Abstract
This research aims at describing qualitatively the reality of curriculum, instruction, and academic tradition development in madrasahs (traditional Islamic schools) based on the school/madrasah accreditation standards in Indonesia. The findings from this research show that madrasahs in Indonesia generally have met the standards of curriculum development and the model of Education Unit Level Curriculum in terms of mechanism, document completeness and involvement of external parties in its development. The aspects of planning, learning document availability, instructional book, learning load and study group generally have met the standards of national accreditation. The weaknesses lie in the aspects of development, contents, strategy, study resources, media, model, approach and learning method that support the strengthening of students' Higher Order Thinking Skills (HOTS). The creation of academic atmosphere is weak when it comes to 1) conditioning students to become true life-long learners, 2) enhancing students' skill to think creatively, productively, and critically, 3) applying scientific approaches such as study tours, practices in the laboratory, seminars, demonstrations, and exhibitions and 4) strengthening students' skill to act individually, collaboratively, and communicatively.
Highlights
Educational system in Indonesia comprises two main subsystems —the general school education, which is under the administration of the Ministry of Education and Culture (MOEC); and the madrasah education under the Ministry of Religious Affairs (MORA)— which maintains an oversight over both public and private madrasahs across the country
The Law on National Education NO. 20 year 2003 formally integrates all madrasahs into the national education system, and they are required to follow the national curriculum and education standards set by the government
In 2013, 87% of about 50 million students in the primary and junior secondary education system were enrolled in MOEC schools, while the remaining 13% were enrolled in madrasahs (Asian Development Bank, 2015)
Summary
Educational system in Indonesia comprises two main subsystems —the general school education, which is under the administration of the Ministry of Education and Culture (MOEC); and the madrasah education under the Ministry of Religious Affairs (MORA)— which maintains an oversight over both public and private madrasahs across the country. Supriatna and Ratnaningsih states that the challenges of madrasah in the globalized era include the rapid development of technology, the information and communication technology, the existence of dominant culture coming from advanced countries that challenge Muslim identities and Islamic values, the integration of the world's community, and the changing social expectation towards educational institutions (Supriatna and Ratnaningsih, 2017). This study covers the fields of mantiq, nahwu, sharaf, al-muhadharah, al-insya (public speaking), tarikh tasyri' usul fiqh, fiqh (principles of jurisprudence), hadits, tafsir, balaghah, ma'ani, badi', bayan (the knowledge of interpretation or instrumental knowledge) (Bustamam-Ahmad, 2015)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
