as a foothold in describing the values ​​of education that are being practiced in Indonesia.

scholarly journals PESANTREN DAN MADRASAH DALAM LINTASAN POLITIK PENDIDIKAN DI INDONESIA

2020 ◽  
Vol 2 (2) ◽  
pp. 136-148
Author(s):  
M. Fahim Tharaba
Keyword(s):  
Content Analysis ◽  
Education System ◽  
Boarding School ◽  
Colonial Period ◽  
New Order ◽  
Research Use ◽  
National Education ◽  
Old Order ◽  
National Education System ◽  
The Reformation

This research aims to excavate the meaning and substance contained in the entire thought of Islamic boarding school and madrasah in the politic of educational in Indonesia. The method of research use bibliografic research with content analysis. The results of study revealed that Islamic boarding school and madrasah in politic of education in Indonesia experienced tremendous dynamics, especially starting from the colonial period, namely the pioneering stages of the establishment of madrasah; the old order. Islamic boarding school and madrasah are not only recognized, but also in the form of coaching and guidance; the new order, madrasah is aimed to build an intact national education system completely. Therefore, madrasah has extra burden of considerable weight, because it must provide curriculum of level public school completely, he also had to provide the essential materials of Islam that had been taught; the reformation period. Islamic boarding school and madrasah diniyah received recognition juridically; and the period after reform. Islamic boarding school and madrasah are faced with a touch of technology.

scholarly journals The Development of Islamic Education and Strengthening of National Education System of Indonesia

2021 ◽  
Vol 4 (2) ◽  
pp. 86-99
Author(s):  
Suryawahyuni Latief ◽  
Yeasy Agustina Sari ◽  
Muhammad Yusuf ◽  
Armila Armila ◽  
Riyan Erwin Hidayat
Keyword(s):  
Religious Education ◽  
Education System ◽  
Islamic Education ◽  
New Order ◽  
National Education ◽  
Advantages And Disadvantages ◽  
National Education System ◽  
Independence Era ◽  
The Government

This article aims to analyze the development of Islamic education in Indonesia and efforts to strengthen it in the national education system. This type of research is descriptive qualitative. The study of literature by focusing on terms of peeling, summarizing and collecting a literature, then the authors provide an analysis of the data that has been collected. The results showed that during the pre-independence era religious education was not only not recognized but also not included in the education system, it was even suspected of being a place to incite and fight the invaders. At the time of independence it did not yet have a role because the government still tended to be controlled by nationalist and secular groups, if there were Islamic groups, Islam was still more abangan. Thus the New Order government continuously fostered the quality of madrasa education so that in 1975 a joint decree (SKB) was issued by three ministers on Improving the Quality of Education in Madrasas, where the SKB of the three ministers had advantages and disadvantages. So that the solution of this weakness is the government is trying to make breakthroughs to restore the function of the madrasa as a place to print religious leaders, namely by opening an alternative Madrasah Aliyah named Madrasah Aliyah Special Program (MAPK). Henceforth, this MAPK was changed to Madrasah Aliyah Religious (MAK) which focuses and strengthens the field of Islamic education. There are two strengthening of Islamic education in the national education system, namely strengthening Islamic educational institutions, and strengthening religious subjects in all schools both under the auspices of the Ministry of Religion and other Ministries. Keywords: National Education System of Indonesia, Development of Islamic Education, Strengthening National Education System

scholarly journals Understanding Political Reform and Islamic Education Position in Indonesia

2020 ◽  
Vol 6 (2) ◽  
pp. 130-136
Author(s):  
Choirul Mahfud
Keyword(s):  
Education System ◽  
Tertiary Education ◽  
Political Reform ◽  
Islamic Education ◽  
Educational Institutions ◽  
New Order ◽  
Ministry Of Education ◽  
National Education ◽  
National Education System ◽  
Political Conditions

The political conditions in Indonesia which underwent a reformation in 1998 had an influence on position and the existence of Islamic education in Indonesia post-New order. In this era, the position of Islamic education is as a subsystem of national education. It cannot be separated from the changes in the education system regulation in this country, namely the National Education System regulation No. 2 1989 changed to Law of Sisdiknas No. 20 / 2003. These changes have a major impact on the progress and existence of Islamic education in Indonesia. This can be seen from the aspect of the authority of Islamic education which can actually be said to be the same as the policies in the previous legislation, namely in the education system, at least, there are still two ministries that manage educational institutions, namely the Ministry of Education and Culture (Kemdikbud) and the Ministry of Religious Affairs (Kemenag). Both institutions also organize education to tertiary level. In addition, there are basic, secondary, and tertiary education in the Ministry of Education and Culture, as well as the primary, intermediate, and tertiary education institutions administered by the Kemenag. This research intends to discuss the implications of political reform on the position of Islamic education in Indonesia.

scholarly journals Pendidikan Islam dalam Spektrum Politik Pendidikan Nasional

2019 ◽  
Vol 13 (1) ◽  
pp. 59-80
Author(s):  
Mastur Mastur
Keyword(s):  
Religious Education ◽  
Education System ◽  
The State ◽  
Islamic Education ◽  
Cultural Dynamics ◽  
National Education ◽  
National Education System ◽  
History Of ◽  
Almost All ◽  
The 19Th Century

Discourse on Islamic education will never be separated from the political and cultural dynamics of a society. In the Indonesian context, the dynamics of Islamic education cannot be separated even shackled by the country's political policies and community pluralism which is a reality in Indonesia, both before independence until post-independence Indonesia. Since the first half of the 19th century, the history of Islamic education in Indonesia has begun a new phase marked by shifts and changes in almost all aspects including institutions, methods, curriculum and Islamic education orientation. At that time Islamic education was dominated by traditional educational institutions, namely boarding schools. Islamic education is an integral part of the National Education System. As part of the national education system, Islamic education gets legitimacy for sexuality and has a place to live and develop in Indonesia to meet the educational needs of the Islamic community as a majority citizen. State accommodation for the Islamic education system makes Islamic education systems and institutions have a strong foundation to be developed by supporting funds and attention from the state. Therefore, the state is obliged to develop an Islamic education system as one of the types of religious education in the national education system. 

scholarly journals Perbandingan Konsep Adab Menurut Ibn Hajar Al-’Asqalany dengan Konsep Pendidikan Karakter di Indonesia

2015 ◽  
Vol 4 (1) ◽  
pp. 159
Author(s):  
Indra Fajar Nurdin
Keyword(s):  
Character Education ◽  
Education System ◽  
Self Control ◽  
Basic Step ◽  
National Education ◽  
Indonesian Government ◽  
National Education System ◽  
Moral Quality ◽  
Similar Term

AbstractMany crises that rise in our society recently, from educationalperspective, showed that the national education system has not perform optimally yet in forming society that has bothskill-intellectuality and also spirituality, self-control, personality, and good moral. Thatmulti-dimension crises basically rooted from the decrease of nation moral quality e.g. theincrease of corruption culture and conflict, the raise of criminality, and the decrease ofwork-ethos. A solution applied by Indonesian government is by implementing charactereducation, that has similar term in Islamic education’s the concept of Adab.  The purposeof this research is to find out the concept about Adab by Ibn Hajar al-Asqalany, and tofind out the comparison and relevance between Ibn Hajar al-‘Asqalany’s concept of Adabwith the concept of character education in Indonesia. This research concludes that theconcept of Adab based on Ibn Hajar al-‘Asqalany’s thought includes the fulfillment anddevelopment of adab to Allah Swt, adab to his/her self, and adab to another person. Thatconcept of adab can be a basic step to determine the nine cores of character educationthat implemented in Indonesia.

scholarly journals KEBIJAKAN PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM (Studi Histori dan Regulasi di Indonesia)

2021 ◽  
Vol 5 (2) ◽  
pp. 293
Author(s):  
Mufarrihul Hazin ◽  
Nur Wedia Devi Rahmawati
Keyword(s):  
Religious Education ◽  
Education System ◽  
Historical Review ◽  
Islamic Education ◽  
New Order ◽  
Education Curriculum ◽  
Reform Era ◽  
National Education ◽  
National Education System ◽  
The Times

The curriculum becomes an important component in education. Therefore, the development of curriculum in Islamic education is an inevitability, because change must happen with the times. Therefore, the purpose of this writing will be to review the policy of developing of islamic education curriculum, especially in Indonesia by taking into history and regulations. This article uses library research method with content analysis approach.  The results showed that the Curriculum Development of Islamic Education in the historical review from the independence period to the reform era continues to change according to the conditions and needs. The development of Islamic education curriculum is divided into 3 periods; i.e.  first,  the old order period, there were 3 changes, namely the curriculum in 1947, 1952, and the curriculum in 1964; second, the new order period, there were 4 changes, the curriculum 1968, 1975, 1984, and curriculum 1994; third, the reform period, there have been 3 changes, the 2004 curriculum (KBK), curriculum 2006 (KTSP), curriculum 2013 used until now. While in the review of islamic education curriculum regulation there are 4 categories,  first,  the regulation of madrasah curriculum follows Law Number 20 of 2003 about national education system; second,  the regulation of pesantren curriculum follows Law Number 18 of 2019 about Pesantren; third,  the regulation of islamic religious college curriculum induces Law Number 12 of 2012 about higher education; and  fourth, the regulation of Islamic religious education curriculum for schools / public campuses induces Law Number 20 of 2003 about natioal education system.

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