THOUGHTS OF IBU SINA TO M. NATSIR: THE DEVELOPMENT OF ISLAMIC EDUCATION IN INDONESIA

An Islamic educational institution is a place where education within the scope of Islam carries out its duties in order to achieve the ideals of Muslims. Family, mosque, majelis taklim, diniyah, madrasa, and Islamic boarding schools are Islamic educational institutions that are absolutely necessary in Indonesia in general or in a city and village area in particular. Comprehensive religious education is needed to instill appropriate moral values for the legal community in order to understand the implementation of religious rules correctly and precisely. The method used is descriptive qualitative through literature review. The results of the study show that; 1. There is a clear history and red thread of regulation regarding Islamic education in Indonesia, the development of Islamic education, and the implications of Islamic education policy for the existence of Islamic boarding schools and religious education in Indonesia. 2. Islamic education policy in Indonesia has undergone changes since the Old Order to the New Order, with an increase in the status of religious education in public schools and universities. 3. Islamic education in Indonesia has experienced significant changes and developments since the 2000s. Islamic boarding schools have adopted the formal education system, and some boarding schools have opened universities. However, the increase in the number of Islamic boarding schools has not been accompanied by an increase in quality. Law No. 18/2019 on Pesantren is expected to recognize and facilitate the development of pesantren and religious education.

Diversity is an essential condition that cannot be avoided in society. Religion has advantages and disadvantages. This study aims to describe the role of Islamic education philosophy based on the diversity that exists in Indonesia. There are three critical questions in this research that will be answered, namely, about the concept of Islamic education philosophy, the idea of moderation in Indonesia, and the implementation of the moderation philosophy of Islamic education in Indonesia. This research is a literature study and a theoretical study. Sources of data are based on primary data derived from existing theories and also from the results of research that has been carried out. Using a content analysis approach to explain how Islamic religious education is, the efficacy of moderation in Indonesia, and the three implementations of the philosophy of moderation based on Islamic Education in Indonesia, the research findings conclude that there are three concepts. The first is Islamic philosophy. Second education, from the idea of moderation in Indonesia and its implementation. The three Islamic religious education in Indonesia is based on moderation. The results of this study have many shortcomings, especially from data filing and data analysis, which have an impact on the conclusions found. Subsequent research can be carried out to complement and refine the results of this study.

Relation between �Nusantara Islam� and Islamic education in contemporary Indonesia is a pivotal issue. It is because of many fundamental reasons, such as, historical, social, political, cultural, religious and educational perspectives. In this context, this article focuses on the relationship and the contribution of Nusantara Islam in Indonesian Islamic educational context from time to time in all aspects. The research in this paper is qualitative with descriptive analytical approach and documentary method. The general objective of this study is to find out what and how the history of Nusantara Islam in the country? What and how the history of Islamic education in Indonesia? How is the relationship between Nusantara Islam and Islamic education in contemporary Indonesia? The results showed that, first and foremost, is the history of Nusantara Islam is a portrait of a very complex history, which extends from the Aceh to Papua and elsewhere in Indonesia. Second, the history of Indonesian Islamic education is the discussion about institution, content of materials and objectives of Islamic-based education from time to time. Third, the relationship between Nusantara Islam and Islamic education in contemporary Indonesia has a strong �bond� with each other. Ultimately, the relationship is so closely linked to the development and progress of the nationhood.

Teaching methods in education are fundamental in achieving optimal learning outcomes. Active and effective learning methods can motivate students to develop their potential, starting from personality intelligence, morals or character, as well as social skills in society. The development of Islamic religious education in Indonesia is very famous. so that whenever and anyone who studies it will easily get various sources about Islamic education. Islamic education is very important in all times, especially the current era of globalization which is better known as the milenial era, the times of course have an influence on Islamic education in Indonesia, this raises new challenges in the world of education. In the current milenial era, there are so many technologies that facilitate the learning system, this is a challenge for us to utilize and manage technology for the sake of being wiser and useful for the development of Islamic education. because the teaching of Islamic education must develop according to the times without reducing Islamic traditions previous. The data collection process in this article uses a qualitative descriptive approach with literature methods and relative thinking which consists of finding, formulating, and identifying problems. The material obtained from the research results will be transcribed and analyzed. The results of this study obtained an effective and efficient method in delivering Islamic education materials, including using the conversational method (hiwar) of the Qur'an and Nabawi, the history of the Qur'an and Nabawi story, Amtsal Qur'ani and nabawi, exemplary, practice and habituation, ibrah or wisdom, targhib and tarhib that are adapted to the lives of the current milenial generation.

: This research intends to conduct a cross-cultural analysis of humanistic education, by exploring fundamental concepts of Restorative Practices in the Australian education system and the parenting system within Islamic education (pesantren) in Indonesia, addressing three primary research questions: (1) What are the core concepts of restorative justice within the Australian education system and the parenting system in Islamic education in Indonesia? (2) How do restorative practices within these systems align with the principles of humanistic education? (3) What are the similarities and differences in restorative practices between the Australian education system and the parenting system in Islamic education in Indonesia? The research will be conducted using qualitative methods and descriptive analysis to get the data from various sources, including interviews with education practitioners, observations, and in-depth literature studies. The finding will provide an in-depth insight into the practices of humanistic education, with a particular emphasis on efforts to restore relationships in the formal education contexts in Australia and the nurturing environment within Islamic education (pesantren) in Indonesia. The outcomes of this research are expected to make a significant contribution to the understanding of restorative practices in education and after valuable insight into how culture influences humanistic education. It can be used to enhance educational practices in both countries and identify potential cultural collaborative opportunities in educational contexts.

The objective of this research is to investigate the outcomes of analyzing the educational systems in Indonesia, specifically focusing on Islamic and general education. The literature study approach incorporates a total of 13 sources from books and 33 sources from scientific journals. These sources are utilized to gather data, which is subsequently evaluated in accordance with up-to-date information. The research methodology employed is qualitative. The research findings indicate that the establishment of dualism in Islamic education in Indonesia is a result of the coexistence of Islamic education and general education, which is impacted by the Indonesian political system. The emergence of dualism in Islamic education in Indonesia can be attributed to the presence of a parallel system for implementing educational concepts, particularly in the realms of religious education and general education. The implementation of general education and Islamic education is consistently conducted in accordance with their respective areas of emphasis, regardless of their location. The results of this study suggest that educational policymakers might assess the integration of dualism in Islamic and general education in order to effectively utilize both systems by connecting their knowledge.

This research is motivated by the current condition of Islamic religious education in Indonesia, which is still experiencing problems in various aspects and efforts to improve it have not been carried out in a basic way, seeming improvised. The government's attention to Islamic education is very small, on the other hand the government expects the people to have a socialist and religious spirit. It can be said that Islamic education in Indonesia occupies a "second class" in a Muslim-majority society. Social change is essentially a part of cultural change. Aspects of culture are art, science, knowledge, technology, philosophy. Ibn Khaldun said in his muqodimah there is no human society that does not change, meaning that the work of stopping the course of change is an impossible job. In social change, an in-depth philosophical study is needed to produce values ​​that can bring more benefits to society, to realize the values ​​contained in philosophy can be pursued in various ways, one of which is through education. With education, humans can communicate their culture and intellectual heritage to future generations, and provide inspiration and life goals.

Despite having identical demographic composition with the presence of the Muslim majority, the expression of Islam in Indonesia and Malaysia has a different nuance. Islam in Indonesia is more varied and open, while Islam in Malaysia is more centralized and formal. These different expressions must be influenced by the differences of Islamic education in the two countries. This study intends to examine the Islamic education system in Indonesia and Malaysia by describing the history of its development. By referring to library sources, this study conducted a qualitative analysis with the help of Michel Foucault's genealogical theory. With this theory, the author reveals the changes that have occurred throughout the history of Islamic education in Indonesia and Malaysia. This study found that Islamic education in Indonesia and Malaysia departed from the same origin: traditional Islamic learning. Differences begin to emerge when the British government accommodated Islamic education in the vernacular education system in Malaysia, while the Dutch marginalized Islamic education in Indonesia. The Malaysian government further integrated Islamic education into the national education system, while the Indonesian government recognized Islamic education in an independent form outside of state management. As a result, Islamic education in Indonesia has developed adaptively to the temporal challenges by producing diverse forms of education, while Islamic education in Malaysia is stagnating because of the politization. Government policy also influenced this adaptive character where the strict approach of the Dutch colonial government required Islamic boarding schools in Indonesia to be more independent and creative.

This study examines the Islamic education system, which continues to be an exciting discussion among education practitioners. This is a form of public concern and concern for the current objective condition of Islamic educational institutions, especially in Indonesia. This is library research, namely research sourced from library materials using a qualitative approach. In this case, the researcher explored several primary and secondary data with the following steps: reading and studying in-depth primary data such as books, journals, articles, theses, theses, and dissertations related to the discussion of Islamic education reform in Indonesia. The results of this study reveal that the long journey of Islamic education has provided various forms of Islamic education models in Indonesia. In this case, Islamic education also participates in the renewal of the education system in Indonesia. So, it can be said that Islamic education in Indonesia has a significant impact in terms of the turmoil of renewal and changes in the direction of education in Indonesia, both in the ideological and practical realms. Thus, the long journey of Islamic education in Indonesia is a manifestation of the reform of Islamic education and is the driving force and determinant of the direction of reforming Islamic education in Indonesia. So, it can be concluded that the reform of Islamic education in Indonesia can show how dynamic the journey of Islamic education in Indonesia is. This can be seen from the many different models of Islamic education that exist in the world of education in Indonesia.

This study aims to determine the Islamic education system in Indonesia and Thailand. Islamic education written in Indonesia is growing very fast compared to Southeast Asian countries. The number of madrassas and farmers proves it. Islamic education in Indonesian is one of the compulsory subjects in public schools and universities. In Thailand, a country where the majority adheres to Buddhism is 10%. The Muslim population of the entire population of Thailand. With that amount. The education of minority Muslims in Thailand also has something in common. Islamic Education in Indonesia. There are also pesantren in Thailand and madrasas whose education system is not far from Indonesia. The only difference is in quantity. Subjects examined in national exams and compulsory to study Thai there.

The development of Islamic education cannot be separated from Islam itself, including through cultural acculturation. There are various ways in the development of Islam and Islamic education in Indonesia, including through trade, marriage, education, politics, art, Sufism, all of which help and support the spread of Islamic teachings. Along with the entry of Islam, Islamic educational institutions also run and develop in order to propagate Islam in Indonesia. In this journal, the author will explain qualitatively with a descriptive method to discuss in detail and in depth the discussion of the historicity of Islamic education in Indonesia.
 The history of Indonesian Islamic education is essentially very closely related to the history of Indonesian Islam, the historical period of Islamic education is also contained in the history of Islam. Both are closely related and work together in guiding and spreading the religion and Islamic education. This journal will explain the history of Islamic education in Indonesia during the Islamic empire, the colonial period, and the independence period.
 Keywords: Historical Islamic Education, Islamic Education during the Islamic Kingdom, Colonial Period, and Independence Period

The presence of Integrated Islamic Schools with their integrated curriculum is a new phenomenon in the form of the Islamic education system in Indonesia. Until the end of the 70s, the Indonesian education system still had a dichotomous style. As the Reformation progressed in the 80s, there were efforts by some groups to try to break away from the existing system with the idea of ​​an Integrated Islamic School. This research focuses on revealing how the presence of Integrated Islamic Schools has contributed to the development of Islamic education in Indonesia. This research is a qualitative case study with a descriptive approach. It is hoped that the results of this research will be useful for all parties who wish to know about the existence and development of Integrated Islamic Schools in the development of Islamic education in Indonesia. This research found that the emergence of Integrated Islamic Schools, with all their variations, in the development of Islamic education in Indonesia was initiated by Islamic movement activists who were anxious about the results of school graduates in Indonesia. Where the graduates do not have strong resistance to the currents and viruses of globalization, because the school education system in Indonesia is dichotomous, mastering worldly sciences but not having a strong religious spirit, vulnerable to the influence of the globalization virus, far from Islamic values. This condition is felt to be not good for the future of the Indonesian Muslim generation. So, the alternative and solution needs to be to reconstruct the existing education system using an integrated Islamic education system. The development of an integrated school curriculum certainly uses good and appropriate management, known as school management, which regulates the school planning system, organization, implementation of school activities, and of course the evaluation process which is expected to be able to build healthy and advanced school institutional dynamics. Apart from that, it is necessary to carry out quality control to maintain the institutional quality of both teachers, education staff and students who focus on controlling the input, process and output.

This research aims to determine the Islamic education system in Indonesia and Thailand. Islamic education in Indonesia is growing very quickly compared to Southeast Asian countries. The number of madrasas and farmers proves it. Islamic education in Indonesian is one of the mandatory subjects in public schools and universities. In Thailand, 10% is a country where the majority adheres to Buddhism. The Muslim population of the entire population of Thailand. With this amount. The education of minority Muslims in Thailand also has similarities. Islamic Education in Indonesia. There are also Islamic boarding schools in Thailand and madrasas whose education system is not far from that of Indonesia. The only difference is in quantity. Subjects examined in the national exam and the obligation to study Thai there.

This paper aims to describe the Islamic education system in Indonesia, Pakistan, Saudi Arabia, sociological issues, and alternative solutions. The method used is library research. Study results: Institutions of Islamic education in Indonesia: Islamic boarding schools, madrassas, Islamic higher education, and non-formal Islamic educational institutions. Sociological problems: misorientation, emphasis on intellectual, verbalistic and centralistic, exclusive, dichotomous, mechanical, methodological and pedagogical crises, depending on government education patterns and issues of relevance. The solution: needed concepts that clarify the basic ambivalence of philosophy, objectives, methods, and curriculum of Islamic education; reformulation of Islamic sciences; creating a more future-oriented education; institutional reconstruction; methodological innovation; fostering research enthusiasm; and integration of Islamic education with general education. Islamic education in Pakistan is divided into three: Quranic School; Mosque Primary School; and Madrasa. Sociological problems: poverty; regional disparity; gender discrimination; lack of work skills education; fund; lack of professional teachers; verbalistic; centralistic; exclusive; dichotomous; crisis methodology; and indoctrinative. Solution: increase cooperation with Islamic countries; integration of Islamic education and general education; Increasing teacher and cleric competency; Campaign for equal rights to education; and Increasing the cost of education. Islamic education in Saudi Arabia includes levels: Basic Education, Further Education: general, religious, and technical; College. Its sociological problems: the Sunni clash with the Shiites; teacher domination; gender disparity; and dichotomous problems. The solution: ijtihad ulama ’Islam across countries helps Saudi Arabia formulate an Islamic education system; and cooperation between Islamic countries.

Renouncing the reality of plurality and multiculturality can provoke religious violence and social conflicts. The emergence of violence might have been one of the consequences of the deteriorating role of education, particularly the religious education, in the society. As part of the national education system in Indonesia, religious education bears on its shoulders the responsibility to propagate the values of plurality and multiculturality. It also disseminates other related values such as inclusiveness and tolerance, which are of paramount significance in building a society characterised by peace, harmony, solidarity, and respect to people of different cultures and religions. It is therefore an important role of Islamic Religious Education and Catholic Religious Education in Indonesia to cultivate ways of thinking that support plurality and multiculturality. This article analyses degrees of integration of plurality and multiculturality understanding in the 2013 curricula of Islamic Religious Education and Catholic Religious Education in high schools. The students’ better understanding of plurality and multiculturality can help them promote the above mentioned values as part of God-given reality in the society.