scholarly journals Studi Analisis tentang Inovasi dan Perubahan dalam Kebijakan Pendidikan Islam

PALAPA ◽  
2016 ◽  
Vol 4 (1) ◽  
pp. 1-20
Author(s):  
Abdul Haris Rasyidi
Keyword(s):  
Education Policy ◽  
Educational Institution ◽  
Islamic Education ◽  
Policy Discourse ◽  
Education Policies ◽  
Innovation And Change

Innovation and change in education policy discourse that Islam is interesting to be discussed. This regard, the policy of Islamic education as the basis for the development of Islamic education, both substantive and orientatif in any educational institution in Indonesia to follow up by researchers and experts of Islamic education as a result (result) and the foundation and to look for color as well as systematic new direction in education, especially in menyonsong innovation and change in Islamic education. This brief paper seeks to examine more deeply about Islamic education policies that have been actualized in the Constitution and the regulations applicable in Islamic education. 

scholarly journals Kepemimpinan Kyai Dalam Pengasuhan Pesantren

2018 ◽  
Vol 16 (3) ◽  
pp. 358-368
Author(s):  
Mukhroji Mukhroji
Keyword(s):  
Education Policy ◽  
Educational Institution ◽  
Educational Innovation ◽  
Boarding Schools ◽  
Islamic Education ◽  
Dynamic Pattern ◽  
Good Habit ◽  
Good Attitude

Abstract: Islamic boarding schools as an educational institution with a total distinctive personality, always gives the freedom to determine the dynamic pattern of education policy. Kyai’s (Islam cleric) leadership who dared to hold an educational innovation makes the boarding schools as a barometer of Islamic education in Indonesia. Good leadership is both acceptable to all parties and able to lead under God’s guidance and to emulate the leadership of Prophet Muhammad based on akhlakul karimah (good attitude) and good habit (commendable) as siddiq, amanah, tabligh and fathonah. Keyword: Leadership, clerics, schools, and innovation.

Analysis of the Development of Islamic Education Policy Through History in Indonesia

2021 ◽  
Vol 3 (3) ◽  
pp. 207-216
Author(s):  
Deding Ishak
Keyword(s):  
Education Policy ◽  
Secondary Data ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Education Policies ◽  
Study Results

The process of forming and developing an Islamic community in Indonesia first went through various contacts, including buying and selling contracts, marriage contacts and direct da'wah contacts, both individually and collectively. From these various kinds of contacts, the process of Islamic education and teaching takes place, although in a simple scope. The process of developing Islamic education policies can then be seen through history based on the implementation of Islamic education policies that previous communities have carried out. This research was conducted using a qualitative approach with secondary data. The study results show that there are differences in curriculum and goals in Islamic education at each time. This is because the community's needs at these times are different from each other to produce different Islamic education policies.

scholarly journals Perbincangan Sosialisasi Kebijakan Pendidikan Islam

2021 ◽  
Vol 2 (1) ◽  
pp. 101-114
Author(s):  
Dian Namora ◽  
Abu Bakar
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Data Base ◽  
Policy Development ◽  
Policy Formulation ◽  
Islamic Education ◽  
Google Scholar ◽  
Education Policies ◽  
Preparatory Stage ◽  
Policy Problems

The purpose of writing this article is to examine the approach to the formulation of education policy problems, the stages of policy formulation and the formulation of education policies, actors in the formulation of education policies and must be able to socialize education policies and education policy socialization strategies through the socialization media of education policy. This method of writing uses the methodology of the study of literature. The writing of this article is done by reviewing several journals related to education policy contained in the google scholar data base. The results of the study are then spelled out through scientific articles. To complete the Discussion of Socialization of Islamic Education Policy, education organizers must be able to know the framework of education policy development. Namely by contributing and approaching the formulation of education policy problems, the stage of formulation of policy problems and the formulation of education policies, actors in the formulation of education policies and must be able to do the stage of socialization of education policy at the preparatory stage, the stage of mimicking (play stage), and the stage of action (game stage), and able to conduct educational policy socialization strategies through the medium of socialization of policy.  education.Tujuan penulisan artikel ini adalah untuk mengkaji pendekatan terhadap perumusan masalah kebijakan pendidikan, tahapan perumusan masalah kebijakan dan perumusan kebijakan pendidikan, aktor dalam perumusan kebijakan pendidikan serta harus mampu melakukan sosialisasi kebijakan pendidikan dan strategi sosialisasi kebijakan pendidikan melalui media sosialisasai kebijakan pendidikan. Metode penulisan ini menggunakan metodologi studi kepustakan. Penulisan artikel ini dilakukan dengan mengkaji beberapa journal yang berhubungan dengan kebijakan pendidikan yang terdapat pada data base google scholar. Hasil dari pengkajian kemudian dijabarkan melalui artikel ilmiah. Untuk menyelesaikan Perbincangan Sosialisasi Kebijakan Pendidikan Islam maka penyelenggara pendidikan harus mampu mengetahui kerangka kerja pengembangan kebijakan pendidikan. Yaitu dengan mengkontribusikan dan melakukan pendekatan terhadap perumusan masalah kebijakan pendidikan, tahapan perumusan masalah kebijakan dan perumusan kebijakan pendidikan, aktor dalam perumusan kebijakan pendidikan serta harus mampu melakukan tahapan sosialisasi kebijakan pendidikan pada tahap persiapan (preparatory stage), tahap meniru (play stage), dan tahap tindakan (game stage), serta mampu melakukan strategi sosialisasi kebijakan pendidikan melalui media sosialisasai kebijakan pendidikan.

Meunasah : Lembaga Pendidikan Islam Tradisional Aceh

At-Tafkir ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 173-186
Author(s):  
Muslim Hasballah
Keyword(s):  
Educational Institution ◽  
Education Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Literature Study

Meunasah is one of the basic levels of traditional Islamic educational institutions in Aceh. Which to date continues to be vehement with recitation and other civic activities. aims to find out the origins and the development of meunasah as a basic traditional Islamic educational institution in Aceh. This research applied a literature study by collecting various references. The results showed that meunasah had existed since the formation of the Islamic community in Aceh. The development of meunasah as a traditional Aceh Islamic education institution was only discovered during the period of Sultan Iskandar Muda (1607-1636).

Jejak Historis Madrasah Serta Tantangannya Di Indonesia

KUTTAB ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 58-75
Author(s):  
Achmad Faisol Haq
Keyword(s):  
Education Policy ◽  
Natural Resources ◽  
Islamic Education ◽  
Educational Institutions ◽  
Islamic Schools

The birth of madrassa (Islamic schools) is a response to Islamic education in dealing with the Dutch education policy, initially arriving in Indonesia to trade following the Indonesia’s abundant natural resources. Even, it was determined to take control of the Indonesia’s territory by propagating its teachings, popularly known as 3G namely, Glory, Gold, and Gospel. On account of this phenomenon, the madrassa appeared as Islamic educational institutions used as a means of transfering knowledge in addition to considerably having strateges, especially in shaping the soul of patriotism of the nation children.

History of Education Policymaking in India, 1947-2016

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Education Policy ◽  
History Of Education ◽  
Indian Education ◽  
The Political ◽  
Education Policies ◽  
Historical Perspectives ◽  
Education Commission ◽  
History Of ◽  
Judicial Policymaking ◽  
Political Economic

This book chronicles the history of education policymaking in India. The focus of the book is on the period from 1964 when the landmark Kothari Commission was constituted; however, to put the policy developments in this period into perspective major developments since the Indian Education Commission (1882) have been touched upon. The distinctiveness of the book lies in the rare insights which come from the author’s experience of making policy at the state, national and international levels; it is also the first book on the making of Indian education policy which brings to bear on the narrative comparative and historical perspectives it, which pays attention to the process and politics of policymaking and the larger setting –the political and policy environment- in which policies were made at different points of time, which attempts to subject regulation of education to a systematic analyses the way regulation of utilities or business or environment had been, and integrates judicial policymaking with the making and implementation of education policies. In fact for the period subsequent to 1979, there have been articles- may be a book or two- on some aspects of these developments individually; however, there is no comprehensive narrative that covers developments as a whole and places them against the backdrop of national and global political, economic, and educational developments.

How the Political Economy of Knowledge Production Shapes Education Policy: The Case of Teacher Evaluation in Federal Policy Discourse

2021 ◽  
pp. 016237372110039
Author(s):  
Sarah Reckhow ◽  
Megan Tompkins-Stange ◽  
Sarah Galey-Horn
Keyword(s):  
Political Economy ◽  
Teacher Evaluation ◽  
Education Policy ◽  
Knowledge Production ◽  
Policy Discourse ◽  
The Political ◽  
Financial Infrastructure ◽  
Congressional Hearing ◽  
Elite Interviews ◽  
Support Teacher

Using congressional testimony on teacher quality from 2003 to 2015 and analysis of 60 elite interviews, we show how the political economy of knowledge production influences idea uptake in education policy discourse. We develop and assess a conceptual framework showing the organizational and financial infrastructure that links research, ideas, and advocacy in politics. We find that congressional hearing witnesses representing groups that received philanthropic grants are more likely to support teacher evaluation policies, but specific mentions of research in testimony are not a factor. Overall, our study shows that funders and advocacy groups emphasized rapid uptake of ideas to reform teacher evaluation, which effectively influenced policymakers but limited the use of research in teacher evaluation policy discourse.

“Weg Da—Wir Wollen Lernen!” Education Reform in Hamburg, Germany in Neoliberal Times

2013 ◽  
Vol 115 (8) ◽  
pp. 1-36
Author(s):  
Jeff Bale
Keyword(s):  
Education Policy ◽  
Education Reform ◽  
News Media ◽  
Research Question ◽  
Substantial Part ◽  
Theory Approach ◽  
Education Policies ◽  
Reform Measure ◽  
Interpretive Communities ◽  
Critical Policy

Background/Context This paper is in dialogue with critical policy scholarship that has developed a certain consensus about what neoliberalism is and what its impact has been on recent education policy. A substantial part of the paper comprises a synthesis of recent German scholarship on neoliberal education policies in that country. Purpose/Objective/Research Question/Focus of Study Drawing on critical analysis of neoliberal education policy, this paper examines a recent education reform measure in Hamburg, Germany. A key component of the intended reform measure was defeated by a ballot initiative spearheaded by a coalition of Hamburg residents widely understood to represent the city's wealthy elite. Making sense of the controversy over this reform measure is the central goal of this paper. To do so, I identify five features of neoliberal education policy in Germany and use them as a framework within which to read the specific reform measure in Hamburg and the resistance to it. Research Design This paper reports an interpretive policy analysis and draws on document sources from four interpretive communities: (a) Hamburg's education ministry; (b) two pro-reform coalitions; (c) one anti-reform coalition; and (c) news media sources. A total of 389 documents were collected for this study, to which I applied a grounded theory approach for data analysis. Conclusions/Recommendations By reading this controversy against previous scholarship on neoliberal education policy, I argue that this specific case of education reform in Hamburg does not follow the pattern such analysis would predict. By stressing this divergence, I neither intend to challenge the consensus on neoliberalism within critical policy scholarship, nor to position this reform policy as a panacea to neoliberal ills. Rather, I argue that the anomalous nature of this specific reform effort in Hamburg provides two unique analytical opportunities: (a) to understand more deeply the constraints imposed by neoliberalism on schooling, especially in a context of policy making that bucks the neoliberal trend; and (b) to identify more clearly what educational policy strategies are required to move beyond neoliberal imperatives for schooling and society.

scholarly journals Colonial State as ‘New Manu’? Explorations in Education Policies in Relation to Dalit and Low-Caste Education in the Nineteenth-Century India

2018 ◽  
Vol 16 (1) ◽  
pp. 84-107
Author(s):  
Parimala V. Rao
Keyword(s):  
Nineteenth Century ◽  
Education Policy ◽  
Caste System ◽  
Colonial Administration ◽  
Education Policies ◽  
Colonial State ◽  
Lower Castes ◽  
Priestly Class ◽  
Colonial Government ◽  
Implementation Stage

The colonial state always asserted itself as a harbinger of ‘modernity’ and emphasised its role in India as a ‘civilising mission’. The 1811 Educational Minute of Governor General Minto, declared Hindus and Muslims of India as inherently corrupt and insisted on the British role as ‘civilising’. Conventionally the terms ‘modern’ and ‘civilising mission’ have been considered as offensive, and scholars have critiqued them as Eurocentric and racist. However, these terms have not been analysed at the implementation stage in India. The colonial government used these terms to actually strengthen the structures of the traditional hierarchy. When Minto declared that the education policy was to civilise Hindus and Muslims of India, it was through the ‘the dread of their religion in this world and the next’ and through strengthening and empowering the priestly class of Hindus and Muslims (Sharp, 1920, pp. 19–21). The colonial administration regarded this kind of education as the corner stone of its education policy. This article looks at the education policies of the colonial state towards lower castes in the nineteenth-century India and how these policies upheld and reinforced the caste system.

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