madrasa education belandasan a picture of Islam teachings

The establishment of Islamic background
In Indonesia, the beginning of the emergence of new Islamic approximately abab 20, though the background of the establishment of madrassas can not be separated from two factors, namely the Islamic spirit of renewal that comes from the central Islamic (Middle Eastern) and an educational response to the Dutch East Indies government kebijakaan establish and develop school . This is also shared by M. Arsyad cited Khoirul Umam, the emergence of Islamic madrassas as an educational institution because of concerns over the Dutch East Indies government established public schools without the included lessons and Islamic religious education. Colonial governments deny the existence of the boarding school in the education system shall be developed in the Dutch East Indies. Curriculum and teaching methods developed in the religious boarding school for the colonial government, is incompatible with the ethical and political policies of modernization in the Netherlands East Indies. Beyond that, the colonial government boarding school to suspect an important role in encouraging nationalist movements and prokemerdekaan in the Dutch East Indies.
Responding to policy, the Muslim leaders in Indonesia finally establish and develop madrasah in Indonesia is based on three main interests, namely: 1) adjustments to the colonial government's educational policy; 2) to bridge differences with the religious education system of modern education system; 3) the modernization agenda Islam itself.
Enabling Act No. 20 of 2003 on National Education System has led to Islamic education into a new historical phase, which among others, characterized by strengthening the educational system of Islam as the national educational institutions. Islamic educational institutions now have greater opportunities to grow and expand and enhance its contribution in the development of national education. In the Act that each time the school is mentioned, for example in basic education is primary school, primary school is always associated with madrasas, junior high school mentioned is associated with the madrasa tsanawiyah, associated with high school mentioned madrasah aliyah, and other educational institutions which equal, as well as non-formal educational institutions.
Madrasah, which is one of Islamic educational institutions, has a long gait in the world of education in Indonesia. Madrasa education is part of national education has contributed in no small part in the development of national education or a national education policy. Islamic schools have a very significant contribution in the process pencerdasan society and nation, especially in the context of widening access and education. With the relatively cheap cost and distribution agencies to reach remote areas, madrassas open access or more opportunity for the poor and marginalized to obtain educational services. Yet the authors of the history of Islamic education in Indonesia seems to have agreed in calling some madrasas in the period of growth, particularly in Sumatra and Java. Mahmud Yunus entered into the madrassa this growth period, among others Adabiah School (1909) and Diniah Labai al-Yunusi School (1915) in West Sumatra, NU Madrasa in East Java, Yogyakarta Muhammadiyah Islamic School, Madrasah Tasywiq Thullab in Central Java, Madrasah Union of Muslims in western Java, Khair Jami'atul Madrasah in Jakarta, Amiriah Madrasah Islamiah Madrasah Assulthaniyah in Sulawesi and Kalimantan.
Indonesian Islamic contribution to historical studies and visionary
One of the pillars of national education is expanded and equitable access to education. Efforts to expand access to education and equality in an effort aimed at expanding the capacity of the education unit with reference to the scale of national priorities that provide equal opportunities for all students from a variety of diverse community groups both in social, economic, gender, geographic, or level of ability intellectual and physical condition. Expansion and equitable access to the widest possible opportunity for the people of Indonesia to lifelong learning in order to increase the nation's competitiveness in the era of globalization.
Establishment of the madrasa by Muslim leaders in various parts of the country plays a pivotal role in opening access for the poor and remote areas to obtain educational services. Moral commitment is in fact never subside, thus institutionally madrassas continue to experience rapid growth until now. Based on the statistic of Islamic education in 2007, growth of madrassas in the last five years at an average range of 3% per year and more than 50% madrasa outside Java which are distributed in the area pedesaan.Sumbangan madrasa in the context of widening access and distribution of educational drawn clear in the school age population who become madrasa students. In 2007, the total number of participants at all levels of education madrasa registration 6.07521 million learners. The Gross Enrolment Ratio (GER) madrassas to total school age population at each level is 10.8%, MI, MT 16.4%, and 6.0% MA. GER contribution is spread from private madrassas at each level.
Other donations from the madrassas in the development of national education is in the completion of compulsory basic education (compulsory basic education), nine years. Program compulsory nine years of basic education in madrasa education developed through the Islamic Elementary School (MI) and the Islamic Junior High School (MTs). The number of MI units with as many as 22 610 3,050,555 learners. The number of MTs counted 12 498 units with 2,531,656 learners. Total of students in the program nine-year compulsory education consists of 47.2% and 31.8 MI learners learners mts. The remaining 21.0% of students / students salafiah boarding school. Contribution towards the completion of madrasa education compulsory nine-year basic sizable enough to reach 17%. Although not yet achieved, but expected to be completed until the year 2009. The criteria are completely gross enrollment rate (GER) followed Islamic Junior High School Junior High School education or reaches 95%. Until the year 2008 reached only about 92.3%. Figures for the rest that is approximately 2.7% in the year 2009 is expected to be achieved participation rate roughly nine years of basic education up to 95%. This means that basic education compulsory nine years of basic education is considered completed, although 95% still have the remaining 5%. Figures 5% of the 50 million children of school age can be told pretty much scattered, but can be considered finished. Meanwhile, if viewed as a whole including Madrasah Aliyah, the contribution of madrasas from start to MA MI to enrollment was educated in the various levels of education in the aggregate, or as a whole that can reach 21%. Not a 21% rate of about 60 million inhabitants. That means the public, especially Islamic schools have contributed to the government's efforts to provide educational institutions big enough. In addition to the increase in GER, another indicator of the acceleration of the completion of nine-year compulsory education program is decreasing dropout rate in 2006 amounted to 0.6% to 0.4% in 2007 for MI and to MTs at 1.06% in 2006 to 1.02% in 2007. In the year 2008 dropout rate in the MI and MTs are expected to fall 1.04% while the GER in MI and MTs respectively reached 14.75% and 20.70%.
Important role in the expansion of public access from marginalized groups are clearly visible from a family background of participants protege. Based on Islamic Education Statistics Year 2007, more than 92.7% of parents of students of madrasah education equal to or less than high school with the main occupation as farmers, fishermen and laborers (58.0%). In line with these conditions, 85% earn less than Rp. 1 million per bulan.Gambaran condition of the parents of students indicate that the madrasa has high accessibility to students with family backgrounds are economically poor communities.
Madrasa accessibility for marginalized groups is also reflected in the cultural aspects, namely its crucial role in gender mainstreaming in education with respect to the composition of student participants, mostly women. This reality is a good precondition for the development of the Islamic vision of gender and education also dismissed the allegation as well as various circles that the attitudes and religious views of Muslims tend to be discriminatory against women.
Issues of existence and its implications
During its development, the Islamic madrasa education system is not using the same educational system with the pesantren system of Islamic education. Because in this madrasa education institutions have started to put the general lessons such as history of earth science, and other general subjects. While teaching methods are no longer any use halaqah system, but has followed the methods of modern western education, using classroom, chairs, tables and blackboards for teaching and learning process. Seeing the reality of history, we are certainly proud of the education system and institutions of Islamic madrassa in Indonesia. Especially with the methods and the lessons that have been adapting the curriculum of education systems and the general curriculum. The role and contribution of such a large madrasa in turn, since the early days of independence-is closely related to the role of the Ministry of Religious Affairs which began officially established January 3, 1946. This institution is an intensive political struggle for Islamic education in Indonesia. Business orientation of the Ministry of Religious Affairs in the field of Islamic education based on the aspirations of Muslims for religious education is taught in schools, in addition to the development of madrasah itself. The development and progress of Islamic education continued to increase significantly. It can be seen for example in the mid 60s decade, madrasas are spread across various regions in almost all provinces of Indonesia. Reported that the number of madrassas low level at that time had reached 13 057. with this amount, at least 1,927,777 have been absorbed for religious education. The same report also mentions the number of first-level madrasa (tsanawiyah) reached 776 units with a total 87 932 students. The number of madrasah Aliyah rate estimated at 16 madrassas with the number of students 1881. Thus, based on this report, the number of madrasas as a whole has reached 13 849 with a total of 2.01759 million students. This development shows that already from the beginning, madrasa education contributed significantly to the process of coaching pencerdasan and morals of the nation.
In the meantime, although the government through the ministry of religious affairs has made many changes and formulation of policies here and there to advance the madrassa, but that was not too successful when compared with public schools, which in this case managed by the department pendidikan.Karena reality, the community until period of the 90s still have a sense of high interest to enter into the public schools are judged to have the prestige that was better than madrasa / school of Islam (Islamic School). More than that, by going to public schools, future students will be more secure than go to madrassas, or Islamic school. It could be due to the image that illustrates madrasa graduates unable to compete with graduates from public schools. Madrasah graduates are only able to become a teacher of religion or ustdaz. While graduates of public schools able to enter the public schools a more bona fide and have guaranteed employment that pasti.Dalam present context, image of madrassas or Islamic schools have been changed. Madrasah is now no longer a Muslim school that only interested by the lower middle class society. But was interested by the students who come from middle-class society and above. That is because the Islamic schools or madrassas are aligned with the elite public schools have a lot of popping. Among the madrassa or Islamic school that is; Madrasah Development UIN Jakarta, al-Azhar Islamic School, Al-Izhar Islamic School, Islamic School Scholar Insan, Madania School, and others.
Before experiencing growth, as now, among the madrasas only for the lower middle class society. However, since its adoption of modern education system from the West while maintaining existing and equipped with facilities that support student learning climate and teaching students, madrasah (or school of Islam) was now in great demand by the middle to upper class society. Moreover, many madrasas today is run by what is called a Home Daily. All teachers and students in teaching and learning activities must speak in English. Development of Madrasah Madrasah like UIN Jakarta, Sekolah Islam Al-Azhar, Al-Izhar Islamic School, Islamic Schools Insan Scholar, etc. are some examples of good diantaranya.Kemampuan foreign language in this era of globalization as it is now absolutely necessary. Therefore, in some madrasah and Islamic schools were then not only provide knowledge of English only. Moreover, knowledge of other foreign languages are also taught by the madrasa absolute like Arabic for example. Or Japanese, Mandarin and the other at the level of Madrasah Aliyah. In addition, in the era of globalization, madrasas as institutions of Islamic education is not necessarily enough to feel satisfied with the success that has been achieved by providing knowledge of foreign languages to their students and design educational curricula compatible and indeed required by the madrasa.
However, it must continue to re-think madrasa in a sustainable manner that leads to the progression of madrasas and their students. Therefore, in the madrasa education is much needed educational skills. This may take the form of vocational education extra-curricular activities, or intra-curricular activities such as training or computer courses, dance, writing, music, engineering, mechanics, painting, journalism, or perhaps sporting events like football, basketball, badminton, chess, etc. . Of educational skills, hopefully will be useful when students graduated from the madrasah. Because if it is equipped with educational skills, when there are students who are not able to continue their education to higher levels such as universities, then students armed with skills that have been gained when the madrassas will not be any more trouble in an effort to find a job. So, it is important for madrasah education to develop these skills. Because, that way students will be able to direct their knowledge after graduation from the madrassas or Islamic schools. But it must be done in profesional.Dengan of vocational education in Islamic schools or madrassas, madrassa graduates are expected to respond to global challenges in an increasingly competitive world. And the name and image of madrassas will also remain intact. As it turns out madrassa alumni-alumni who are competent with the alumni does not lose its quality public schools.
The solution offered
The solution is to back the idea of the actual mempertimbagkan have long voiced by some quarters, that is the opinion of wanting a one-stop education in this country. As disclosed that the madrassa penganaktirian phenomenon is in fact a consequence of entry into the dualism of management education in this country have long lasting. And related to this education duality problems, ideas about education are also worth the same roof again dipertimbangkan.Menurut me when the spirit of autonomy in education was the central issue of national education reforms, the madrasah should include it in the spirit of autonomy. There are many scientific reasons that strengthen the autonomy of education that is believed will bring benefit to increasing the quality of national education in the future. The problem is even really involved in madrasa education has ditonomikan, during the madrasa on the path of the Ministry of Religious Affairs bureaucracy that is not given the authority, autonomy, makaakibatnya be a madrassa as a stepchild by my educators daerah.Sebagai government believes that education is the one roof, where education is only managed by one department, in this case the Ministry of National Education, will provide external impact may be to the development of madrasas in the future. Moreover, the Law No.20/2003 has asserted that the madrassas in many ways, such as in the case kedududukan, status, and the same curriculum persih with public schools, the juridical idea of education is indeed one roof has a legal basis which is very practical kuat.Pada , if Muslims worry waning idealism of Islamic education in madrassas, why not just open a new department in high school, majoring in Islamic Religious Education, for example, specifically to accommodate the desire of students to study Islam in greater depth? Moreover, there is not also have thousands pesantern that facilitate that desire? I'm sure the discourse about the "one-stop education was" very debatable, because there are a lot of interest in it. But my point is that all circles in Islamic education must not stop to find the best solution so that madrassas do not continue to be a stepchild, so that madrasas can "lap motherland" in the true meaning.



Refrensi List

Directorate General of Islamic Education. (2008). Policy of the Department of Religion in Madrasah Quality Improvement in Indonesia. Jakarta: Directorate General of Religious Affairs Penais.
Hasbullah, 2001, CET. 4 History of Islamic Education in Indonesia, Jakarta: PT. King Grafindo Persada
Mustofa.A, Aly, Abdullah, History of Islamic Education in Indonesia, For Faculty Tarbiyah, Bandung: CV. Pustaka Setia, 1999
Steenbrink, Karel. A., (1986). Pesantren, Madrasah, Sekolah: Islamic Education in the Modern Period. Jakarta: LP3ES
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