scholarly journals PENDIDIKAN NASIONAL DAN TANTANGAN GLOBALISASI: Kajian kritis terhadap pemikiran A. Malik Fajar

2015 ◽  
Vol 16 (1) ◽  
pp. 105 ◽  
Author(s):  
Rusniati Rusniati
Keyword(s):  
Education System ◽  
Islamic Education ◽  
Educational Institutions ◽  
National Education ◽  
Global Era ◽  
National Education System ◽  
Educational Concept ◽  
Educational Thinking

The globalization era which is full of challenges couldnot be avoided. Therefore, the educational institutions, especially islamic education, should be able to answer those challenges in order to change the direction of educational orientation. One of figures who is serious in building educational thinking paradigm is A. Malik Fadjar. This study aims to explore his educational thinking paradigm and educational concept proposed. A. Malik Fadjar faces the challenge of global era. The result of study showed that his educational thinking paradigm is holistic; in which the education is humanists, liberative, integralistics, multicultural and futuristic, either in the aspect of vision and mision, institution, management, patterns of educational interaction, curriculum, and educator. To face global era, A Malik Fadjar states that there are three big challenges, they are to protect the result achieved, anticipate the global era, and do some changes and adjustment of the national education system.

scholarly journals Pembaharuan Pendidikan Islam dalam Bangunan Sistem Pendidikan Nasional

2021 ◽  
Vol 13 (1) ◽  
pp. 54-73
Author(s):  
Muhammad Abrar Parinduri ◽  
◽  
Zuliana Zuliana ◽  
Keyword(s):  
Education System ◽  
Community Organizations ◽  
Research Data ◽  
Islamic Education ◽  
Educational Institutions ◽  
National Education ◽  
Library Research ◽  
National Education System ◽  
The World ◽  
Research Type

The presence of modernization in the world of Islamic education seems to be a necessity that cannot be avoided. The birth of reformer figures in the Islamic world who came from the Middle East and Indonesia became a separate impetus to accelerate the pace of renewal of Islamic education. This research uses library research type (library research) which is carried out using literature (literature) in the form of books, notes, and research reports from previous research. Sources of data can be obtained from documents or document studies. Document study, namely looking for data about things or variables in the form of notes or transcripts, books, newspapers, magazines, and other documents needed for research data. This research proves that the flow of renewal in Islamic education finds momentum when the Indonesian government is able to synergize with Muslim figures. Likewise, the accommodative and cooperative attitude displayed by some Indonesian Muslim leaders and Islamic community organizations has contributed to the government's belief that advancing Islamic educational institutions is not something that is scary but will add stability to the condition of government and politics in Indonesia. It is at this stage that the reform of Islamic education is ultimately integrated into the national education system.

scholarly journals PENDIDIKAN ISLAM DI ERA MILENIAL

Conciencia ◽  
2018 ◽  
Vol 18 (1) ◽  
pp. 10-28
Author(s):  
Abuddin Nata
Keyword(s):  
Education System ◽  
Digital Technology ◽  
Islamic Education ◽  
Human Being ◽  
Human Beings ◽  
National Education ◽  
Global Era ◽  
National Education System ◽  
The Face ◽  
New Challenges

Today humans live in the millennial era. The era that is a continuation of this global era has created new challenges that must be transformed into opportunities that can be put to good use, so that challenge brings a blessing for everyone to do. Since the millennial era besides having similarities also has differences, especially in the use of digital technology that goes beyond the computer era, this kaeadaan has invited a number of experts to speak out and at the same time offer a number of thoughts and ideas in dealing with it. Islamic education with various types and levels, ranging from traditional pesantren that is non-formal, hinggapesantren modern with various programs, ranging from kindergarten to college, is institutionally part of the national education system. With such a position, Islamic education will inevitably have to contribute, even responsible menak prepare human beings in the millennial era. That is a human being who is able to change challenges into opportunities, and can use them for his own material and spiritual welfare. This paper seeks to explore the potential contained in Islamic education with various types and levels in the face of challenges in the millennial era. This paper begins by presenting the characteristics and challenges of the millennial era, social problems and their impact on life.

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 REFORMASI: POLITIK ISLAM DI ERA REFORMASI DI INDONESIA

2019 ◽  
Vol 6 (2) ◽  
pp. 61-70
Author(s):  
Supandi Supandi
Keyword(s):  
Education System ◽  
Islamic Education ◽  
Educational Institutions ◽  
State Budget ◽  
National Education ◽  
National Education System ◽  
Regional Budget ◽  
Islamic Thought ◽  
The Reformation ◽  
System 2

Pangangan reform has brought many impacts and changes from the education system that are centralized to decentralized, each of which will have far-reaching consequences in the administration of national education. In general, there are several aspects of the political impact of reform on Islamic education, including 1) Law No. 20/2003 also states that Islamic Boarding Schools, Ma'had Ali, Roudlotul Atfal and majlis taklim are also included in the National education system. 2) The birth of a policy of increasing the budget by 20% from the state budget and regional budget, 3) There is a government policy that requires madrasa as a public school characterized by religion, 4) The existence of Islamic education in Indonesia from the Reformation era until now faces various kinds of problems including : 1) The use of classical Islamic thought, 2) The existence of a conceptual crisis or the limitations of knowledge within the Islamic education system itself, 3) The institutional crisis is caused by a dichotomy between educational institutions that emphasizes one aspect of the existing sciences, whether religious sciences or general sciences.  

scholarly journals State and Religion in Aceh: The Competences of Religious Education Teachers (Referring to ACT 14, 2005)

Al-Albab ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 83
Author(s):  
Mujiburrahman Mujiburrahman
Keyword(s):  
Religious Education ◽  
Education System ◽  
Government Regulation ◽  
Islamic Education ◽  
Socialization Process ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
State Relations ◽  
To Receive

Studies on religious education teacher’s competences in Aceh could not be separated from studies on state’s intervention toward education. State hegemony occurs in the form of regulation formalization which regulates efforts for improving qualification and competence of teachers. The research showed that the presence of Act No. 14, 2005 and the Government Regulation No. 74, 2008 had been used as legal reference to encourage the improvement of Aceh religious education teachers’ qualification and competence. This is a qualitative study in which triangulation in data collection was used. The data was then collected through documentations, observations, and deep interviews. This work emphasizes that improving teachers’ competences in Islamic education system in Aceh was in accordance to and did not contradict with national education system and moreover strengthen the content of Act No. 14, 1005 and Government Regulation No. 74, 2008. Qualification and competence of religious education teachers in Aceh underwent improvement better than previous term. However, teachers experienced that socialization process and implementation of regulation has yet to receive upmost attention. The study also suggests that religious education teachers’ qualifications and competences will significantly contribute to the development of religious education quality, thus Islamic education transforms intently in national and state relations order.

scholarly journals PERKEMBANGAN MADRASAH PASCA UNDANGUNDANG NOMOR 20 TAHUN 2003 TENTANG SISTEM PENDIDIKAN NASIONAL DALAM BINGKAI PENELITIAN

Dialog ◽  
2014 ◽  
Vol 37 (1) ◽  
pp. 61-74
Author(s):  
Nuruddin Nuruddin
Keyword(s):  
Public Schools ◽  
Human Resources ◽  
Education System ◽  
Educational Institutions ◽  
Competitive Advantages ◽  
Traditional Management ◽  
National Education ◽  
National Education System ◽  
Five Elements ◽  
Common Problems

This paper attempts to investigate madrasah in line with the 5 year momentum of madrasa (2004-2009) coincided with the enactment of the National Education System Act No. 20 of 2003. Hence, this is to portray the madrasa after the birth of the Act. Madrasah has a clear position that is equal to that of public schools. Madrasah can be viewed from five elements, such as, namely, access, quality, relevance and competitiveness, and management and governance. Further this also describes the demands that the  madrasa have to be more active in self-portraying as the best educational institutions with competitive advantages, and being able to build an extensive network. In this regard, Madrasa must first be able to overcome some common problems, such as lack of human resources, lack of infrastructure, limited funds, traditional management, and so forth.

scholarly journals MODERASI BERAGAMA DALAM PENDIDIKAN AGAMA ISLAM UNTUK MASYARAKAT MULTIKULTUR

2020 ◽  
Vol 16 (2) ◽  
pp. 219
Author(s):  
Ahmad Faozan
Keyword(s):  
Multicultural Education ◽  
Education System ◽  
Hidden Curriculum ◽  
Islamic Education ◽  
National Education ◽  
Whole School ◽  
National Education System ◽  
Extra Curricular Activities ◽  
Religious Subject ◽  
Whole School Approach

Abstract This article proposes the whole-school approach model, an approach to put multicultural education as strategy to involve all the stakeholders of schools in one system. Islamic education is a sub system of multicultural national education system. Religious moderation in Islamic education is a hidden curriculum, to present Islam as moderate religion, not to serve religious subject as violence and extremism. The strategy or religious moderation can be seen from some aspects, such as teacher, textbook and extra-curricular activities. Abstrak Artikel ini menawarkan model whole-school approach, pendekatan yang memandang pendidikan multikultural sebagai sebuah strategi pendidikan yang melibatkan semua elemen sekolah sebagai sebuah sistem. Pendidikan Agama Islam merupakan sub sistem dari sistem pendidikan nasional yang multikultural. Moderasi beragama dalam pendidikan agama Islam dijadikan sebagai hiidden curriculum berarti cara mengajarkan pendidikan agama Islam yang moderat, bukan pendidikan agama yang mengajarkan kekerasan dan keekstreman. Strategi moderasi beragama dalam pendidikan agama Islam untuk masyarakat Indonesia multikultural dapat dilihat dari beberapa aspek antara lain guru, buku ajar dan kegiatan ekstrakurikuler.

scholarly journals DISTRIBUSI GURU PENDIDIKAN AGAMA (ANALISIS KEBUTUHAN GURU PENDIDIKAN AGAMA DI SEKOLAH)

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Suprapto Suprapto
Keyword(s):  
High Schools ◽  
Religious Education ◽  
Education System ◽  
Junior High Schools ◽  
Educational Institutions ◽  
Religious Activities ◽  
National Education ◽  
National Education System ◽  
Unequal Number ◽  
Religion Teachers

Law Number 20/2003 regarding National Education System illustrates that every student in every educational unit is entitled to accept religious education according to the belief/faith they follow that will be given by those teachers with the same belief/ faith. Therefore, religious education is one compulsory component of so many curriculum components taught to the students in order to achieve the objective of national education. Hence, any of religious educational institutions, both state and private, are obliged to make available religion teachers as per the religion followed by the respective students. The results of 2006 research indicates that: a) distribution of religion teachers in SMPs was distributed relatively evenly in both state andptivate junior high schools (SMPs); b) coordination between schools/ foun­dations, and City/Regency Educational Affairs Offices and Religious Affairs Offices, in fulfilling the need of religious education in both state and private SMPs, was not maximal; c) of SMP schools, if there were less than 10 students of any religion existed in any classroom, they would participate in their religious activities outside the school; d) there were still lacks of religious educational teachers both in state and private SMPs; e) insufficient finances to pay honorarium of the teachers; and J) unequal number of appointed teachers compared to real requirement.

scholarly journals PENDIDIKAN DAN PAHAM KEAGAMAAN PESANTREN NURUSSALAM CIAMIS

2017 ◽  
Vol 15 (2) ◽  
Author(s):  
Husen Hasan Basri
Keyword(s):  
Educational System ◽  
Education System ◽  
Qualitative Method ◽  
Boarding School ◽  
Boarding Schools ◽  
Islamic Education ◽  
National Agency ◽  
National Education ◽  
National Education System ◽  
Religious Understanding

AbstractPesantren Nurussalam Ciamis is often associated with the movement of Abu Bakar Ba’asyir who was caught in Banjar in August 2010. Even in 2013, this Islamic boarding school is linked again with the arrest of terrorist Anton whois allegedly an alumnus of Nurussalam Islamic Boarding School. After the bombing of Thamrin on January 14, 2016, Nurussalam Islamic Boarding School is indicated by the National Agency for Combating Terrorism (BNPT) as one of radical Islamic boarding schools. The question is whether Nurussalam Islamic Boarding School is really a source of radicalism. To answer that question, wesee two aspects of Pesantren Nurussalam namely its education method and religious understanding. Through qualitative method, it is found that Pesantren Nurussalam education system generally refers to the national education system plus Islamic education system adopted from Gontor and Ngruki models. The educational system built is not separated from the religious understanding ofthe founders and managers who understand salaf, more precisely salaf puris cooperationis. Although it adheres to Salaf, Pesantren Nurussalam refusesto be categorized as radical Islamic boarding school.AbstractPesantren Nurussalam Ciamis is often associated with the movement of Abu Bakar Ba’asyir who was caught in Banjar in August 2010. Even in 2013, this Islamic boarding school is linked again with the arrest of terrorist Anton whois allegedly an alumnus of Nurussalam Islamic Boarding School. After the bombing of Thamrin on January 14, 2016, Nurussalam Islamic Boarding School is indicated by the National Agency for Combating Terrorism (BNPT) as one of radical Islamic boarding schools. The question is whether Nurussalam Islamic Boarding School is really a source of radicalism. To answer that question, wesee two aspects of Pesantren Nurussalam namely its education method and religious understanding. Through qualitative method, it is found that Pesantren Nurussalam education system generally refers to the national education system plus Islamic education system adopted from Gontor and Ngruki models. The educational system built is not separated from the religious understanding ofthe founders and managers who understand salaf, more precisely salaf puris cooperationis. Although it adheres to Salaf, Pesantren Nurussalam refusesto be categorized as radical Islamic boarding school.

scholarly journals KEBIJAKAN PENDIDIKAN NASIONAL TERHADAP PENDIDIKAN ISLAM DAN PENDIDIKAN SEKULER

2016 ◽  
Vol 40 (2) ◽  
Author(s):  
Hasbullah Hadi
Keyword(s):  
Education System ◽  
Islamic Education ◽  
Review Of Literature ◽  
National Education ◽  
Secular Education ◽  
National Education System ◽  
National Education Policy ◽  
National Educational Policy ◽  
Human World ◽  
The Relationship

Abstrak: Permasalahan utama dalam penelitian ini adalah kebijakan pendidikan nasional terhadap pendidikan Islam dan pendidikan sekular. Pada mulanya, sekularisme memang hanya berbicara tentang hubungan antara agama Kristen dan negara saja. Namun kemudian berkembang merambah kepada seluruh aspek kehidupan dunia manusia, dan juga masuk ke dalam berbagai pemikiran para filsuf dan kaum intelektual pada saat itu. Selanjutnya, ide pemikiran sekularisme ini juga masuk menyebar ke dunia Islam dan juga masuk ke dalam undang-undang sistem pendidikan nasional. Tujuan penelitian ini adalah untuk mengetahui kebijakan sistem pendidikan nasional terhadap keberadaan pendidikan Islam dan pendidikan sekular. Penelitian ini adalah studi literatur yang sumber datanya dari buku-buku dan dokumen tertulis. Setelah dianalisa, ditemukan bahwa dasar pemikiran sekularisme yang bertentangan dengan ajaran Islam telah mempengaruhi kebijakan sistem pendidikan nasional.<br /><br />Abstract: National Education Policy toward the Existence of Islamic and Secular Education. The main problem in this research is a national educational policy towards Islamic education and secular education. At the outset, secularism is only talking about the relationship between Christianity and state. Then it develops extended to all aspects of the human world, and entered into the philosophers thinking and intellectuals at the time. Furthermore, the idea of secularism is spread to the Islamic world and entered into the law of national education system. The purpose of this research was to determine the policy of the national education system to the presence of Islamic education and secular education. This research is a review of literature which the data sources from books and written documents. After analysis, it was found that the rationale of secularism in contradiction with Islamic teachings that have influenced policy of the national education system.<br /><br />Kata Kunci: pendidikan, Islam, sekuler, kebijakan, politik hukum

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