Position Of Islamic Education Research Articles

ANALISIS HISTORIS PENDIDIKAN ISLAM SEJAK KEMERDEKAAN, ORDE BARU, ERA REFORMASI HINGGA SEKARANG (ZONASI & FULL DAY SCHOOL)

Education in Indonesia has experienced various changes, in the form of policies or laws. Islamic education has been an important part of Indonesia's independence journey until now, issues regarding the legality and the role of religious education in the national education system are then recognized and can be applied at every level of education. This paper aims to find out the history and Islamic education system since independence, the new order, and the reform era until now. This paper is library research where the writer collects data from various references. The results of this study state the role and position of Islamic education and make the position of religious education (including Islamic education) an integral part of the national education system. The law is seen as the starting point for the revival of Islamic education within the framework of an equal educational policy. Until now, many schools are implementing a full-day school policy or establishing Integrated Islamic Schools.

The Position of Islamic Education According to the National Educational System in Indonesia

Education is a part of the region that requires state participation to be properly optimized. Meanwhile, educational meetings with state power always end in the use of education in the name of the interests of power. Islamic Education as a subsystem of National Education in Indonesia is an important part that cannot be separated. The linkage between education and state power can be seen as well as the linkage between institutions in society and state organizers. Educational institutions in their form in the form of schools, madrasahs, and pesantren eventually intersect with state power. The implementation of Islamic education concerns education management so that system changes can undergo changes and determine the direction of Indonesia's education policy. This research uses qualitative methods. In collecting data through literature study studies, by collecting various literature spread from various journals and research books, which are then analyzed descriptively analytically. Thus, Islamic education has become the axis of state power in the field of education, it can even determine whether the country is progressing or not resting on the quality of Islamic education represented by madrasahs and Islamic boarding schools, and other Islamic educational institutions.

Kekuasaan dan Politik Lembaga Pendidikan Islam

The world of politics and power has become inseparable in policy making in all fields, this also happens in the world of Islamic education. Islamic Educational Institutions that are so widely spread throughout the country are of course a strategic issue in power and politics. The purpose of this article is to find out the extent to which Islamic education influences and influences power and politics in Indonesia. This article discusses several things about the political world in Islamic Education Institutions and discusses the relationship between power politics and Islamic education in Indonesia, the political urgency of Islamic education and the position of Islamic education in Indonesia. In addition, several issues will also be discussed including the Strength of Education, Politics and Power in Education, Islamic Education in Indonesia, Education Patterns in Indonesia, as well as four issues that are closely related to the implementation of power-based education, namely, domestication and ignorance, indoctrination, democracy education, and social integration.

Realisasi Pembelajaran Pendidikan Islam dalam Sistem Pendidikan Nasional Pada Satuan Pendidikan Sekolah Dasar

The purpose of this study was to determine the description of Islamic religious education learning in elementary school education units in terms of the implementation of the 2013 curriculum. This type of research is library research. The data collection of this research was taken from several sources, including; text books, curricula, books on the National Education Constitution, scientific journals, and other relevant sources. The results of the study, the role and position of Islamic religious education in the national education system are very flexible, but in fact the curriculum used today, namely the 2013 curriculum, places points that cannot be applied in the field in the learning process. In conclusion, the role and position of Islamic education in the national education system is flexible and important because it is a means of transportation to achieve educational goals, although in the 2013 curriculum there are several points that cannot be done in the learning process.
 
 Keywords: 2013 Curriculum, Islamic Education, Realization, Education System

3 Fakta Menarik Tentang Kedudukan dan Peran Pendidikan Islam dalam Sistem Pendidikan Nasional

The purpose of this research is to know what are the roles and positions of Islamic Education in National Education. This type of research is library research. The data collection of this research was taken from primary and secondary data sources. The results of the study, that the role and position of Islamic education in national education, namely: 1) Religious education is held by the government and community groups of religious adherents, in accordance with statutory regulations. 2) Religious education serves to prepare students to become members of the community who understand and practice the values ​​of their religious teachings and/or become experts in religious knowledge. 3) Religious education can be held in formal, informal and non-formal education channels. Religious education is in the form of diniyah education, pesantren, pasraman, pabhaja samanera and other similar forms. In conclusion, the position of Islamic education in the national education system is flexible, sometimes as a subject and sometimes as an institution (educational unit). Religious education as a source of values ​​and part of national education. Religious education has an urgent role in developing the potential of students to have religious spiritual strength, noble character and Muslim personality (specifically Islam).
 
 Keywords: Position of Islamic Education, National Education System.

Multicultural Islamic Education in Indonesia: The Urgency Value of Model and Method

<p>The academic problems in this research study are multicultural Islamic education, which begins from academic anxiety that multicultural Islamic education development has not been implemented optimally. It is because Islamic education is often impressed as an education social fabrication system that is dogmatic, doctrinal, monolithic, and does not have a multicultural perspective. Meanwhile, the fact is that the position of Islamic education in developing dialogue with the community is very strategic since the fundamental of Islamic education is <em>rahmatan lil 'alamiin</em>, which can hold various aspects of life. It is a literature qualitative research with a documentary review and data analysis which uses three plots of activities that occur simultaneously, that are data reduction, data presentation, conclusion drawing, or verification. The findings of this study include the theoretical level of the conceptualization of multicultural education by synthesizing western thoughts to be led to a map of Islamic thought, so as to produce methods, values, and the urgency of multicultural education on the basis of Islamic theology. Namely unity in the divine aspect and its message (revelation), prophetic unity, no compulsion in religion, and recognition of the existence of other religions. This research also found the essence of multiculturalism as a frame model for Islamic education, as well as the appropriate multicultural Islamic education method to be applied in Indonesia. These values include: unity of humankind, competition in good works, forgiveness toward humankind, living together, equality/egilitarianism, mutual understanding, mutual respect, trust, positive thinking, tolerance, and non-violence. The implications of the results of this research are to provide recommendations that the reconstruction of the multicultural Islamic education model is related to the relationship between Muslims and non-Muslims by using learning theory that is relevant to the dynamics of the times and the diversification of religious communities in Indonesia.</p>

The Power of a Controversial Issue; The Developmental Power of ‘Disruptive Moments’ for Both—Teachers and Students

In Islamic primary education the subject of Islamic Religious Education (IRE) has a prominent place in the curriculum. In knowledge transfer and in behaving as a ‘good muslim’, aspects can be in conflict with generally accepted knowledge or customs in the Netherlands. The focus is on the power of a controversial issue (either or not wearing a head scarf) as a ‘disruptive moment’, stimulating pupils’ religious identity development. An example of recently developed teaching material illustrates the actual didactical approach regarding such a controversial issue. For a contextual understanding we start with a sketch of the Dutch educational system, and the position of Islamic education and its Islamic Religious Education (IRE) therein. In the second paragraph we describe the dialogical self theory (DST). DST’s relational understanding of a child’s development, including the developments regarding keeping a secret. In the third paragraph the case study is described, followed in the fourth paragraph by the introduction of Islamic teaching material and its way of approaching the controversial issue of the case study. We conclude our contribution with a discussion and recommendations for the development of teachers’ competencies in responding to controversial issues.

Understanding Political Reform and Islamic Education Position in Indonesia

The political conditions in Indonesia which underwent a reformation in 1998 had an influence on position and the existence of Islamic education in Indonesia post-New order. In this era, the position of Islamic education is as a subsystem of national education. It cannot be separated from the changes in the education system regulation in this country, namely the National Education System regulation No. 2 1989 changed to Law of Sisdiknas No. 20 / 2003. These changes have a major impact on the progress and existence of Islamic education in Indonesia. This can be seen from the aspect of the authority of Islamic education which can actually be said to be the same as the policies in the previous legislation, namely in the education system, at least, there are still two ministries that manage educational institutions, namely the Ministry of Education and Culture (Kemdikbud) and the Ministry of Religious Affairs (Kemenag). Both institutions also organize education to tertiary level. In addition, there are basic, secondary, and tertiary education in the Ministry of Education and Culture, as well as the primary, intermediate, and tertiary education institutions administered by the Kemenag. This research intends to discuss the implications of political reform on the position of Islamic education in Indonesia.

Urgensi Pendidikan Islam dalam Interaksi Sosial Masyarakat Soppeng: Upaya Mewujudkan Masyarakat Madani

This research discusses the importance of Islamic education in social interactions in order to realize the civil society in Soppeng Regency. The type of research used is a qualitative descriptive method. The research approach uses theological normative, social, and pedagogical approaches. The informants from this research were the community of the Soppeng Regency, by prioritizing community figures, religious figures, and educational figures. The results of the research found that the relation of social interaction of the people in Soppeng Regency was divided into two, namely: 1) contractual relations in urban communities whose lifestyles began to be influenced by modern lifestyle patterns, and 2) emotional relations based on cultural in rural communities who maintained cultural and traditional lifestyle patterns. The roles of Islamic community figures in the social interaction of the people in Soppeng Regency are founder and manager of Islamic education institutions; as a government partner; providing information on Islamic teaching; give decisions and solutions to community problems. The position of Islamic education in social interaction is very important in order to realize the civil society in Soppeng Regency. This can be seen in the growth of community tolerance, democratic governance that makes events and ceremonies of traditional and religious a work program, even raising the awareness of citizens to resolve their conflicts peacefully on the principle of deliberation based on Islamic teachings fairly without looking at one's social background or stratification.

PANDANGAN ISLAM TENTANG AKHLAK DAN PERUBAHAN SERTA KONSEPTUALISASINYA DALAM PENDIDIKAN ISLAM

Islam is a religion in which it contains teachings related to worship(mahdah) as well as social problems of society (ghoiru mahdah). Not apartalso discusses the morals and changes, the decline of the Qur'an and theprophet Muhammad is a package given to God to make changes andimprovements of morals. In addition to bringing the moral correction, theProphet is also the pioneer of social change.The fundamental question of why the main target of the ProphetMuhammad matters, it is interesting to do further reflection. As we arewitnessing at this time, it is not an economic problem that causes acountry destroyed but more due to the destruction of morals. Hence manis essentially on this moral issue that distinguishes it from animals.Humans is given the responsibility to be a khalifah on earth, whosehuman purpose is given the ability to manage change better.Human nature is to have innovation to change to the better. The abilityand power to make this change has been given by God since the man wasborn. Even in the Qur'an it is emphasized by man to change that Allahwill not change the state of a people until they change it themselves. Thisis a right of power given by God to his servant with regard to the ability tomake changes. Of course a better change in the field of morals. Thechange of bad character (madzmumah) to good morality (mahmudah)needed a vehicle to instill it, the vehicle that is deemed capable is Islamiceducational institution. Therefore the position of Islamic education is veryimportant to translate the teachings of Islam relating to morals and change.

Islamic Education Unifying Nation

<p>Islamic education for the nation of Indonesia becomes very important because it is known as a diverse nation in various aspects, such as religion, ethnic groups, languages, traditions and even colors. Once differences is not supported by human maturity, it easily leads to conflict of life. Maturity becomes the main factor to set it in order, safe, comfortable and peaceful atmosphere among humans. Maturity is also one indicator of educational success. It is characterized by three things: independence, stability and responsibility. These three are able to realize personal quality and also produce the social quality for humans. Based on Law number 20 year 2003 about National Education System, the position of Islamic education is very strategic because its essence contained also functioned as barometer in arranging the Indonesia national education system. They are found out as the unity of the nation, among others, spiritual power, the ability of self-control, personality, intelligence, noble morals and various life skills that are useful for individual, society and country.</p><pre> </pre>

Educational Choices in Senegal

The case study is rooted in an old interest in the Qur’anic education. It examines the values attached to education in a village where a state school challenges the established educational culture of the Sufi shaykh and of the parents. West African Senegal has a history of educational conflicts, partly as a result of being a mosaic of ethnic groups, Christian and Muslim religions and cultures, French colonization and Western cultural input. Relating all this to the narratives, information and observations presented to the author in the village, the article looks into the position of the classical Islamic Education in the village and reflects on the position of Islamic education in Senegalese educational politics.

KONTRIBUSI PENDIDIKAN AGAMA TERHADAP PENDIDIKAN MULTIKULTURAL, PENDIDIKAN KEWARGANEGARAAN, DAN PENDIDIKAN KARAKTER BANGSA: Studi Terhadap Ideologi Pendidikan Islam di Indonesia

Plurality of ethnicities, religions, and cultures is Indonesian historical facts. Diversity can be a gift or a disaster. If properly managed it can enrich human lives; on the contrary, if not properly managed it can lead to disaster in the form of tension, conflict, and violence. The function Islamic Education as a subject that is still preserved in the National Education System is expected to shape the character of students, so that they become Muslims who fear (in the sense of obedience to Allah),and at the same time be a citizen of Indonesia that is tolerant, accepting the condition of multi-cultural, and reject all forms of oppression that degrades human dignity. It specifically can be seen from learning objectives, that is to realize the Indonesian people who are religious, noble, knowledgeable, diligent to worship, intelligent, productive, honest, fair, ethical, disciplined, tolerant (tasamuh), maintaining harmony and developing religious culture at school. Philosophically, Islamic education is relevant to and an integral part of the national education system. The position of Islamic education as a subsystem of national education serves not only as a supplement, but as a substantial component. It means that Islamic education is a crucial component of national educational journey. Since the government has proposed the concept of multicultural education, civic education, and character education, then it cannot get rid of Islamic education. Key words: ideology of Islamic education, multicultural education, civic education, character education of the nation.