Abstract
This study aims to find out how to improve Islamic religious education in the Krouch Chmar area, Cambodia where this area is an Islamic village in the middle of Cambodia, which is a majority Buddhist community, then the Musa Asih Integrated School (SEPAMA) is present which has a role in helping increase in Islamic education. This research uses qualitative methods, data collection using observation, interviews and documentation, qualitative data analysis is carried out continuously to completion. The findings of this researcher are that Islamic religious education in the Krouch Chmar area began to develop with the existence of an integrated school system where this school has a combination of curriculum, namely the national curriculum and the Islamic religious education curriculum, through this school finally Islamic religious education begins to increase because children and the community can easily learn Islamic religious education, this is supported by programs owned by SEPAMA, so that from this school it provides a role in improving Islamic religious education in Islamic minority areas in Cambodia, starting from a pedagogical role, a moral-spiritual role and a socio- culture which ultimately improves Islamic religious education in the area.
Highlights
School is a means used to transfer knowledge to students (Putri & Imron, 2019), in Arabic it is called Madrasatun, the school stands as an educational institution that has a system, discipline and components that must be owned, such as buildings that will be used as classrooms (Ariyanto & Sulistyorini, 2020), teachers as teacher and facilitator of children in learning, as well as the presence of students is an important component in a school (Ariyanto & Laksana, 2017; Sulistiyana et al, 2019)
Indonesia is a country with the majority of the population being Muslim, this can be seen from the number of Islamic schools that are developing more rapidly than other schools (Kurnianto & Lestarini, 2020), this is because Islamic schools have a complete package with a balanced curriculum program where 50% of the general education curriculum and 50% of the Islamic religious education curriculum is given to all students with unquestionable results (Kurnianto, 2019)
The main data source in this study was obtained from interviews addressed to the founder of the Musa Asiah Integrated School (SEPAMA) Svay Khleang, Krouch Chmar, Cambodia regarding how the origin of Islamic religious education that was present in Cambodia and the Krouch Chmar region in particular, the deputy head of the school who explained the role of Sekolah Bersepadu Musa Asih (SEPAMA) in implementing efforts to improve Islamic religious education, as well as teachers and the community around SEPAMA to obtain data on how SEPAMA's role is perceived by the community and how teachers view it to determine the extent of SEPAMA's role in improving Islamic religious education
Summary
School is a means used to transfer knowledge to students (Putri & Imron, 2019), in Arabic it is called Madrasatun, the school stands as an educational institution that has a system, discipline and components that must be owned, such as buildings that will be used as classrooms (Ariyanto & Sulistyorini, 2020), teachers as teacher and facilitator of children in learning, as well as the presence of students is an important component in a school (Ariyanto & Laksana, 2017; Sulistiyana et al, 2019). Based on the latest data, the number of pesantren that have emerged in Indonesia has reached 14,798 pesantren with 3,464,334 students, where each year has increased which show that pesantren have a lot of enthusiasts and can compete with other public schools. This has made Islamic religious education in Indonesia develop rapidly, with the support of Islamic schools that have sprung up with good packaging and gained the trust of the wider community, which has led to the development of Islamic religious education becoming known and more understood by the wider community (Ashari et al, 2017)
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