23
From those statements, the school as a place to construct behaving person, social people and applying the values of culture even the school as
a place to build spiritual people. School has the fundamental function in implementation of Islamic.
Furthermore the fundamental function, as the following: a.
The school as a place in simplification and conclusion. b.
The school as a place in Purification holiness and filter. c.
The school as a place to develop the insight and experience of student by transfer culture.
d. Realize for being bound, integration, harmony, homogeneity
between students. e.
The school is a place to validate and organize educational facility and.
f. The school is a place to complete roles of family in giving
education.
35
2. The Implementation of Islamic education in Public Schools.
The implementation of Islamic education in public schools was strengthened in the act No. 21989. In this regulation, Islamic education is
compulsory subject and each level of education must teach religion to student.
In accordance with Sujatmoko that is “Islamic education has to integrate and synchronize with the general science and had to correlate in
accordance with the program of general science. And the last Islamic education had to relevance on social change which happened in
community”.
36
Furthermore, according to Mukhtar Bukhori religious education in Indonesia, particularly in schools should be able to reflect the three
elements namely; guide to support themselves, in order to develop guiding meaningful, and guides in order to glorify life.
37
35
Muhaimin, Paradigma Pendidikan Islam Upaya mengefektifkan PAI di Sekolah, Bandung : PT. Remaja Rosdakarya, 2001, Cet. I, p. 89.
36
Muhaimin, Paradigma Pendidikan Islam Upaya mengefektifkan PAI di Sekolah, Bandung : PT. Remaja Rosdakarya, 2001, Cet. I, p. 89.
37
Choirul Fuad Yusuf Ed., Kajian Peraturan..., p. 65.
24
In the other opinion, Rasydiani which was quoted by Muhaimin, there are some weakness on implementation of Islamic education in public
schools, such as about comprehension the subject of Islamic education namely in theology aspect, there had not comprehend of Islamic doctrine;
in morals aspect that had not comprehend yet as unity of religious human; in worship aspect had been tough as ritual activity of religion and it less
emphasize as a process to construct student personality; fourth in law aspect had been learned as formal law which never change for a long time.
And less comprehended the content and advance of Islamic laws; fifth, Islamic doctrine had been tough as dogma and less to develop in
rationality and interested knowledge; sixth the orientation of learning Koran was in reading text competency, less comprehension and analyzing
of the Koran.
38
According to Komarudin Hidayat, the implementation of Islamic education in the school is exact less.
39
It can be looked from those indicators, namely; Islamic education is not look as development of
religious moral, but it was only knowledge perception; Islamic education is not systematically and principles based on continuity for choosing the
subject; then last, the aim of Islamic education is emphasized on Islamic jurisprudence fiqh.
40
The views on top to make view points that should be a challenge for Islamic education that is, the paradigm that must be addressed in the
teaching of Islam in schools especially. Beside that, all explanations above, there was indicated the main point of the weakness of Islamic
education, namely teaching dogmatic and textual approach.
38
Muhaimin, Paradigma Pendidikan..., p. 89.
39
Muhaimin, Paradigma Pendidikan..., p. 90.
40
Muhaimin, Paradigma Pendidikan..., p. 90.
25
The challenge of Islamic education is also associated with the challenges of education in Indonesia in general to improve Indonesian
human resources. There are several things that can be understood on the development of Islamic education in schools; First, the competitive era of
the result of rising standards of the world of work; Secondly, if declining quality of education and also weak in terms of belief and faith as well as
mastery of science and technology; Third, information technology progress led to a flood of information not accessible by both educators and
in turn affect educational outcomes; Fourth, the world left behind in terms of educational methodology; Fifth, community development that have
been interacting in a variety of social values. The explanations above is the challenge for Islamic education, it is
not only becomes the obligation of the school. But the family, society and the government have the roles to face that challenge. Nonetheless, school
is main share in application of education in the school by teacher of religion who directed with application Islamic education demanded to can
answer and anticipate some of challenge that.
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.
