scholarly journals Evaluation of Islamic Education Curriculum Policy in Indonesia

2019 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Choirul Mahfud
Keyword(s):  
Education Policy ◽  
Islamic Education ◽  
Curriculum Policy ◽  
Education Curriculum ◽  
National Education ◽  
Curriculum Changes ◽  
Inhibiting Factors ◽  
Curriculum Policies

<div><p>The most sensitive thing in the context of Islamic education policy in Indonesia is the change of curriculum. The Islamic education curriculum cannot be separated from the national education curriculum, because Islamic education is a national education subsystem. If the national education curriculum changes, then the Islamic education curriculum also changes. In this context, as adagium "changing ministers, changing curriculum" applies always interesting to discuss. This article intends to discuss how to evaluate Islamic education curriculum policies in Indonesia; and what are the supporting and inhibiting factors in implementing curriculum policies in learning in schools in Indonesia.</p></div>

scholarly journals Understanding Policy Change: Multiple Streams and National Education Curriculum Policy in Hong Kong

2014 ◽  
Vol 4 (2) ◽  
pp. 49 ◽  
Author(s):  
Anthony Chow
Keyword(s):  
Hong Kong ◽  
Curriculum Policy ◽  
Education Curriculum ◽  
Multiple Streams ◽  
National Education ◽  
Policy Problem ◽  
Political Forces ◽  
Multiple Streams Framework ◽  
Policy Windows ◽  
Policy Solutions

The purpose of this paper is to critically analyse the policymaking process of the Moral and National Education (MNE) curriculum in Hong Kong by employing Kingdon’s Multiple Streams Framework. The aim of the paper is threefold. First, it will describe the policy process of the national education curriculum policy as a foundation for the analysis. Second, the author will critically evaluate and apply Kingdon’s MSF to examine the policymaking process, both to analyse how such policy came to be constructed as a problem and to consider the proposed policy solutions, as well as the surrounding political forces. Third, the analysis will identify the possible coupling of these lines of thought and the notions of “policy entrepreneurs” and “policy windows.”The MNE policy provided a good example of how a policy problem is constructed in various policy contexts, as well as how the solution is matched to the problem. Although the policy outcome is not entirely predictable, Kingdon’s framework is excellent for explaining the likely outcomes.This paper contributes to the wider policy literature by bridging the East-West gap in policy analysis. It provides a better understanding of the policymaking process in Asian countries, and it should also prove useful to both education policy scholars and policymakers. Finally it suggests further research is needed on how social media affects each of Kingdon’s streams in Hong Kong.

scholarly journals PERBANDINGAN PENDIDIKAN ISLAM DI INDONESIA DAN MALAYSIA

2016 ◽  
Vol 1 (1) ◽  
pp. 81
Author(s):  
Budi Haryanto
Keyword(s):  
Education Policy ◽  
Human Resources ◽  
Islamic Education ◽  
Complete Understanding ◽  
Functional Link ◽  
National Education ◽  
National Education Policy ◽  
Similarities And Differences ◽  
The Times ◽  
Foundation Stone

Islamic education as a subsystem which cannot be separated from national education, because it not only serves as a complement but also as the foundation stone for the formulation of national education goals. This is true in Indonesia and Malaysia. Islamic education in both countries, also affected the national struggle journey, to the efforts to maintain and develop its existence after the independence so as to have a clear role in mental strengthen human resources in their respective countries. This paper aims to examine the similarities and differences in the dynamics of the development of Islamic education in Indonesia and Malaysia in order to provide a complete understanding of the actualization of Islamic education since its first deployment to development in their respective countries to take shape more adaptive to the times. Benchmarks in this paper with a few descriptive reportorial ranges include a functional link to obtain a logical understanding of the reason for the implementation of the national education policy by using a historical approach.

scholarly journals THE PARADOX OF ISLAMIC EDUCATION IN INDONESIA

2019 ◽  
Vol 8 (2) ◽  
pp. 618-625
Author(s):  
Choirul Mahfud
Keyword(s):  
Education Policy ◽  
General Education ◽  
Islamic Education ◽  
Government Policies ◽  
Politics Of Education ◽  
Curriculum Policy ◽  
Significant Development ◽  
Education Politics ◽  
External Context ◽  
Quo Vadis

Discussing today's Islamic education in Indonesia can be seen from an optic of politics of curriculum and policy in the politics of education. As we know that the reality of replacing the minister is always followed by replacing policy. Here, indeed, many people do not mean allergy or anti-change as long as the changes are still in the context of continuity and toward the better or the best. So, maybe no worries for all. In this paper, the focus of discussion is focused on important and interesting questions about how is the portrait of Islamic education in Indonesia? How the goals and the Quo Vadis of curriculum policy of Islamic education in Indonesia? How idealism education policy widely in Indonesia? How are the challenges and solutions for Islamic education problems in Indonesia? The paper is written by using qualitative data which is based on references and books literature, newsletters, journals and opinions in the mass media and other sources that are relevant in the study of Islamic education in Indonesia, particularly related to curriculum and education policy. The results showed that: first, a portrait of Islamic education in Indonesia from pre-independence to the independence of Indonesia continues to date indicating a paradox, besides the significant development and progress. Second, the goals of the policy of the Islamic education curriculum in Indonesia are always influenced by government policies at the same general education policy. How idealism education policy widely in Indonesia is the mainstreaming of education as a commander (education is king). Moreover, education policy is not merely to discuss the practice of education and learning, more than that is also concerned with the development of education in the competition at the same time the international synergies. Fourth, the challenges and solutions of Islamic education problems in Indonesia can be seen in terms of internal and external context. The solutions are about the culture of competitiveness balanced with the cooperation with all stakeholders need to be done for the goodness and the nation's welfare.Keywords: Islamic Education, Politics of Curriculum and Policy in Educational PoliticsAbstrakMembahas pendidikan Islam saat ini di Indonesia dapat dilihat dari optik politik kurikulum dan kebijakan dalam politik pendidikan. Seperti kita ketahui bahwa realitas penggantian menteri selalu diikuti dengan penggantian kebijakan. Di sini, memang, banyak orang tidak bermaksud alergi atau anti-perubahan asalkan perubahan masih dalam konteks kontinuitas dan menuju yang lebih baik atau yang terbaik. Dalam tulisan ini, fokus diskusi difokuskan pada pertanyaan-pertanyaan penting dan menarik tentang bagaimana potret paradoks pendidikan Islam di Indonesia? Bagaimana tujuan dan Quo Vadis tentang kebijakan kurikulum pendidikan Islam di Indonesia? Bagaimana idealisme kebijakan pendidikan secara luas di Indonesia? Bagaimana tantangan dan solusi untuk masalah pendidikan Islam di Indonesia? Makalah ini ditulis dengan menggunakan data kualitatif yang didasarkan pada referensi dan buku literatur, buletin, jurnal dan opini di media massa dan sumber-sumber lain yang relevan dalam studi pendidikan Islam di Indonesia, terutama yang berkaitan dengan paradoks pendidikan Islam. Hasil penelitian menunjukkan bahwa: pertama, potret pendidikan Islam di Indonesia dari pra-kemerdekaan hingga kemerdekaan Indonesia hingga saat ini menunjukkan paradoks, di samping perkembangan dan kemajuan yang signifikan. Kedua, tujuan kebijakan kurikulum pendidikan Islam di Indonesia selalu dipengaruhi oleh kebijakan pemerintah pada kebijakan pendidikan umum yang sama. Bagaimana idealisme kebijakan pendidikan secara luas di Indonesia adalah pengarusutamaan pendidikan sebagai panglima. Selain itu, kebijakan pendidikan tidak hanya membahas praktik pendidikan dan pembelajaran, lebih dari itu juga berkaitan dengan perkembangan pendidikan dalam kompetisi sekaligus sinergi internasional. Keempat, tantangan dan solusi masalah pendidikan Islam di Indonesia dapat dilihat dari segi konteks internal dan eksternal. Solusinya adalah tentang budaya daya saing yang seimbang dengan kerja sama dengan semua pemangku kepentingan yang perlu dilakukan untuk kebaikan dan kesejahteraan bangsa.Kata kunci: Pendidikan Islam, Politik Kurikulum dan Kebijakan dalam Politik Pendidikan

scholarly journals Pesantren-Based Madrasah: Curriculum Implementation Model and Integrative Learning

ADDIN ◽  
2019 ◽  
Vol 13 (2) ◽  
pp. 401
Author(s):  
Ihsan Ihsan
Keyword(s):  
Social Action ◽  
Management System ◽  
Curriculum Implementation ◽  
Islamic Education ◽  
Education Curriculum ◽  
Integrative Learning ◽  
National Education ◽  
Implementation Model ◽  
Educational Processes ◽  
Teachers And Students

This study aims to analyze curriculum implementation design and Islamic Education learning, a variety of curriculum integration and Islamic Education  learning, and <em>pesantren</em>-based <em>madrasah</em> model that is appropriate with National Education Standard and users’ expectations. This research was a qualitative study with a naturalistic paradigm which philosophically referred to phenomenological post-positivism and used social action models. This research was conducted in Kudus Regency with subjects related to institutional reality, curriculum implementation, learning and human resources of <em>Madrasah Aliyah</em> (MA) or Islamic Senior High Schools. The results showed that <em>pesantren</em> or Islamic boarding school is a model of MA management which <em>madrasah</em> and <em>pesantren</em> management are operationally managed in one management system. It means that MA is not only physically located in <em>pesantren</em>, but MA and <em>pesantren</em> are in an integrated organizational and management structure. The purpose of this management system unification is that all educational processes are in a system that allows all teachers and students activities in the same program package. It will ultimately create a holistic education process that produce the quality education output and outcome. Thus, the willingness to make <em>pesantren</em> as an Islamic education curriculum basis is based on the need to maximize the true Islamic education curriculum.

scholarly journals DIMENSI AGAMA DALAM PEMBANGUNAN NEGARA (KAJIAN TRANSFORMASI PENDIDIKAN ISLAM DI INDONESIA)

2018 ◽  
Vol 18 (2) ◽  
pp. 189
Author(s):  
Mujiburrahman Mujiburrahman
Keyword(s):  
Religious Education ◽  
Accurate Solution ◽  
Islamic Education ◽  
Young Generation ◽  
Education Curriculum ◽  
National Education ◽  
The Core ◽  
And Behavior ◽  
Complete Transformation

Observing the current condition of the Indonesian nation has led to a phenomenon that the country is being hit by the crisis in various aspects of life. Various forms of violation and offense grow and develop in daily life of the community, such as: corruption, collusion, nepotism, and drug (narcotics) and alcohol abuse, theft, robbery and prostitution. In this country, it also begins to emerge the tenet and behavior of radicalism that disturb the community and government. On the other side, nowadays is also faced with the clash and confusion of thought of ‘the contradiction between religion and the State’ embedded to the young generation (millennial generation). The various social problems described above occur due to the low quality of faith and caused the decline of morality and moral degradation of this nation. It needs a fundamental and accurate solution in facing those problems. Improving and rearranging the paradigm, system and orientation of Islamic education according to its framework can be the alternative solution to solve the problems. Islamic education should be a core in the national education curriculum, so that Islamic education will have a complete transformation in people life of this state. A comprehensive and systematic transformation of Islamic education can be done through the following stages: 1) Religious education should be the core in the national education curriculum, and the substance of religious teachings should not be disputed in nation’s life. 2) Religious education in schools and colleges/universities must be taught by qualified and professional teachers and lecturers, and 3) Implementation of religious education materials should fit the needs and age of learners.

The Policies of Islamic Religious Education in Schools and Universities (Correlation between Problems and Solutions)

2018 ◽  
Vol 2 ◽  
pp. 264-279
Author(s):  
Rahman Afandi
Keyword(s):  
Religious Education ◽  
Islamic Education ◽  
Educational Institutions ◽  
Policy Advocacy ◽  
Education Curriculum ◽  
Education Management ◽  
National Education ◽  
National Education System ◽  
Problems And Solutions

Educational issues are never ending issues to be discussed because these issues concern on the matter of humans in giving the meaning and the direction to their existence. Education is a guidance conciously conducted by the educators toward physical and spiritual developments of the students in order to shape their personality. The shaping of personality is closely related to the role of religious education. Therefore, religious education has pivotal role in national education system. However, nowadays Islamic Education still faces various problems in more complex aspects, namely education dichotomy, curriculum, purposes, resources, and Islamic education management. The improvement efforts have not yet been conducted fundamentally. The efforts to update and upgrade Islamic education are often partial and not comprehensive; moreover, most systems and Islamic education institutions have not yet been managed professionally. Regarding the above problems, two approaches to overcome the weaknesses of Islamic religious education policy in schools are needed, namely the approach of policy advocacy and the approach of Islamic Religious Education curriculum development. Accordingly, Islamic Religious Education can be the basis in shaping personality of the graduates of Indonesia educational institutions in accordance with their adhered religion.

scholarly journals PEMIKIRAN IMAM AL-ZARNUJI TENTANG PENDIDIKAN DAN RELEVANSINYA DENGAN PENDIDIKAN MODERN

2020 ◽  
pp. 50
Author(s):  
Khusna Farida Shilviana
Keyword(s):  
Research Methods ◽  
Education System ◽  
Islamic Education ◽  
Educational Goals ◽  
Spiritual Values ◽  
Education Curriculum ◽  
National Education ◽  
Library Research ◽  
National Education System ◽  
Modern Era

Islamic education is expected to be able to shape students who are required to be able to apply religious spiritual values and ethical, but what has not yet achieved what is targeted. As a solution there needs to be an update in the concept of education. The writing of this paper uses library research methods, namely finding and analyzing various information related to the discussion through books, journals and texts related to the discussion. It was found that the thought of al-Zarnuji's education was relevant to the modern era, namely: 1) Educational objectives, relevant from the existence of conformity with national education goals in the 2003 National Education System Law on educational goals, which between the two emphasized morals. 2) Educators, can be seen from the teacher's personal competence, which is a strong personality ability, noble, wise, and authoritative as well as an example for students. 3) students, it is relevant to be seen from the conformity with Law on National Education number 23 of 2003 Chapter V article 12 that students have an obligation to maintain the norms of education. 4) curriculum, can be seen from the basic foundation of Islamic Education curriculum including the basis of religion, and there is also a psychological basis. 5) Education Method, it can be seen that in the present era the memorization method and the discussion method are still used while still based on needs.

scholarly journals The Intertwining of Educational Dualism in post-New Order Indonesia

2019 ◽  
Vol 22 (2) ◽  
pp. 158
Author(s):  
Suzanna Eddyono
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Thematic Analysis ◽  
Citizenship Education ◽  
New Order ◽  
Teaching Staff ◽  
Education Curriculum ◽  
Policy Makers ◽  
National Education ◽  
Higher Education Teaching

This study focuses on continuities and changes in the dualism of national education after the collapse of the New-Order Regime in 1998. It argues that the Indonesian dualism of education may serve as a significant context in shaping the existing tensions in citizenship education in post- New-Order Indonesia. Drawing from a thematic analysis of citizenship education documents, related policy, and interviews with authors and higher education teaching staff, this study echoes the latest observations that reveal a more intertwining than rigid separation of the continuing dualism of national education. Yet, unlike the previous studies that reveal the tensions in more Islamic-based education, in its response to a more secular and modern demand, this study further highlights the intertwining of the dualism of education palpable in the citizenship education policy in post-New-Order Indonesia. It further calls for policy makers and educators to evaluate the existing citizenship education curriculum and its implementation within the context of an intertwined educational dualism in Indonesia. As such, this paper further aims to highlight the urgency of considering broader cultural and political contexts and actors involved in the process of reproducing official narratives of Indonesianess in the national curricula.

scholarly journals Kesesuaian Isi Peraturan Daerah Kabupaten Banjar No. 04 Tahun 2004 Tentang Baca Tulis Al-Qur’an Dengan Kurikulum Nasional Pendidikan Agama Islam

2013 ◽  
Vol 11 (1) ◽  
Author(s):  
Hayadin Hayadin
Keyword(s):  
Government Policy ◽  
Regional Government ◽  
Curriculum Policy ◽  
Education Curriculum ◽  
Government Regulations ◽  
Policy Documents ◽  
Reading And Writing ◽  
National Education ◽  
The Government ◽  
Curriculum Relevance

This research aims to elaborate on the relevance of the regional government regulations in reading and writing from Al-quran to the policy of the government policy on national education curriculum. The research on both policy documents uses a content analysis approach consisting of: the regional regulation number 4 Banjar region about Khatam Al-quran for participants in elementary and junior high and the ministry of national education regulation number 22,23,24 year 2006 concerning national education curriculum. The results of the research  indicate  the  relevance  of  many  aspects  of  regional  regulation  (perda)  Banjar  region  number  4  year 2004 with the government’s policy on national education curriculum. Relevance is identified based on aspects of: objectivity, content, and the learning process. From the perspective of education, regional regulation number 4 Banjar region is based on complementing and supplementing the national education curriculum policy. Penelitian ini bertujuan untuk menjelaskan persinggungan isi dan kandungan makna peraturan pemerin- peraturan pemerintah daerah tentang Baca Tulis Al-Qur’andengan kebijakan pemerintah tentang kurikulum pendidikan nasional. Penelitian menggunakan pendekatan analisa isi terhadap kedua dokumen kebijakan yang menjadi fokus penelitian yakni: peraturan daerah nomor 4 Kabupaten Banjar tentang khatam al-qur’an bagi peserta didik pada pendidikan dasar dan menengah; dan peraturan menteri pendidikan nasional nomor 22, 23, 24 tahun 2006 tentang kurikulum pendidikan nasional. Hasil penelitian menunjukkan adanya kesesuaian pada banyak hal antara peraturan daerah (perda) Kabupaten Banjar nomor 4 tahun 2004 dengan kebijakan pemerintah tentang kurikulum pendidikan nasional. Kesesuaian tersebut ditemukan pada aspek: tujuan, isi, dan proses penyelenggaraan pembelajaran. Dari perspektif pendidikan, peraturan daerah nomor 4 Kabupaten Banjar bersifat komplementer dan suplementer terhadap kebijakan kurikulum pendidikan nasional.

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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