Islamic Education Policy Research Articles

Kebijakan Pendidikan Islam di Era Orde Lama dan Orde Baru

Islamic education has an important role in life as it relates to moral, socio-cultural and religious values. In the early days of independence until the emergence of the old order and the new order, Islamic education experienced significant development and became a concern from the government so that we can feel the impact at this time. The purpose of this writing is so that readers can understand how islamic education policy in the era of the Old Order and the New Order. The method used in this writing is the study of libraries by taking literature from books, journals through google scholar and related news. The results showed that Islamic education in the Old Order era began to be considered as evidenced by the start of religious education in domestic and private schools but parents and students could refuse if they felt objected. Islamic education in the New Order era began to increase, namely the use of the national curriculum in madrassas such as schools in general.

Problems In The Evaluation Of Islamic Education Policy Studies

Islamic educational institutions such as madrasahs and islamic boarding schools have succeeded in building a human disposition with a religious culture that loves the Republic of Indonesia. Even so, there is still a skewed view of the informal institution. According to the assessment of some people, the output or autcame of madrasah institutions and islamic boarding schools is less noticed by the job market. This skewed view is refuted through the existence of madrasas and islamic boarding schools which are increasingly believed to give birth to Muslim scholars. The method used is descriptive qualitative. While the approach used is literature. The results of the analysis get the following findings, the Islamic Education policy from time to time experiences quite heavy dynamics. Islamic education in the Dutch era was subjected to acts of policy discrimination. Islamic education only got a breath of fresh air after the dutch leadership fell to the Japanese. The journey of Islamic education can be said to have truly become independent after Indonesia became independent. There are five problems in the effort to evaluate the study of Islamic Education in Indonesia, including limited government power, disagreements with a problem, subjectivity in interpretation, limitations in resource management research, and complexity of human behavior.

Evaluasi dan Pengembangan Kebijakan Pendidikan Agama Islam (PAI)

The purpose of this study is to determine the evaluation and development of Islamic education policies, to provide input to policy makers to take better steps. Evaluation is to determine the ability of students before taking lessons, as well as determining the field of study or majors that they will choose. Fourth, diagnostic evaluation, which is an evaluation aimed at knowing and analyzing the condition of students, both with regard to the difficulties encountered, as well as the obstacles encountered in teaching and learning activities. The research method used is qualitative with document study. Documents in the form of Regulation of the Minister of Religion, Director General of Education at the Ministry of Religion of the Republic of Indonesia, and Islamic Religious Education policies implemented in Schools/Madrasahs, other documents that support research on the implementation of Islamic Religious Education policies implemented in Madrasas. The results of this study are first, evaluation and development of education, assessment and measurement of all components of education implementation, in the form of improvements and changes that occur in students after they take part in learning. Second, evaluation and development of education in Islam is very necessary, with the aim of providing the best service for students, improving and developing education to suit the times. Third, in terms of objectives, evaluation consists of formative, summative, placement, and diagnostic evaluations. Fourth, evaluation and development must be carried out based on certain conditions and principles so that the evaluation results can be acknowledged as true, and accepted by the parties concerned.
 Keyword: evaluation; policy; education.

KEBIJAKAN PENDIDIKAN ISLAM DI MASA ORDE BARU DALAM MENGATASI KRISIS ULAMA: KAJIAN HISTORIS LAHIRNYA MAPK

The New Order gave a new style to the policy of Islamic religious education due to the shift in the influence of communism towards strengthening Pancasila through a sustainable national development plan. This article aims to examine the influence of Islamic education policies during the New Order era on the existence of madrasas. The method used in this study is qualitative with historical and policy analytical methods. This study found that the policy of Islamic education during the New Order era was religious education, and religious education institutions were encouraged to participate in national development. Meanwhile, the influence of Islamic education policies during the New Order era on the existence of madrasas was an innovation to restore the function of madrasas as places to print religious leaders, namely by opening an alternative Madrasah Aliyah named Madrasah Aliyah Special Program (MAPK). The presence of MAPK is essentially a form of progressive, positive response of madrasas to the challenges they face, namely in overcoming the crisis of ulama.The New Order gave a new style to the policy of Islamic religious education due to the shift in the influence of communism towards strengthening Pancasila through a sustainable national development plan. This article aims to examine the influence of Islamic education policies during the New Order era on the existence of madrasas. The method used in this study is qualitative with historical and policy analytical methods. This study found that the policy of Islamic education during the New Order era was religious education, and religious education institutions were encouraged to participate in national development. Meanwhile, the influence of Islamic education policies during the New Order era on the existence of madrasas was an innovation to restore the function of madrasas as places to print religious leaders, namely by opening an alternative Madrasah Aliyah named Madrasah Aliyah Special Program (MAPK). The presence of MAPK is essentially a form of progressive, positive response of madrasas to the challenges they face, namely in overcoming the crisis of ulama.

Analysis of Islamic Education Policy: Philippines Case Study

This study aims to Analysis Of Islamic Education Policy: Philippines Case Study. This research includes qualitative research. The approach used is pure library research (library research). Data obtained from reading materials obtained by researchers from books, articles contained in print. Data were collected and sorted to fill in the answers to the formulated research questions. The analysis uses a content analysis approach that is adapted to the need to develop historical linkages and the dynamic context of madrasas in the Philippines. The conclusion of this study is that Islam in the Philippines has experienced ups and downs from a religion that was once great marked by the presence of Islamic empires such as Manila, Manguindanau and Sulu to become minority groups caused by colonialism carried out by Spain, America and Japan. Islamic education policies in the Philippines, the Philippine government is trying to include an Islamic education system such as madrasas in the national education system, accommodation for madrasa education in the Philippine education system has begun to progress since the Philippine government adopted DO 51 which includes teaching Arabic and Islamic values ​​in public schools, and testing the standard curriculum or what is often called the Standard Madrasa Curricula (SMC) in private madrasas; The impact of Islamic education policies in the Philippines, namely the Philippine government in developing madrasa education, has learned a lot from the development of madrasas in Indonesia.

Evaluasi Pendidikan Dalam Perspektif Filsafat Pendidikan Islam

Evaluation in Islamic education is generally very useful for educators, learners, thinkers of Islamic education, politics of Islamic education policy makers, to assist them in improving the supervisory system and considering the policies that will be applied in the national education system (Islam). Research Library or Library research is the study of several references related to research conducted both the thinking of the figures and others. evaluation is a process and action planned to collect information about progress, growth and development (learners) of the purpose (education), so that can be compiled assessment that can be used as a basis for making decisions. Evaluations are conducted to evaluate learners, educators, educational materials, the process of delivering subject matter, and various other aspects related to educational materials.

Problematika dalam Evaluasi Studi Pembelajaran Pendidikan Islam

Abstract: Islamic educational institutions such as madrasas and Islamic boarding schools have succeeded in building human character with a religious culture that loves the Republic of Indonesia. The slanted view of informal institutions "madrasas and Islamic boarding schools" since its establishment until now still exists. They feel that the output or alumni of informal institutions are less ogled by the national job market, especially internationally. In fact, until now Islamic educational institutions still exist and do not care about these unfounded accusations. Islamic educational institutions are more focused on strengthening and deepening the competence of santri, students, and prospective scholars so that after returning to society they reflect individuals who have character, integrity, broad knowledge, and virtuous character. The method used is descriptive qualitative. While the approach used in literature. The results of the analysis found the following findings that Islamic Education policies from time to time experienced quite heavy dynamics. Dutch-era Islamic education received policy discrimination. Islamic education only got a breath of fresh air after the Dutch leadership fell to Japan. The Japanese government agreed to the request of the Indonesian people. Starting from the establishment of Elementary Schools, Middle Schools, and Senior High Schools, to the establishment of Islamic Colleges in Jakarta. The journey of Islamic education can be said to have truly become independent after Indonesia's independence. There are five problems to evaluate the study of Islamic Education in Indonesia, including Limitations of Government Power, Disagreements on a Problem, Subjectivity in Interpretation, Limitations in Research on Resource Management, and Complexity of Human Behavior. These five problems need to get responses from various parties, it is not enough if they are only handled by a few people, it is necessary for the cooperation of all parties so that ideal policies can be formulated in time.

Analysis of Islamic Educational Policy: Thailand Case Study

This study aims to analyze the policy of Islamic education in Thailand. The method used is a case study qualitative method. The data collection technique is done through interviews, observation, and documentation. The data analysis technique used consists of three co-occurring activities: data reduction, data presentation, conclusion drawing/verification. The results showed that; Islamic education policies in the field of curriculum, namely policies carried out by requiring general subjects such as mathematics, science, geography; Islamic education policy regarding the Thai language, namely using and developing the Thai language in student learning; Islamic Education Policy regarding teachers, namely providing training for teachers and education personnel to improve their abilities and knowledge. This research implies that it can be used as input for the government, stakeholders, leaders, teachers in making policies so that the quality of education is more qualified and able to compete with other countries.

Government Politics In Building Islamic Education Policy In Madrasah According To Choirul Mahfud In Islamic Education Political Book

Madrasas are Islamic Educational Institutions recognized by the Government and their policies are regulated by law. Even so, in reality there are still many problems related to the politicization of teachers and discrimination due to the dichotomy of Madrasah institutions. This research is useful in knowing the political role of the government in developing Islamic education policies and knowing Islamic education policies in Madrasas according to Choirul Mahfud's perspective, so that solutions can be found regarding problems in Madrasas. This research method is a qualitative study of literature (Library Research) from a book by Choirul Mahfud entitled Politics of Islamic Education and at the same time becomes the main reference source. The author also takes from other sources such as journals, theses, books, internet, or other sources. The data analysis technique used descriptive analysis and documentation methods. The results of this study are the Government's role in developing Islamic education policies can be seen from the formation of regulations, such as: BPKNIP Session 28 December 1945, Three Ministerial Decrees, National Education System Law no. 20 of 2003, and PP No. 55 of 2007. The concept of community-based education is an alternative solution to solving various educational problems by establishing the Board of Trustees, BP3, and the Education Foundation. In addition, Minister of Education and Culture Mr. Nadiem Makarim said that, the opening of the selection for the PPPK program is an effort by the government to provide justice to honorary teachers, so that honorary teachers are expected to receive proper welfare.

Analysis of the Development of Islamic Education Policy Through History in Indonesia

The process of forming and developing an Islamic community in Indonesia first went through various contacts, including buying and selling contracts, marriage contacts and direct da'wah contacts, both individually and collectively. From these various kinds of contacts, the process of Islamic education and teaching takes place, although in a simple scope. The process of developing Islamic education policies can then be seen through history based on the implementation of Islamic education policies that previous communities have carried out. This research was conducted using a qualitative approach with secondary data. The study results show that there are differences in curriculum and goals in Islamic education at each time. This is because the community's needs at these times are different from each other to produce different Islamic education policies.

Analysis of Islamic Education Existence in the National Education System in the Aspect of Education Funding Policy in Indonesia

This article discusses the analysis of the existence of Islamic education in the national education system in the aspect of the education budget related to the study of Islamic education policies in Indonesian legislation. This study uses a qualitative approach with a qualitative descriptive type of research through a literature research study method. This encourages the need for the reconstruction of national education system policies in the budgetary aspect of educational institutions globally. This article analyzes that the existence of Islamic education in Indonesia in the national education system is a subsystem in national education, but it has not received the same attention as other education sectors. So this study criticizes the need for the reconstruction of national education system policy regulations on the aspects of the education budget in Indonesia and the solution to the existence of Islamic education in the national education system in the aspect of the education budget in Indonesia as an effort to reconstruct education policies in Indonesia offered by the author and input in the preparation. The education road map program in Indonesia by Commission X DPR RI on the direction of education development is the first, the concept of education equilibrium. The government issued a policy to equalize the education budget globally to end the dichotomy of education budget policies so far so that the existence of Islamic education is equal to the existence of other general education. Second, the separation between national education policies and political interests through the appointment of the minister of religion and the minister of the Ministry of Education and Culture-Research and Technology with professional figures is not based on entrusted elements from supporting parties/coalitions.

ISLAMIC EDUCATION POLICY ON SOCIO POLITICAL SYSTEM

Islamic education is often known as Islamic education. Islamic education is recognized for its existence in Indonesia, seen from Islamic education institutions that are established and developing today. On the other hand, Islamic education is recognized for its existence as seen from various government policies on religious subjects taught in schools. Socio Political System was the time of the replacement of President Soekarno's administration to President Soeharto's administration in 1966 until 1998. The Islamic education policy in the early days of Socio Political System was the integration of madrassas in the Old Order. In addition, the establishment of Islamic educational institutions both formal and non-formal. In schools, religious subjects become compulsory subjects that must be taught in both religious schools, public schools, private and public schools. The focus of this research was on the development of Islamic education and the Islamic education policy of Socio Political System. This study uses a qualitative approach with analytical study methods. The analytical study used is analytical historical and analytical policy. Islamic education during Socio Political System stage by step experienced a development among which pesantren institutions began to establish madrassas in their education systems. In this system the levels of education are divided into Ibtidaiyah, Tsanawiyah and Aliyah. The government applies a policy that religious education must be taught starting from elementary school (SD) to university. Islamic education is growing with the emergence of several institutions and programs of Islamic religious teaching activities.

ISLAMIC EDUCATION POLICY ON SOCIO POLITICAL SYSTEM

Islamic education is often known as Islamic education. Islamic education is recognized for its existence in Indonesia, seen from Islamic education institutions that are established and developing today. On the other hand, Islamic education is recognized for its existence as seen from various government policies on religious subjects taught in schools. Socio Political System was the time of the replacement of President Soekarno's administration to President Soeharto's administration in 1966 until 1998. The Islamic education policy in the early days of Socio Political System was the integration of madrassas in the Old Order. In addition, the establishment of Islamic educational institutions both formal and non-formal. In schools, religious subjects become compulsory subjects that must be taught in both religious schools, public schools, private and public schools. The focus of this research was on the development of Islamic education and the Islamic education policy of Socio Political System. This study uses a qualitative approach with analytical study methods. The analytical study used is analytical historical and analytical policy. Islamic education during Socio Political System stage by step experienced a development among which pesantren institutions began to establish madrassas in their education systems. In this system the levels of education are divided into Ibtidaiyah, Tsanawiyah and Aliyah. The government applies a policy that religious education must be taught starting from elementary school (SD) to university. Islamic education is growing with the emergence of several institutions and programs of Islamic religious teaching activities.

Menakar Kebijakan Pendidikan Nasional Dan Pendidikan Islam Di Indonesia Era Reformasi (Presiden Habibie Sampai Presiden Jokowi Jilid I)

This article aims to describe the National Education and Islamic Education Policy established by the government from the time of President Habibie in 1998 to President Jokowi in 2014 in the reform era. In detail, this text wants to reveal several things, namely: First, the meaning of reform; Second, what are the forms of national education policies and Islamic education in the reform era during the era of President Habibie, President Abdurrahman Wahid, President Megawati, President Susilo Bambang Yudhoyono to President Joko Widodo Volume I. This research method uses literature study or literacy. The results of this literature study show broadly that; During the Habibie era, the most striking policy was educational autonomy, where there was decentralization. Some education policies have begun to be handled by the regions, such as teacher regulation, teacher payroll, some local content curricula, all handled by the regions. After that, during the time of President Megawati, Islamic Religious Education became a compulsory subject in public universities, due to the new National Education System in 2003. During the time of President Susilo Bambang Yudhoyono, the welfare of teachers and lecturers began to be taken into account by providing certification and other honorary benefits, in addition to optimizing the 20 percent budget for education. Meanwhile, during President Jokowi's Volume I, a striking policy was the development of the latest curriculum, namely the 2013 Curriculum (K-13).

Kebijakan Pendidikan Islam Berbasis Motto Daerah “Bersujud” di Kabupaten Tanah Bumbu Kalimantan Selatan

The presence of a motto is not just a word sweetener. But it must have meaning that can be implemented in a concrete form. The values of Islamic education contained in the prostration motto can be implemented in the form of policies by the government as the formulator of the motto. So, it becomes a necessity if the motto "prostrate" is applied by the community, it will be able to bring to the regional development goals. This study aims to describe the policy of Islamic education based on the prostration motto in Tanah Bumbu Regency, as well as the obstacles and carrying capacity of the government in implementing Islamic education policy based on the prostration area motto. The method used by researchers is descriptive qualitative research with a policy study approach. Collecting data with direct interview techniques to respondents, namely Dr. Zairullah Azhar Regent of Tanah Bumbu Regency for the first period (2003-2010), as well as people involved in the policy as participants and the local community as a crosscheck who felt directly the impact of the policy. The results of this study indicate that the policy of Islamic education based on the prostration area motto begins with the formulation of the concept of the prostration area motto by Dr. Zairullah Azhar, prostration is an abbreviation of the values of Islamic education that is clean, thankful, honest, and peaceful. The implementation of policies based on this prostrate values includes Divine management, the obligation to pray in congregation for the ASN (State Civil Apparatus), the midday prayer in congregation, the Al Qur'an program (before work), the Duha prayer in the morning. , grave pilgrimage as a strategy for not corruption, Islamic education in the non-formal form of recitation of the majelis ta ‟lim. However, this policy does not touch on formal institutions, and society at large. Some people's acceptance of these policies follows and some does not. Because the policy can only be felt directly by the ASN / PNS. The policy of Islamic education based on prostration motto has not been able to be implemented in general in all fields. So that finally led to a conclusion that the policy of Islamic education based on the prostrate motto has not been fully implemented properly.

Relasi Kuasa Kiai Pesantren dan Pejabat Publik dalam Merumuskan Kebijakan Pendidikan Islam di Madura (Analisis Teori Kekuasaan Michel Foucault)

One interesting political phenomenon today is the figure of the Kiai, who has a strong influence, both in communication and policy formulation. This study aims to analyze the relationship between pesantren Kiai and public officials in formulating Islamic education policies from the perspective of Michel Foucault. The method used in this research is qualitative by using naturalistic interpretative. Data collection techniques using interviews, observation, and capture literature. The results of this study reveal the relationship between pesantren Kiai and public officials are; 1) Patriarch. This relationship is a form of leadership that is based on relationships and leadership that is led. In social structure, Kiai is categorized as an elite structure. The Kiai has a strong formal and informal authority; 2) Collegial. This relationship is a bond or relationship like a partner or colleague (colleague). A collegial relationship occurs where several places can influence each other with different strengths. Both forms of relations in the Foucault’s opinion occur because the Kiai has the power of science and public power that has political power. Relations between the occur in the formality of the Madurese community.

KEBIJAKAN MANAJEMEN PENDIDIKAN AGAMA ISLAM PADA SMA 1 SIMANJAYA

This study aims to reveal (1) the application of Islamic education programs and organizing, the implementation of policies and the implementation of educational programs, the evaluation process and the level of educational success, the supporting and inhibiting factors for the development of Islamic education management in SMA 1 Simanjaya Siman Lamongan. This research is qualitative research, using a rationalistic approach. The tool obtains data by using methods of observation, literature study, and interviews for processing data by using descriptive analysis. In general, the application of Islamic education management in SMA 1 Simanjaya Siman Lamongan has been carried out, the functions of education management have been carried out correctly. The implementation of Islamic education policy in SMA 1 Simanjaya Siman Lamongan has been directed at efforts to improve the quality of the school's image, and the level of success tends to increase. Supporting factors for the implementation of Islamic education management in SMA 1 Simanjaya Siman Lamongan is an institutional factor that has a juridical basis as a reference for organizing education, KBK curriculum which is the core of the education process, Location of SMA 1 Simanjaya Siman Lamongan SMA 1 Simanjaya Siman Lamongan which is a strength for SMA 1 Simanjaya Siman Lamongan, Human Resources (HR) or educational staff which is a critical element in the development of educational institutions and the support of parents of students who are built through the School Committee. Whereas the obstacle in implementing Islamic education management in SMA 1 Simanjaya Siman Lamongan is the perception of the community who still think that Private Schools are places of education that are not yet of quality, do not however have modern educational facilities and infrastructure, the quality of inputs is still low and sources of funding are still minimal.

Evaluation of Islamic Education Curriculum Policy in Indonesia

<div><p>The most sensitive thing in the context of Islamic education policy in Indonesia is the change of curriculum. The Islamic education curriculum cannot be separated from the national education curriculum, because Islamic education is a national education subsystem. If the national education curriculum changes, then the Islamic education curriculum also changes. In this context, as adagium "changing ministers, changing curriculum" applies always interesting to discuss. This article intends to discuss how to evaluate Islamic education curriculum policies in Indonesia; and what are the supporting and inhibiting factors in implementing curriculum policies in learning in schools in Indonesia.</p></div>

A Policy Analysis of Islamic Education Budget in Indonesia

Budget policies for Islamic education in contemporary Indonesia, especially in the post-New Order era, are still within the authority of the management of the Ministry of Religious Affairs (MORA) of the Republic of Indonesia. In terms of quantity, the amount of budget obtained is still in the low category compared to the national education budget received by the Ministry of Education and Culture and the Ministry of Research, Technology, and Higher Education. Moreover, the budget received by the MORA is not all for the implementation of Islamic educational institutions but also for other non-Islamic educational institutions which are the responsibility of the ministry. Therefore, this paper discusses the policies of the Islamic education budget in Indonesia and the impacts of these policies on the implementation and sustainability of the quality of Indonesia’s Islamic education. This paper exposes that Islamic education policies are always placed at a crossroads. In this context, the Islamic education budget policy is face to face and even contrasted with other policies. The problems with the political policies of the education budget, including those in the Islamic education budget policy in contemporary Indonesia, still need to be continuously monitored, evaluated, and implemented in relation to existing policies to optimize while providing better solutions and contributions.

KEBIJAKAN PENDIDIKAN ISLAM PADA ERA GLOBALISASI, PASAR BEBAS DAN REVOLUSI INDUSTRI 4.0

This article examines Islamic education policies in the era of globalization, free markets and industrial revolution 4.0. A new era that emphasizes the pattern of digital economy, artificial intelligence, big data, robotic, and so on, or known as the disruptive innovation phenomenon. This paper seeks to reveal the shift in the function of contemporary education towards education as profit oriented. These social changes are addressed by the government with educational policies as public policies with their presence, among others: Kurikulum 2013, Kerangka Kualifikasi Nasional Indonesia (KKNI), e-learning, cyber University and so on to answer the challenges of the globalization era characterized by free markets and industrial revolutions 4.0.