26
CHAPTER III ISLAMIC EDUCATION
IN NATIONAL EDUCATION SYSTEM
A. The History of Islamic Education in Regulation of Indonesia
In the history of Islamic education has dynamic position on legislation in national education. In early period of Indonesian freedom, the government
wants to put all aspect of Islamic education into one system of education, like Islamic institutions and religious doctrine. But, as the effect of colonization,
there was educational dichotomy between Islamic education and general education. Finally, the government had discriminated the religious education
affairs and general education. Reviewing the history of religious Islamic education in legislation in
Indonesia, researchers divided into several periods: 1.
The Dutch Colonization and Japan Period. As formally, in the Dutch era, Islamic education wasn’t part of
subject at pu blic schools, except in law faculties for students’ interesting to
study Islamic laws. Even that, the lecturer wasn’t from Moslem scholar but non Moslem, and the book author’s were from non Moslem who has
not like the Islamic religion.
1
But, informally Islamic education was taught by Moslems leader in Dutch schools.
1
Ramayulis, Metodologi Pengajaran Agama Islam, Jakarta: Kalam Mulia, 1994, Cet. II, p. 10.
27
Islamic education is supported when Japan was in Indonesia. Japanese government organizes the implementation of Islamic education in public
schools. This step is strategy of Japanese government to get attention of Indonesian people which have background of Moslem religion, they can
stabilize politic situation. So that Japanese government gets good attention from Moslem society in Indonesia.
From these periods, there are some notes about Islamic education. First the policy of Dutch didn’t become Islamic education as a part of the
subject in public schools. Second, general science is neutral. Third, if Islamic education is still taught, so it must be outside from the school
schedule, and Islamic education is still voluntary. While Islamic education in Japan period was getting the attention,
Japanese government became Moslem society as political mediator to stabilize Indonesian.
2. First Period of Independence to the Old Order
In this period Islamic education is created some regulation and policies which supported the position of Islamic education in public
schools. As the first step, when Ki Hajar Dewantara is being the first ministry of education and culture in Indonesia, he places Islamic education
as an important part in public schools, in his circular letter is “Morals education had been existed since Japan Period than it is changed with
religious education”.
2
But, this circular letter is not strong yet, even it realized as voluntary. Furthermore BP-KNIP, the conference on December 271945 about Board
Outlines of the National Direction GBHN, one of results of the conference which it related with Islamic education, there are;
2
Choirul Fuad Yusuf Ed., Kajian Peraturan dan Perundang-undangan Pendidikan
Agama pada Sekolah, Jakarta: Pena Citasatria, 2008 Cet. I, p. 52.
28
a. In all schools, the lesson of religion had been given to
allocated time of the school. b.
Teachers paid by government. c.
At elementary school, Islamic education start at VI class d.
The education carried out one week certain at. e.
Teachers were designed by department of religious affair. f.
Religious teachers possessed the ability about general education and general science.
g. The government supplied the books for Islamic education.
h. Performed practice for teachers of religion.
i. The quality of Pesantren and Madras has to repair.
j. The teaching Arabic language unnecessary.
3
Structurally, the result of conference above was given to ministry of religion which approved educational minister. Then was followed by the
decree from ministry of religion and ministry PP and K No. 1285K.7, this decree happened change, because its content was any problems, and the
last was followed by the decree number 17678k in 1951 about 10 points on implementation of Islamic education in public school. In legally
Islamic education had been in public school and private school.
4
At before, the implementation of Islamic education is organized by the regulation No. 4, 1950 section 20, as the following:
a. In public school was performed Islamic education, parents decided the
subjects whether their child would follow the subject or no. b.
The way to carry out the religious lesson in public school was organized in regulation which was specified by minister of education,
teaching and culture and minister of religion.
5
The implement efforts of Islamic education are not only on those regulations in early period. Because of the regulation issue had been
discussed in department. In 1960s Islamic education started to get strong
3
Abuddin Nata ed., Kapita Selekta Pendidikan Islam, Bandung: Penerbit Angkasa, 2003, Cet I, p. 33.
4
Choirul Fuad Yusuf Ed., Kajian Peraturan..., p. 53
5
Abuddin Nata ed., Kapita Selekta..., p. 33.
29
position, namely by the decision of MPRS No IIMPRS1960 in section 2 point 3, “specified the Islamic education became subject in public schools
until state high school, it meant the student has right to reject it, if the parents that in disagreement”.
6
The content is partly, it meant there is still exception in receiving learning of Islamic education, namely student.
In 1966, the regulation on Islamic education had gotten attention after creating the decree MPRSXXVIIMPRS chapter I section 2 namely:
“MPRS specified Islamic education became subject in public schools start on elementary school until
state universities”.
7
2. New Era Period.
At this period, there is some situation which reflected the history of Islamic education in national education system. First situation, before
specify the regulation No 21989. By that position, Islamic education has opportunity to play in achieving the aim of national education. Then, this
position is supported by Tap MPR No IVMPR 1973 jo, Tap MPR No IV1978 and Tap MPR IVMPR1987 on Board Outlines in the National
Direction GBHN that is; to make good efforts the school facilities continuously which is to develop religious life and belief to One God,
complete the Islamic educational curriculum which is from elementary school until state universities in public schools.
8
Second, when was created the regulation No.21989. This regulation was prepared for development of Islamic education for 50 years since the
regulation was legalized.
9
In this period, Islamic education has the portion as a compulsory subject in school, likes explained in chapter II on the content of curriculum
6
Choirul Fuad Yusuf Ed., Kajian Peraturan..., p. 53
7
Choirul Fuad Yusuf Ed., Kajian Peraturan..., p. 54
8
Choirul Fuad Yusuf Ed., Kajian Peraturan..., p. 54.
9
Choirul Fuad Yusuf Ed., Kajian Peraturan..., p. 55.
30
“the content in each level of education there was compulsory subject such as Islamic education, civic education and education of morals Pancasila”.
10
Abuddin Nata explained in his book that in preamble the act No. 201989 on national education system, at least there are some main ideas
about role and function of education. First, the implementation of regulation on national education system is an effort to become a shrewd
nation. Second, increasing the Indonesian quality is to realize prosperous and equitable people. Third, completing and increasing in implementation
of national education. Fourth, to keep national insurance, develop a social member who has a national conception.
11
Third period, after promoting the curriculum 1994GBPP, this curriculum referred to regulation No. 21989 on national education system.
According to the regulation, an expected purpose in curriculum 1994 is “Islamic education in public schools has the aim to develop belief,
comprehension, and applying the Islamic doctrine and obedience to Allah, the student has good manners in daily personal life, in social, nation, even
to continue in high level of education.
12
According to Mastuhu there is some interpretations which can be developed from the formulation above, there are:
Firstly, there is strong desire to give provision the basic religion science. The students are able to understand and practice the religious
education in daily life. Likes in curriculum 1994, there is expectation in other that they had to understand the subject matters and they can practice
ibadah mahdah worship obligation such as obligation prayer, optional prayer, fasting, and so on. Furthermore, they had to understand the subject
10
Haidar Putra Dualay, Pendidikan Islam dalam Sistem Pendidikan Nasional di Indonesia Jakarta: Kencana, 2004, Cet. I, p. 151.
11
Abudin Nata ed., Kapita Selekta..., p. 44.
12
Mastuhu, Memberdayakan Sistem Pendidikan Islam, Jakarta: Logos wacana Ilmu, 1999, Cet. II, p. 87.
31
matters, using the method which is used in practice, habit, memorizing, dogma and ritual.
13
The secondly, after finishing the program, the students have right to study for 9 years. Intensively, the children were given religious modal in
social life, nation and state. From the statement above, the development of thought was done continuously. It means, there was used the dialog
method and by using explanation based on ratio. Whereas, used traditional method. So, all subject matters aren’t only using the ratio or dialog
method, but also needed to use traditional method.
14
From the statements above, the aim of Islamic education in public schools is to expect the student who has attitude, ratio, and moral in their
social life usually based on religious values. From the argument above, we can understand that role and task of Islamic education in accordance with
the content of regulation.
B. Islamic Education in Reform Transition and After Reform
Kategori