Evaluating impact of the education foundation law in management system of the private Indonesian Islamic school

Muhammad Syaifudin, Et Al

doi:10.17762/turcomat.v12i2.917

Abstract

In this paper, we evaluate the impact of the education foundation law in the management system of the private Indonesian Islamic school. Islamic schools or madrasas are the goal of the Muslim community to educate their children where Islamic knowledge and sciences technologies are combined. The private madrasas were initiated, established and organised by the governing boards. Rapidly growing of the private madrasa but lack of management system makes the Indonesian government to stipulate law number 16 of 2001 and law number 28 of 2004. A total of 251 respondents from various foundations among six cities in Indonesia were contacted and interviewed. Instrument analysis was performed using the Rasch model approach through the Winsteps program. We observe that three groups of respondents have the same characteristics of answers. It indicates the tendency of respondents to more agree and practice the mentioned items. The respondents were found to face great difficulties when answering dual positions and authority of the governing boards. We conclude a small impact of the applicable law in the management system of the private madrasa.

Highlights

Islamic education is uniquely different from other types of educational theory and practice primarily because of the all-encompassing influence of the Quran
The government assist the foundations created by a group of people who have serious concerns for the education of the nation’s children, even though the support is only non-material because private Islamic school tend to be materially highly dependent on the founders
The non-material supporting from the Indonesian government can be seen with the issuance of law number 16 of 2001 on foundations [3]

Summary

Introduction

Evaluating impact of the education foundation law in management system of the private Indonesian Islamic school inequalities across the world, respectively. Several problems can be attributed to intense global competition that makes the private madrasas must continue to be able to develop quality and increase human resources following the times [15], even more, confronted with the fact that this school is an Islamic educational institution that accommodates all Muslims children from all directions. Asadullah and Chaudhury [20] mentioned that foundations run a large number of private madrasas around the global Muslim community. The measurement is based on the questionnaire and the Rasch measurement model will analyse the raw marks

Methodology

Data Analysis and Discussion

Conclusions

Syaifudin M 2017 Al-Fikra 5 70–89

Findings

17. Guskey T R 2002 Teaching and Teacher Edu 8 381–391