scholarly journals Penguraian Urgensi Frasa Agama dalam Peta Jalan Pendidikan Nasional (PJPN) 2020-2035

2021 ◽  
Vol 26 (1) ◽  
pp. 38-50
Author(s):  
Roisul Ma'ruf ◽  
Reni Sasmita ◽  
Fuji Awaliah ◽  
Khusna Haibati Lathif ◽  
Alicia Anderson
Keyword(s):  
Religious Education ◽  
Education System ◽  
Research Method ◽  
Religious Leaders ◽  
Literature Study ◽  
Government Regulations ◽  
National Education ◽  
National Education System ◽  
Important Position ◽  
Religious Spirituality

The disappearance of religious phrases in the temporary draft of 2020-2035 National Education Roadmap (PJPN) caused various reactions including religious leaders, mass organizations, politicians, society and culturalists. It is because the draft of 2020-2035 National Education Roadmap (PJPN) contradicts with the 1945 Constitution, the National Education System Law, Government Regulations and Pancasila. This study aims to analyze the important meaning of religious phrases in the temporary draft of the 2020-2035 National Education Roadmap (PJPN). The current Educational Roadmap is designed to create religious, pious and moral students. The research method used in this study is a literature study. The results shows that religion has important position as a source of value and part of national education. Religious education plays an important role in developing students potential to have religious spirituality, noble character, and good personality. The position of religion in national education is very important in establishing human character and morals.

scholarly journals Concept of Educational Values for Tauhid Nation Education System Perspective

2019 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Nur Hadi
Keyword(s):  
Religious Education ◽  
Education System ◽  
Primary Source ◽  
Literature Study ◽  
System Perspective ◽  
National Education ◽  
Religious Educators ◽  
National Education System ◽  
The Republic ◽  
The Right

This study aims to 1) know the values ​​of Tawhid Education in the National Education System. 2) knowing the relevance of the National Education System Law No. 20 of 2003 in strengthening the values ​​of Tawhid Education. This type of research is a literature study literature (library research). The primary source of this research uses Law No. 20 of 2003 concerning the National Education System. The research results obtained 1) Tawhid education values ​​contained in Chapter II Article 3, Chapter V Article 12 paragraph 1 point A, Chapter X Article 36 paragraph 3 point A, and 2) Relevance of the National Education System Law No 20 of 2003 to strengthening the values ​​of Tawheed education that the main purpose is: "Faithful and devoted to the Almighty God". Then the right of the first student is to get religious education in accordance with a religion that is followed and taught by religious educators. And the curriculum is arranged in accordance with the level of education within the framework of the Unitary State of the Republic of Indonesia with the first increase, namely faith and piety.

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 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 THE CONCEPT OF TAUHID EDUCATION VALUE (AQIDAH) IN NATIONAL EDUCATION SYSTEM PERSPECTIVE

2019 ◽  
Vol 11 (2) ◽  
pp. 141
Author(s):  
Nurhadi Nurhadi ◽  
Zainul Bahri Lubis
Keyword(s):  
Religious Education ◽  
Education System ◽  
System Perspective ◽  
Level Of Education ◽  
National Education ◽  
Unitary State ◽  
Library Research ◽  
National Education System ◽  
The Republic ◽  
The Right

This study aims to determine the values of Tauhid Education in the National Education System and the relevance of the National Education System Law No. 20 of 2003 in strengthening the values of Tauhid Education. This research method uses a type of library research or literature study (library research). Using two data sources, namely: 1). The primary data is law No. 20 of 2003 concerning the National Education System. 2). Secondary data is literature related to this research. The results of the study were obtained: 1) the values of Tauhid education contained in Chapter II Article 3 read: "National Education aims to develop the potential of students to become human beings who believe and fear God the Almighty". Chapter V Article 12 paragraph 1 point A reads: "Every student in each education unit has the right: get religious education in accordance with the religion he adheres to and is taught by educators who are of the same religion". Chapter X Article 36 paragraph 3 point A reads: "The curriculum is prepared in accordance with the level of education within the framework of the Unitary State of the Republic of Indonesia by taking into account: Increased faith and piety". 2) Relevance of the Law on National Education System No. 20 of 2003 in strengthening the values of Tauhid education that the main purpose is: "Faithful and devoted to the Almighty God". Then the right of the first student is to get religious education in accordance with a religion that is followed and taught by religious educators. And the curriculum is arranged in accordance with the level of education within the framework of the Unitary State of the Republic of Indonesia with the first increase, namely faith and piety.

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 Urgensi Pendidikan Agama Hindu Terhadap Kebijakan Pemerintah Tentang Pendidikan Agama Dan Keagamaan

2021 ◽  
Vol 4 (3) ◽  
pp. 426-435
Author(s):  
Ni Wayan Arini ◽  
Gusti Nyoman Mastini ◽  
Ni Ketut Kantriani
Keyword(s):  
Religious Education ◽  
Education System ◽  
Descriptive Analysis ◽  
National Development ◽  
Well Being ◽  
Life Goals ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
Laws And Regulations

Education is closely related to national development and is directed at the development of all Indonesian people. As an effort to implement the National Education System Law, the government hereby pays great attention to religious education. This study aims to determine the urgency of Hindu religious education on government policies regarding religious and religious education. The method used in this study is a qualitative method using descriptive analysis techniques, with data collection techniques carried out through library research. The results of the study stated that Hindu religious education has a function as a motivator and dynamist, can encourage the creativity of students to do good and right to achieve their life goals, as stated in the Vedas namely Moksartham Jagadhitaya Ca Iti Dharma, meaning that people can practice Hinduism, understand, If you live and practice it, then the purpose of life, namely physical and spiritual well-being, will be achieved in this world and the next life. It is said how great the function of Hinduism is in shaping the character of the nation's children, especially in ethics, morality and morality, developing spirituality in everyday life in order to achieve their life goals. In this context, the government always lists religious education as one of the compulsory subjects that must be taken from elementary school to university. This is reflected in the laws and regulations of the 1945 Constitution and the National Education System Law, as well as other laws and regulations.

scholarly journals Islamic Boarding School-Based Madrasah: Policy Efforts to Reform the Superior Education Model

2021 ◽  
Vol 4 (2) ◽  
pp. 199
Author(s):  
Yeyen Afista ◽  
M. Yunus Abu Bakar
Keyword(s):  
Education System ◽  
Personality Development ◽  
Educational Institution ◽  
Logical Consequence ◽  
Boarding School ◽  
Literature Study ◽  
Organizational Goals ◽  
National Education ◽  
School Based ◽  
National Education System

Madrasah is an alternative educational institution and has the same opportunity to become an educational institution taken into account in social change dynamics. However, as a logical consequence, madrasas must develop each sector to achieve its organizational goals. This study examines the opportunities and challenges of developing madrasas, particularly those based on an Islamic boarding school. This study is a literature study, so that the method of analyzing data is by reviewing and collecting information from various references, both books and scientific articles, which are used as a material in studying and adding conceptual insights related to the opportunities and challenges of developing Islamic boarding school-based madrasas in the modern era. The literature review results show that in developing the education system into a preeminent institution and maintaining its existence, madrasas in Islamic boarding school are required to be open and accommodate the community's aspirations and demands. Madrasah needs to develop themselves to become high quality and superior madrasas and a bridge that connects with the national education system, especially those related to students' moral and personality development. This is understandable because the community hopes that educational institutions in Islamic boarding school are religious experts, have morals, and have future skills.

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 UPAYA PENCAPAIAN TUJUAN PENDIDIKAN ISLAM DALAM PENDIDIKAN NASIONAL DIMASA PANDEMI COVID-19

2021 ◽  
Vol 2 (01) ◽  
Author(s):  
Fery Diantoro ◽  
Endang Purwati ◽  
Erna Lisdiawati
Keyword(s):  
Religious Education ◽  
Education System ◽  
Islamic Education ◽  
Quality Of Education ◽  
National Education ◽  
Face To Face ◽  
Corona Virus ◽  
National Education System ◽  
The Impact

Starting in early 2020, Indonesia has been living life with the impact of the disaster, namely of the corona virus or also called as covid-19. Activities in various fields, especially education, face various problems in the process, which were initially carried out face-to-face/offline to online and of course this all affects the system and quality of education. Islamic education which has taken place as an inseparable part of the national education system has also experienced this impact. The writing of this article is to identify the difficulty of Islamic education in national education during the covid-19 pandemic, whose goal is to provide knowledge of the efforts made by Islamic education during the covid-19 pandemic. The results of the discussion show that Islamic education in national education during the covid-19 pandemic develops potential or provides creativity to students, teaches to always try in any activity, strives and prays to God Almighty, is responsible for all activities that should still be carried out. while online, maintain morals, manners, be independent, knowledgeable, and of course must keep the spirit. To optimize the function of Islamic religious education, it is necessary to maximize the program through efforts to equalize peers in schools, support facilities for activities, support from related parties, evaluateKeyword: Islamic Education, National Education, Covid-19.

scholarly journals Telaah Praksis Pendidikan Agama Islam di Sekolah Dalam Pembentukan Karakter Siswa

2019 ◽  
Vol 3 (2) ◽  
pp. 165
Author(s):  
Moch Iqbal
Keyword(s):  
Character Education ◽  
Religious Education ◽  
Islamic Education ◽  
Cognitive Domain ◽  
Literature Study ◽  
National Education ◽  
National Education System ◽  
Strategic Role ◽  
Cognitive Knowledge

This paper examines the strategic role of religious education in the national education system. In accordance with the mandate of UU Sisdiknas no 20/2003 that religious education is part of national education. Moreover, the issue of character education is getting stronger, increasingly placing religious education, in this case Islamic Education (IE) as the spearhead in guarding the implementation of character education. By using literature study, the results of this study were obtained, that the implementation of IE needs to be improved in order to produce students with character. Some obstacles in the implementation of Islamic religious education, making the PAI has not been able to produce students of character as much as expected by all parties. There are two dominant causes in the implementation of IE that are less than the maximum. First, IE puts more emphasis on the mastery of texts contained in textbooks and outer cognitive only (cognitive domain), whereas the substance of the cultivation of religious values just disappears as the cognitive knowledge accumulates. Second, the doctrinal learning process must be accepted, without growing the students' critical reason.

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