1
THE DEVELOPMENT OF ISLAMIC EDUCATION IN PUBLIC
SCHOOLS AFTER REFORM ERA
A “SKRIPSI”
Presented to the Faculty of Tarbiya and Teachers Training in Partial Fulfilment of
the Requirement for the Degree of S.Pd.I (Bachelor of Arts) in Islamic Education
By:
JONSON HARIANTO
105011000144
DEPARTMENT OF ISLAMIC EDUCATION
FACULTY OF TARBIYA AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
2010 M/1431 H
ii
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini:
Nama : Jonson Harianto
Tempat, Tgl. Lahir : Tanjung Agung, 17 January,1987
NIM : 105011000144
Jurusan/prodi : Pendidikan Agama Islam
Judul Skripsi : The Development of Islamic Education in Public
Schools after Reform Era.
Pembimbing : Dr. Muhammad Zuhdi, Ph.D, M.Ed.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 04 Maret 2010
Mahasiswa Ybs.
Jonson harianto
NIM. 105011000144
iii
THE DEVELOPMENT OF ISLAMIC EDUCATION IN PUBLIC
SCHOOLS AFTER REFORM ERA
A “SKRIPSI”
Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfilment
of the Requirement for the Degree of S.Pd.I (Bacelor of Arts) in Islamic
Education
Oleh:
Jonson Harianto
105011000144
Approved by the Advisor:
Dr. Muhammad Zuhdi, Ph.D, M.Ed
NIP. 19720704 199703 1 002
DEPARTMENT OF ISLAMIC EDUCATION
FACULTY OF TARBIYA AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
2010 M/1431 H
iv
APPROVAL SHEET
The “skripsi” entitled, “The Development of Islamic Education in public school
after reform era” written by Jonson Harianto, student registration number
105011000144 was examined in the examination session of the Faculty of
Tarbiyah and Teachers Training, Syarif Hidayatullah Jakarta on 23 March 2010.
The skripsi has been accepted and declared to have fulfilled one of the
requirements for the degree of S.Pd.I (Bachelor of Arts) in Islamic Education in
department of Islamic Education.
Jakarta, (24 March 2010)
Examination Committee:
Head of Committee
Dr. H. Abd. Fattah Wibisono, M.A.
NIP : 19580112 198803 1 002
Date
..........................
Signature
.............................
Secretary of Committee
Drs. Sapiudin Shidiq M, Ag
NIP : 19670328 200003 1 001
..........................
.............................
Examiner I
Prof. Dr. Dede Rosyada, M.A
NIP : 19571005 198703 1 003
..........................
.............................
Examiner II
Dr. Nurlena Rifa’i, M.Ed
NIP : 19591020 198603 2 001
..........................
...........................
Acknowledge by
Dean of Tarbiya and Teachers Training Faculty
Prof. Dr. H. Dede Rosyada, M.A.
NIP : 19571005 198703 1 003
v
ABSTRACT
JONSON HARIANTO
The Development of Islamic Education in Public School after Reform Era
(Study on the Objectives of Islamic Education in Elementary and Secondary
Schools)
Islamic education is aware efforts to become human excel in spiritually,
socially, and morally. In Indonesia Islamic education has the history which is
usually develop to place Islamic education in school. Islamic education has the
problems in implementation. Why the Islamic education is usually changes in
regulation?
When after reform era, there are some regulations which organized on
Islamic education in public school. Such as the act No 29/2003, and followed by
the decree no 19/2005 and the latest law is number 55/2007 on religious
education. Haw is the development of Islamic education after the all of those
regulations. How is the aim in each level of education in accordance with
regulations after reform era?
According to the background above, researcher analyzes by using library
research and content analysis. This method is to know the description of the
development Islamic education after reform era.
By this research, there are some expectations, such as to give the concept
of developing of Islamic education in level of elementary school and secondary
school. Give the benefits offering some ideas to develop Islamic education, such
as Islamic education as school culture and the student can apply Islamic values
through religious atmosphere.
Key words: Islamic education, development, the aim, Elementary and secondary
schools, religious atmosphere and school culture.
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ABSTRAK
JONSON HARIANTO
Pengembangan Pendidikan Agama Islam di Sekolah Pasca Reformasi
(Telaah Tujuan PAI pada Sekolah Dasar dan Menengah )
Pendidikan Islam merupakan usaha sadar untuk menjadikan manusia yang
unggul spiritual, sosial, dan moral. Dalam perjalanan sejarahnya pendidikan
agama Islam di Indonesia selalu menghadapi permasalahan. Ini yang
mengakibatkan selalu ada perubahan dalam peraturan pendidikan agama Islam
khususnya di sekolah.
Pasca reformasi, upaya pengembangan PAI masih tetap didukung oleh
beberapa regulasi. Seperti penyempurnaan UUSPN No 2/1989 menjadi UUSPN
No 20/2003, kemudian diikuti dengan standar pencapaian mutu dengan membuat
standar kompetensi seperti yang disebutkan dalam PP No 19/2005. Selanjutnya
PAI di sekolah diperkuat lagi dengan adanya PP No. 55/2007 tentang pendidikan
agama dan keagamaan. Adanya beberapa kebijakan ini akan mendukung
bagaimana perkembangan PAI di sekolah. Bagaimana rumusan tujuan pendidikan
yang telah ditetapkan di setiap level pendidikan?
Kesemuanya itu menjadi bahan penelitian bagi peneliti. Sesuai dengan
permasalahan dan data, peneliti menggunakan penelitian kepustakaan dan
menggunakan analisis isi. Karena dalam penelitian ini ingin memberikan
gambaran dan mendialogkan pengembangan PAI di sekolah pasca reformasi
spesifiknya melihat tujuan PAI pada level sekolah dasar dan menengah sesuai
yang telah diamanahkan UU dan peraturan pemerintah.
Key words: Pendidikan Agama Islam, pengembangan, tujuan, sekolah dasar dan
menengah, suasana keagamaan dan budaya sekolah.
vii
ACKNOWLEDGEMENT
الرحيم الرحمن اهلل بسم
In the name of Allah, the benificient and the merciful
Assalamu’alaikum Wr.wb,
First of Allah, the researcher thanks to Allah SWT, Lord of the world who
has been giving him a wonderful opportunity in finishing his “Skripsi”. Then
peace and salutition to prophet Muhammad peace be upon him, the perfect leader
around the world, and to his family, his close friends and followers.
Many people have a lot of contribution for the researcher in completing his
“skripsi” for the requirement at degree of Strata 1. Therefore, the researcher
would like to express his deepest gratitute to his beloved parents Hartoni and
Dismiati and all families who always give prayer, motivation, love faith and
support for him conducting the research. The researcher also would like to express
his thanks and great gratitude to his advisor Mr. Dr. Muhammad Zuhdi, Ph.D,
M.Ed for his valuable help, guidance, correction and suggestion for the researcher
in finishing this “skripsi”.
His great and thanks gratitude also goes to:
1. The Dean of Tarbiya and Teachers’ Training.
2. The Head and Secretary of Islamic education department.
3. All Lecturers and staffs of Islamic Education Department who have given
the experience, motivation, occasion, and opportunity to learn in Islamic
education departement.
4. All officers of UIN library, Tarbiyah’s Library, who have given
permission for using and lending their books in completing the reference.
viii
5. Especially to My beloved Tuti Alawiyah who always support dan help him
motivation, correction and time. She always mention the researcher in her
prayer.
6. All beloved friends in Islamic education of 2005, all friends in billingual
class such as Muh. El-moh, Fikri, Asep, Fauzi, Endah, Bambang, Umi,
Pailin, Mira, Haseb and so on. Who always help and give the researcher
motivation, support, times, real friendship and love.
7. All friends in rent house, Eko, Syahrul, Fuad, brother Fauzi, who give him
motivation and inspiration.
8. All friends in organization, they are friends in HMI, PMII, IMM, KAMMI,
POSTAR (LST), BEMJ PAI, BEM FITK, FLP, IKMS (Student South
Sumatra Community) who has given him experience and motivation
Finaly, the researcher recognize that his skripsi is far from perfect.
Therefore, he would like to welcome in accepting critics and suggestion for
accomplishing it become better. He hopes this skripsi can give the beneficient for
all people who are interrested in.
May Allah, the all Mighty bless and give them more than what they have
given to the researcher.
Jakarta, 23 March 2010
The Researcher
ix
TABLE OF CONTENT
LEMBAR PERNYATAAN KARYA SENDIRI ............................................. ii
THE LEGALIZATION OF ADVISOR .......................................................... iii
APPROVAL SHEET ....................................................................................... iv
ABSTRACT .................................................................................................... v
ABSTRAK ...................................................................................................... vi
ACKNOWLEDGEMENT .............................................................................. vii
TABLE OF CONTENT .................................................................................. ix
LIST OF TABLE ............................................................................................ xi
APPENDIXS ................................................................................................... xii
CHAPTER I INTRODUCTION
A. Background ................................................................................. 1
B. The Identification of Study ......................................................... 6
C. The Limitation and Formulation of Study .................................. 7
D. The Objectives of Study .............................................................. 7
E. The Significance of Study ........................................................... 8
F. The Method of Study .................................................................. 8
CHAPTER II THE AIM OF ISLAMIC EDUCATION IN PUBLIC
SCHOOLS
A. The Concept of Objective ........................................................... 10
1. The Understanding of Objective ........................................... 10
2. The Aim of Education ........................................................... 11
B. The Understanding of Islamic Education .................................... 13
C. The Bases of Islamic Education .................................................. 15
D. The Aim of Islamic Education .................................................... 17
E. The Development of Islamic Education ...................................... 19
1. The Definition of Islamic Education Development .............. 19
2. The Aim of Islamic Education Development........................ 20
x
F. The Schools as institution to Implement Islamic education........ 22
1. The Importance of School ..................................................... 22
2. The implementation of Islamic Education in Public Schools 23
CHAPTER III ISLAMIC EDUCATION IN NATIONAL EDUCATION
SYSTEM
A. The History of Islamic Education in Regulation of Indonesia .... 26
B. Islamic Education in Transition and After Reform ..................... 31
C. The Purpose of Policy on Islamic Education in School .............. 35
CHAPTER IV STUDY ON THE OBJECTIVES OF ISLAMIC
EDUCATION IN ELEMENTARY AND SECONDARY SCHOOLS
A. The Aim of Islamic Education at Elementary School ................. 40
B. The Aim of Islamic Education at Junior High School ................ 41
C. The Aim of Islamic Education at Senior High School ................ 42
D. Creating the Religious Atmosphere at Public Schools ............... 43
E. Islamic Education as School Culture .......................................... 46
F. Discussing on Islamic Education ................................................ 47
CHAPTER V CONCLUSION AND RECOMMENDATION
A. Conclusion .................................................................................. 49
B. Recommendation......................................................................... 50
REFERENCE ................................................................................................. 51
APPENDIXS
BIOGRAPHY
xi
List of scheme
Tabel 4.1 the process in implementation religious atmosphere ...................... 28
xii
Appendixs
Lampiran 1 The act No. 20/2003 on National Education System
Lampiran 2 The Governtment Regulation No. 19/2005 on National Standard
Education
Lampiran 3 The Government Regulation no. 55/2007 on Religious Education
1
CHAPTER I
INTRODUCTION
A. Background
In the moment when the reform was initiated, the Indonesian people
expected to see changes almost in all aspect of their lives, including education
sector. This is because education plays strategic and functional roles in
making those changes happen. But, as Tilaar said, Indonesia education is
always ruled by a system controlled by politicians, which formally known for
their authoritarian approach.1 As a result, education created uncreative people,
who can only think and act to satisfy a small group of elite. 2
The Indonesian education policy is known for its uniformity of ideal and
identities. This is what we call “characteristic policy of education”. The
curriculum, the teaching staff and school facilities are all decided by the
national education authority. The existence of the centralistic policy that gives
only little space for school to how their own initiative, resulted uncritical and
less creative people.
1 H.A.R. Tilaar, Paradigma Baru Pendidikan Nasional, (Jakarta: Rineka Cipta, 2004), Cet
II, p. 2. 2 H.A.R. Tilaar, Paradigma Baru…, p. 3
2
The first achievement of education sector after was promoting the
decentralized system. This was reflected by the act No. 22/1999 on regional
autonomy. The act allowed the idea of regional autonomy to grow in free,
democratic and atmosphere.
An achieving the goals of the national education we can’t neglect the
important of Islamic education. One of the goals of education is to create
human being that can integrate religious and national values in their daily life.
Therefore, Islamic education constitutes the fundamental aspect of national
education.
Since the creation on law 2/1989 Islamic education has been mandated
as a compulsory subject in all levels of education in Indonesia. The act has
guaranteed every student to receive Islamic education in school in accordance
to their belief. It’s clearly started in chapter 16 in section 2 of their law
number 28/1990.3
The latest education law, maintains the position of Islamic education in
all level of schooling, it is reflected to the act No. 20/2003 on national
education system. In chapter I article 1, the education was conscious and well-
planed in creating learning environment and learning process so that the
student will be able to develop their full potential for acquiring spiritual and
religious strengths, develop self control, personality, intelligence, morals and
noble character, and skill that one needs for student self, the community, the
nation, and the state. 4 This article is indicated to maintain Islamic education
as a part of the aim of national education.
In part 9 on religious education, article 30 section 2, that is “the religious
education has the function to prepare students to become community members
who understand and practice religious values…,”. 5
3 Adian Husaini, Menyoal Kembali Pendidikan Agama, Dalam situs
http://alislamu.com/index.php?Itemid=10&id=27&option=com_content&task=view ,Dikutip pada
tanggal 3 Maret 2009. 4 Depdiknas, Undang-undang dan Peraturan Pemerintah tentang Pendidikan, p. 2
5 Depdiknas, Undang-undang dan Peraturan Pemerintah tentang Pendidikan, p. 18
3
Some articles are indicated that Islamic education is still get strong
position after reform era.
Then, from some articles above that national education and Islamic
education have the aim to become integrated human. In the other concept, the
integrated human was interpreted at three aspects. There are intellectual,
spiritual and morals aspect.
In accordance with Hasan Langgulung (an expert on Islamic education)
that good education is able to develop the three aspects of human
development, i.e:
a. Intellectual development.
b. Psychological development.
c. Spiritual and morals development.6
First, as human intellectual (human rational) can develop the knowledge,
comprehension, analysis and critic. Secondly, as psychological human can
develop in self to comprehend of Islamic values. Third, as spiritual and moral
human can apply the values in behavior daily.
The school becomes a place to implement Islamic education. As formal
education, the school had placed Islamic education as a compulsory subject
and educational character for student. By the act No. 2/ 1989, it was
strengthen the existence of Islamic education in public school in.7
After reform era, the importance of the school is still maintained by the
act No 20/2003 and the decree No. 19/2005 on standard national education. In
this regulation the school is still a place to implement Islamic education.
6 Hasan Langgulung, Asas-Asas Pendidikan Islam, (Jakarta: Pustaka Al-Husna Baru, 2008),
cet.VI, Edisi Revisi, p. 31 7 Di samping memperbaharui sistem pendidikan di Indonesia, juga dimaksudkan untuk
memperkuat eksistensi pendidikan agama (Islam) di sekolah sebagai kurikulum yang wajib
diberlakukan secara nasional.
Undang undang ini memakan waktu sekitar 10 tahun sampai diundangkan. Itu dihitung
dari mulai dibentuknya Komisi Pembaharuan Pendidikan Nasional (KPPN) tahun 1978 yang
diketuai oleh Prof. Imam Santoso, almarhum Prof Harsja W. Bachtiar, Kabalitbang dikbud di
tahun 1980an, pernah menyatakan bahwa UU no 2/1989 disiapkan untuk mengakomodasi
perkembangan selama 50 tahun ke dean (1989-2039)
4
Furthermore, role of the school in implementation of Islamic education
was reflected by the government decree that is the decree No. 55/2007 on
religious education, there is mentioned “religious education (Islamic
education) in school is the education to give the knowledge; construct the
moral, personality, and student skill to apply religious doctrine. Then religious
education had been implemented at least by subject in every level and kinds of
education”.8
The school is one of the efforts to develop and revitalize Islamic
education too. School has role which is not only as a place for teaching, but
the schools is a place to transfer culture and build student character. Even the
school has the objectives to become student who is able to comprehend
religious doctrine even to reflect the values in daily life.
As quoted by Muhaimin that the school as a place of values education,
curriculum content and learning activities will implicitly includes the
transmission of values.9
Based on the explanations above, there are some view points, as the
following; Islamic education had has strong foundation especially in formal
education. Then Islamic education is placed as a part of the purpose of
national education and it is played in dynamic change of community to inherit
the national culture. Furthermore the school is a place to internalize Islamic
values or transmit the value.
But in its implementation, the Islamic religious education is still not able
to achieve the desired outcomes of educational objectives. National education
hopes to be able to construct character and instill the values of Pancasila (the
social, religion and environmental) has not fully implemented in the Islamic
religious education. Religious education is still regarded as narrowly as
teaching of religion in the vertical aspect of worship.
8 Peraturan Pemerintah Republik Indonesia Nomor 55 Tahun 2007, Tentang Pendidikan
Agama dan Keagamaan, Di kutip dalam situs http//www.dikti.go.id/tatalaksana/upload/pp 55
2007, Tanggal 3 Februari 2010 pukul 22.00 WIB. p. 2 9 Muhaimin, Rekonstruksi pendidikan Islam, (Jakarta: Rajawali Press, 2009), Edisi I, Cet.I,
p.56
5
Furthermore, the formulation of the aim of Islamic education in all levels
of education is still only to give student needs as citizen who has right to get
Islamic education. It indicates Islamic education in public schools is a place to
transfer of knowledge.
After the reform, Islamic education is still faced the problems, namely
Islamic education is less relevance on social change, even the student less
comprehend the religious values. Then the values can be applied in social
environment. Like was mandated by the regulation that the Islamic education
is a process to internalize religious values whether as individual or social.
Especially in public schools, the implementation of Islamic education is
still in giving knowledge and less to emphasize in values and moral. As we
known that Islamic education in school has the standard competency and
Islamic education is reflected as educational character. But in implementation
is till a few of student can apply the values in their life. Regulation mentions
that the aim of Islamic education is still in accordance with student
development in each level of education.
To answer the situations above, need to comprehend components of
national education system, such as the aim of national education. There is the
role of Islamic education to achieve the aim of national education.
As a part of component of national education system, reform the aim is
the first step to develop national education especially Islamic education.
The aim of Islamic education is included in the national education
philosophy which then translated into the national education goals. To borrow
the term A. Saban Habaehan “Islamic education is not only for intellectualism
ethic and forgot morals values. According to him, to reform Islamic education
didn’t to revolute but there were three steps. First, reform the aim, the
curriculum and methodology of Islamic education”.10
From all the statements above, researcher comprehended between reality
and the concept of Islamic education which was performed in national
10
A. Salman Habaehan, “Reformasi Total Pendidikan Agama Islam”, Dalam Kompas, 19
Agustus 2002, dikutip tanggal 23 November 2009 di www.ui.edu.com
6
education system. In accordance with the explanation above, there are some
statements, namely problem between expectation and reality, concept and
application. Back to the problems, so the researcher dialogue comprehension
into a study on concept to describe as the development of Islamic education.
For this reason the researcher is interested to undertake a research on;
“THE DEVELOPMENT OF ISLAMIC EDUCATION IN PUBLIC
SCHOOLS AFTER REFORM ERA (Study on the Objectives of Islamic
Education at the Elementary and Secondary Schools)”.
B. The Identification of Study
From the statement above, researcher has identified the problems which
are being interested in this study, as the following;
1. Not to achieve the expected results of the dynamic changes in the laws of
Islamic Religious Education. There is imbalance between the expectation
in regulation and the implementation on Islamic values in public school.
2. Islamic education is concerned with aspects of knowledge.
3. The school as a place to implement Islamic education is still face the
problem, namely less comprehend Islamic values.
4. In implementation, the aim of Islamic education is not fully to achieve
aspect of values or education for character.
5. Less development to the objectives of Islamic education in all level of
education especially at the elementary and secondary school.
6. Islamic education in public schools is faced by the problems to internalize
the values and then the student can apply in daily life.
7
C. The Limitation and Formulation of Study
The aim of Islamic education is to transform human being to excel
spiritually, intellectually and socially. Then, Islamic education is not sufficient
for Islamic education to be limited with cognitive instructional. Furthermore,
Islamic education has to respond to social changes to achieve its goals and its
own concept, it has to develop and change.
The researcher limits the problems to focus research agenda. First, this
research will be limited at the regulations on Islamic education after reform
era which is imbalance between regulation and implementation. Second, this
research will be limited at the Islamic education in public schools which is
only in teaching of the knowledge. Third, this research will be limited on the
objectives of Islamic education at the basic or elementary and secondary
school which have to clarify for the development of Islamic education.
Furthermore, the researcher formulated on, “How is the development of
Islamic education in the public schools after reform era (study on the
objectives of Islamic education in elementary and secondary school)?”
Based on this formulation, the researcher makes into two questions for
this research, as following:
1. How are the objectives of Islamic education in each level of education at
elementary and secondary schools?
2. How is the effort of development of Islamic education in implanting the
values of religious moral in public schools?
D. The Objectives of Study
In this research there are some goals, the goals of this research as the
following:
1. Understanding the concept of Islamic education and the content of
development, even the aim of Islamic education development.
2. Understanding the history of the development of Islamic education after
reform era.
8
3. Describing the aim of Islamic education in national education at
elementary school and secondary school.
4. Discussing the aim of Islamic education as the challenge to develop
Islamic education in school public.
E. The Significance of Study
Beside some goals above, there are some significances of this research,
as the following:
1. Getting relevance to this research and discuss a new concept.
2. Offering some ideas to develop Islamic education as benefit at public
schools.
3. Building the scientific concept of Islamic education as an effort of
constructing moral character whether as individual or nation.
F. The Method of Study
1. Data Source
In this research there are two data sources. First, the researcher
collect primary data, namely from regulations and policies which related to
the aim of Islamic education in public schools. Especially, the act number
20/2003 on national education system.
The second is the data from secondary source. The data include
books and articles such as journals, magazines the other documents related
to theme of the research.
2. Technique Analysis the Data
The first, choosing the data from reference whether in primary and
secondary sources. The second, collecting the data which relates to
problem of study. The third, organizing the data and the last interpreting
the data.
9
3. Data Analysis
According to Sofyan Effendi and Masri Singgarimbun, data analysis
is “a process of simplification in the form of words into a more easily read
and interpreted”.11
This research uses “library research”. The library research Approach
is a process of researching and analyzing documents such as books and
articles and others, which related to the problem of research. It means this
research only takes data from written sources.12
In accordance with the data, researcher only looks up from
regulations, policies and documents. Then the data are collected,
organized, analyzed and the last describe the result of research finding.
11
Saiful Annur, Metode Penelitian Pendidikan, Analisis Data Kualitatif dan Kuantitatif,
(Palembang: IAIN Raden Fattah Press, 2005), Cet I, p. 104.
12
Mestika Zed, Metode Penelitian Kepustakaan, (Jakarta: Yayasan Obor Indonesia, 2008),
Cet. 1, p. 1.
10
CHAPTER II
THE AIM OF ISLAMIC EDUCATION
IN PUBLIC SCHOOLS
A. The Concept of Educational objectives
1. Understanding of the Objective
In accordance with Indonesian Language, the word objective is the
aim, direction, bow, intended thing and meant”.1 To quote Armai Arief,
the word aim or objective referred to in Arabic as “ghoyat, ahdaf and
maqoshid”. In English it means goals, purposes, objectives or aim.2
Terminological the word aim is an achieved expectation after finishing or
completing an effort. 3
There are many of the goals, namely:
1. Institutional aim, namely institutional aim such as the goals or
expected qualification when he finished a program of education in
definite institution of educational.
2. Instructional aim, namely goal or objective which is obtained of
teaching a subject which has been planned.
1 Tim Penyusun Kamus Pusat Bahasa, Kamus Besar Bahasa Indonesia, (Jakarta: Balai
Pustaka, 2002), Edisi III, Cet. II, p.1216. 2 Armai Arief, Pengantar Ilmu dan Metodologi Pendidikan Islam, (Jakarta: Ciputat Press,
2002), p. 15. 3 Armai Arief, Pengantar Ilmu…, p. 15.
11
3. Curricular aim is the goal or expected qualification of student after
finishing a program of lesson.4
According to Hamka, the aim is “an importance and essential thing
for human life. By the aim, someone’s life becomes dynamic, systematic,
and meaningful”.5
According to M. Arifin, the aim is “an embodied ideal. In
educational aim that ideal milieu is visible in the final goals”.6
Thereby, the meaning of aim is a target, achievement, an expectation
to reach the ideal atmosphere of life which purposed to embody. In
educational definition, the aim is target or competence which could be
reached in level of education to become a student has potency in
knowledge, skills, and applying Islamic values in their daily life.
2. The Aim of Education
The aim of education is to humanize into human being who has
harmony in balancing of values of life and building a civilization for his
age.
According to Omar Muhammad al Toumy al Syaibani, the basic
concept of educational aim is “intentional by meant of the educational
process or educational effort to provide behavioral change whether in
individual or social in natural environment where he lives or in the process
of educational itself as fundamental activity and fundamental profession in
society”.7
4 Tim Penyusun Kamus Pusat Bahasa, Kamus Besar..., p. 1216.
5 Samsul Nizar, Memperbincang Dinamika Intelektual dan Pemikiran Hamka Tentang
Pendidikan Islam, (Jakarta: Kencana Prenada Media Group, 2008), Cet. I, p. 116. 6 Muzayyin Arifin, Filsafat Pendidikan Islam, (Bandung: Bumi Aksara, 2009), Edisi revisi,
Cet. IV, p. 159. 7 Omar Muhammad Al Toumy Al Syaibani, Falsafah Pendidikan Islam, Terj. dari
Falsafatut Tarbiyah Al Islamiyah oleh Hasan Langgulung (Jakarta: Bulan Bintang, 1979), Cet. I,
p. 389.
12
In Islamic education, the education is an orientation of education
based on Islamic values which there are three domains of human as a
Caliph in the world:
a. To implant the harmonious and balance relationship between his God.
b. To build the harmonious and balance relationship between community.
c. To develop the ability to in earth, manage and exploit natural riches
Allah’s creation as human “rahmatan lil alamin”.8
According to Ki Hajar Dewantara that the purpose of education is a
natural advocate (support) of children so they can develop their inner life
of birth and by nature of each. Knowledge and skill are not objective but a
tool (tools) to reach maturity soul will be able to realize the life and
livelihood and sacred order, and the benefit to others. The education has to
achieve into good integrity and personal capability for a social change in
society.9
According to the educational philosophy of Pancasila, the
educational aim was in constancy of people’s consultative council (MPR)
No. II/1978, the five basic principles (Pancasila) is spirit of all Indonesian,
Indonesian’s personality, and view point of Indonesian nation even as a
basic nation. Pancasila became the Indonesian’s purpose in life, whether as
individual or as social human in relationship between God and nature
although an effort in achieving happiness.10
From those statements, the aim of education is to develop potency
from what have been had by student, inherit culture or in growth the
values, norm, regulation and arrangement in society where ever the student
lives.
8 M. Arifin, Filsafat Pendidikan Islam…, (Jakarta: PT. Bumi Aksara, 1987), Cet. I, p. 133.
9 Fauzi, Metode Pengembangan Pendidikan Afektif Pada Pendidikan Islam Terpadu Studi
Kasus Sekolah Islam Terpadu di Daerah Istimewa Jogjakarta), Dalam situs
http://alfauzi.blogspot.com/2008/02/metode-pengembangan-pendidikan-afektif.html, Dikutip pada
tanggal 3 Maret 2009. 10
Choirul Fuad Yusuf (Ed.), Kajian Peraturan dan Perundang-undangan Pendidikan
Agama pada Sekolah, (Jakarta: Pena Citasatria, 2008), Cet. I, p. 44.
13
Then the students make these potentials are able to use what has been
inherited by culture. It means the students have capabilities in interacted
potency with culture inheritance. Even the students can apply the values of
Islamic doctrine which useful to personal, society and student environment
itself. In accordance with the educational aim in philosophy of Pancasila,
as a conclusion that the aim of education is to become Indonesian people
who prestigious people, knowledgeable and the last can apply the values
of life likes in the five basic principles.
B. The Understanding of Islamic Education
Ramayulis quote from Paul Montoe religious education in the English
language known as the religion education, defined as an "activities that aim to
produce a religious person. For it must be directed to the moral and character
growth. Religion education isn’t only to give religious knowledge of religion
doctrine, besides teach religious education, it has to point up in feeling
attitude, personal ideals, activities and belief. 11
Islamic education is a conscious effort to prepare the students to believe,
comprehend and practice Islamic doctrine by guidance activity, teaching and
training by giving the guidance for interfaith to embody the national unity.12
In book Tarbiyatul Islamiyah, Islamic education is interpreted by Moh.
Atya al Abrasyi, that is “Forming morals and manners that could produce the
people a moral, good men and women who clean spirit, strong will, the ideals
of right and the higher moral obligation to know the meaning and practice,
respect for human rights, avoiding from bad deed and remembering to Allah in
every beginning and finishing the anything”.13
11
Ramayulis, Metodologi Pengajaran Agama Islam, (Jakarta: Kalam Mulia, 1994), Cet. II,
p. 3. 12
Departemen Pendidikan Nasional, Kurikulum 2004, Studi Kumpulan Pendidikan Agama
Islam SLTP, (Jakarta: 2003) p. 2. 13
Moh. Athya Al-Abrasyi, Dasar-dasar Pokok Pendidikan Islam. Terj. Dari Tarbiyatul
Islamiyah oleh Bustami. A. Gani, (Jakarta: Bulan Bintang, 1970), p. 103.
14
The meaning of Islamic education is wide definition, namely an implant
the comprehension of Islamic education to grow Islamic values (values of
manners) whether for individual or social. Abdullah Darraz mentioned on
quote in Hasan Langgulung that the classification of the manners values, as
the following:
a. Values of individual manners
b. Values of manners in family.
c. Values of social manners.
d. Values of manners in state nation.
e. Values of religious manner.14
The explanations above can be interpreted that the Islamic education as
performing manners or building morals. The role of Islamic education isn’t
only in a narrow sense. But educational value is for the entire community and
all of people “rahmatan lil alamin”
All those definitions in according with the aim of national education,
that is “education for the nation and developing the whole person who is
faithful and devoted to the Almighty God, virtuous noble character who have
the knowledge and skills, physical and spiritual health, a solid personality and
independent and responsible for community and nationhood”.15
Analysis from above that Islamic education is the process of trainning
and developing the skill of knowledge, mind and character development by
formal school. Likes in regulation that Islamic education has the orientation to
build good human in national personality, religion and social.
Furthermore the researcher takes a conlusion that Islamic education is a
concious and well planning effort to be a faithful and behaving person,
knowledgeable and national insight. It means, Islamic education is an effort to
14
Hasan Langgulung, Asas-Asas Pendidikan Islam, (Jakarta: Pustaka Al-Husna Baru,
2008), Cet.VI, Edisi Revisi, p. 360. 15
Mawardi Sutejo, dkk, Kapita Selekta Pendidikan Agama Islam, (Jakarta: Direktorat
Pembinaan Kelembagaan Agama Islam Departemen Agama Islam, 1992), p. 6.
15
guide human who has spiritual, intellectual and morals even has manner
values.
C. The Bases of Islamic education.
Islamic education has bases, it means fondation for implementation of
Islamic education. By this fondation. As like a building has fondation to make
a building can stand strongly. So Islamic education can plays to convey
doctrine, gives procces and the get the final aim namely a religious people.
Related to this explanation, the Koran and hadith are the sources in Islamic
doctrine.
Furthermore the basics of the implementation of Islamic education are:
a. Religious Base.
Religious base is based on Islamic doctrine which exist in al-Quran
and hadith. Accordance with Islamic teaching that to realize Islamic
education is the commandement of God and worship (religious service) to
Him.16
In implementation of Islamic education needed a process, it was
called by “education”or in the other word are tarbiyah, ta’dib and ta’lim.
By the education that the Islamic teaching can be realized by muslim
cummunity.
b. Jurisdictional Base.
Islamic education has placed in formal or non-formal of institution
education because of that juridis formal or regulation. Now, that subject or
stakehoders no from leaders of religion only, but the government has role
in realizing Islamic education. The juridical basis of this formal divided
into three parts, as follows:
16
Zuhairini dkk, Metodik Khusus Pendidikan Agama, (Surabaya: Biro Ilmiah Fakultas
Tarbiyah IAIN Sunan Ampel Malang, ), Cet VIII, p. 23.
16
1) Ideal Base.
What was meant of ideal base is the base from national
philosophy, namely: Pancasila, believe to the One God. It meant, that
all Indonesian have to belief to The One God or have to a religious.17
2) Constitutional Base.
What was meant of institutional is based on UUD/2002 article 29
in 1 and 2 section, explained on:
a) The nation was based on the one God.
b) The nation guaranteed in each citizen to keep belief in their
religion owners and to whorship in acordance with his faithful. 18
After reform era there are some regulation which become the
fondation to implement Islamic education, they are; the act no 20/2003
on national education system, and goverment regulation No. 55/2007
on religious education.
3) Operational Base.
Operational base is a base which managed the implementation of
Islamic education in public schools in Indonesia. According to Tap
MPR (People’s Consultative Council) number IV/MPR/1973. Tap
MPR No. IV/MPR/1978 and Tap MPR No. IV/MPR/1983 on GBHN,
“ in primerly the implementation of Islamic education is included into
school curriculum since elementary school until state universities.19
Islamic education in public schools has been oriented to produce
and increase the faithfull by giving and educating knowledge,
comprehension, experience and students experience on Islamic
17
Zuhairini, dkk, Metodik Khusus…, p. 22. 18
Zuhairini, dkk, Metodik Khusus…, p. 22. 19
Abdul Madjid dan Dian Andayani, Pendidikan Agama Islam Berbasis Kompetensi, (Bandung: PT Ramada Rosdakarya, 2004) Cet. Ke-1, p. 135.
17
religion, even being moslem dynamic in belief, obedience, nation and
state even they are able to continue at level of high education.20
Actually by the operatonal base, there is no inhibition in
implementation of Islamic education public schools.
c. Psychological Base.
In accordance with the aim of Islamic education , psycological base
is the total comprehension of Islamic values. Psychological base is the
base related to psycho aspect in social life. It is importance because the
human was faced to everyting which made retlesness so that human need
the way of life, whether as individual human or members of social
community”.21
From those bases, in religous base that Islamic education is a process to
achieve the final aim, it is to get the happiness in the world and hereafter. In
basic law, show the implementation of Islamic education is Indonesian ideal to
be a prestigous nation. Next, in psycological base the expextation to be a man
who are able to comprehend the psycological in social relationship and they
are able to apply the religious values in daily. All the bases above had been
clear explanation in effort to impement Islamic education.
D. The Aim of Islamic Education
The aim of Islamic education is not only to direct in statistic value, but
related to someone personality about all aspect of his life. From this statement,
the aim of Islamic education is to become an integrated human. The education
can achieve ratio, mental, and the action.
Furthermore in curriculum GBPP 1994, the aim of Islamic education is
“to promote the faith,understanding, and student experience on Islamic
20
Abdul Madjid, dan Dian Andayani, Pendidikan Agama…, p. 133. 21
Hasan Langgulung, Asas-Asas…, p. 31.
18
religion. In order that they become a devout and obedient man to Allah SWT
even good manners in individual, social, nation, and state.22
This aim is the clarification of the act No. 2/1989 on national education
system, in chapter II article 4. In this act, the aim of Islamic education is to
become human who has faithful, obedience, knowledge, good manners,
responsibility as a citizen. 23
According to the regulation that Islamic education has the role in national
education to reach the aim of national education.
The education well is able to reach at cognitive, affective and
psychomotor aspect. In accordance with Hasan Langgulung as a Moslem
scholar of education, the good education is able to give contribution to some
aspects for human development:
a. The development of intellectual aspect, education was able to
help a person to increase, develop, and growth the potencies,
hobbies and competencies of ratio and give the knowledge and
skills to use ratio that needed in his life.
b. The development of psycho aspect, education was able to help
person to learn and refine his heart to feel something and guide
to good situation. The education was power and motivation
toward into environmental society. A student was able to Feel
suffering, adapt to him self and the society.
c. The development of spiritual aspect, education was able to help
person to commit in his belief, theology and his knowledge to his
God even by Islamic laws, matters and his religion morals. In
moral aspect that can realize strong faithful to establish the
teaching religion into daily life.24
Meanwhile, according to Mahmud Yunus that the purpose of religious
education is to "educate the children, young people and adults to become a
true Muslim, firmly believe, good works and noble, so he became one of the
22
Departemen Agama RI, Petunjuk Pelaksanaan Kurikulum/GBPP Pendidikan Agama
Islam 1994 Sekolah Lanjutan Tingkat Pertama yang Disempurnakan, (Jakarta: Direktorat Jenderal
Kelembagaan Agama Islam, 1999), p. 49. 23
Departemen Agama RI, Petunjuk Pelaksanaan…, p. 2. 24
Mahmud Yunus, Metode Khusus Pendidikan Agama, (Jakarta: PT. Hidakarya Agung,,
1983), p. 13.
19
people who can live on its feet, serve God and devotion to the nation and
homeland, and even fellow human beings ". 25
The aim of Islamic education is completed by the act No. 20/2003, it
explained that importance of aspect in educational nation namely; to guard in
God (obedient) that he is one, good manners, healthy, science, intellect,
creative, and to be citizen democratic even responsibility. 26
Finally, the aim of national education in Islamic education is to become
people who are religious and obedient people which must apply the order of
religion. Secondly, human moralists, good manners, have a strong
commitment in life. Third, being healthful people in soul. Fourth, being
knowledgeable human. Fifth, someone’s who has capability to actualize the
knowledge in daily life. Sixth is creatively human. Seventh become an
independent people by dynamic and optimistic attitude. Eight, attention for the
nation and state, has spirit of democratic and high responsibility to bring a
people into expended ideal.
The researcher takes the understanding that the aim of Islamic education
in according with national education is to become a human religious, nation
and social.
E. The Development of Islamic Education
1. The Understanding of Islamic Education Development.
Development of Islamic education is not only placing the knowledge
aspect or intellectual aspects of students, but how religious education can
touch the level of values and attitudes. It means the evaluation is not only
to develop religious insight, but to develop the attitude and religious spirit
of student which can be practiced in daily.
In spite of that, according to Ichlasul Amal, Islamic education is one
of the main supporters of the national education system to improve the
25
Mahmud Yunus, Metode Khusus…, p. 13. 26
Fuaduddin dan Cik Hasan Bisri, Dinamika Pemikiran Islam di Perguruan Tinggi,
(Ciputat: Logos Wacana Ilmu, 2002), Cet. II, p. 57-58.
20
Indonesian quality. There is balancing between the advance of IPTEK and
IMTAQ to conduct intellectual Moslems who have a sense of
responsibility and hereafter. The Advance of science and technology has to
integrate with religious dimension or on the contrary.
Islamic education is not only about education as knowledge, but also
education is personality. Even that, Islamic education was able to develop
comprehension; the attitude of believer of religion is in accordance with
religious knowledge.27
The development of Islamic education is also an effort to implant
ideal values or Islamic and national values in accordance with the ideal of
national education.
2. The Aim of Islamic Education Development.
The aim of Islamic education development is to solve the problems
which faced in implementation of Islamic education. Islamic education
had not gotten proportional allocation yet. The development is one of an
effort to increase the quality of Islamic education. Likes mentioned by
Directorate General of Islamic Education, Department of Religious
Affairs:
a. Islam is taught more to sap when Islam is full of values that
must be practiced. .
b. Islamic is only emphasized at formal relationship between
human and his God.
c. Lack of development of rationality.
d. The experience of the implementation of the religion is less
emphasized.
e. Sense the environment to growth Islamic values this is less
supported.
f. Religious teaching methods, lack of a development.
g. Measure the success of religious education is still a formality.
27
Ahmad Habibullah dkk, Kajian Peraturan Perundang-undangan Pendidikan Agama
pada Sekolah (Jakarta: Pena Citrasatria, 2008), Cet I, p. 63.
21
h. Religious education is still not being the basis for progress and
success of other subjects. Islamic education is not being
foundation of student in daily behavior.28
Besides that, the aim of Islamic education is an effort to reach the
function of Islamic education at public schools. Therefore the functions of
Islamic education, namely:
a. Development function to improve student’s belief and
obedience to Allah SWT which has been implant in family
environment. The school functioned to continue what he got of
the education at home, with guidance, teaching, exercise by
optimal in accordance with their growth.
b. Distribution function to contribute the students who have
specials talent in religion aspect in order that the talent could
be growth optimally, even they can be utilized for themselves
or the others people.
c. Correction function to evaluate student’s mistake, lack and
weakness in belief, meaningful and his experiences of Islamic
doctrine in daily life.
d. Prevention function to adapt the student with his environment
or from foreign culture which can danger to him and hamper
student’s development to become human integrated.29
Islamic education is to become the student knowledgeable,
comprehension and applying Islamic doctrine. In the other meaning that
Islamic education is to make people who have capability in intellectual,
spiritual, social and emotional.30
Later in the Islamic concept that the primary function of a school is
as a medium for the realization of educational objectives based on creed
and laws of thought to realize servitude to God and the Oneness of God's
28
Abdul Madjid dan Dian Andayani, Pendidikan Agama…, p. 135. 29
Departemen Agama RI, Petunjuk Pelaksanaan…, p. 51. 30
Cerdas spiritual bermakna mampu beraktualisasi diri dengan hati untuk menumbuhkan
ketaqwaan dan memperkuat keimanan. Cerdas intelektual bermakna mampu mengaktualisasi
untuk olah pikir guna memperoleh kompetensi dan kemandirian dalam ilmu pengetahuan dan
teknologi, kreatif, inovatif, kritis dan imajinatif. Cerdas emosional, olah rasa untuk mampu
memahami dan menghayati ajaran agama. Cerdas sosial mampu menjunjung nilai HAM,
beraktualisasi melalui interaksi sosial pergaulan sesama teman, guna merasakan empati, simpati,
menjunjung tinggi HAM serta menghargai keragaman.Abdurrahman An Nahlawi, Pendidikan
Islam di Rumah, Sekolah dan Masyarakat, (Jakarta: Gema Insani, 1995), Cet I, H. 150.
22
attitude and develop any talent or potential as human beings, so human
nature to avoid distortion.31
F. The School as Institution to Implement Islamic Education
1. The Importance of School
The school is a manifestation of the realization of the implementation
of educational goals. In definition of modern social, school is a result of
politic-social change which happened in social community. The change
has been organized by the government. Then, the political policy direct to
the importance of social organization, from this the government has
responsibility for all social problems. Furthermore, to response all of
social problems, the nation interpret into an institution that it was called
“school”. The school is to construct the culture in accordance with national
philosophy.
Therefore, Later in the Islamic concept that the primary function of a
school is as a medium for the realization of educational objectives based
on creed and laws of thought to realize servitude to God and the Oneness
of God's attitude and develop any talent or potential as human beings, so
human nature to avoid distortion.32
The school as the circle of formal education is mediator to transform
culture a community, especially school as transfer in the process of
dynamic human culture.33
At least, there are 8 functions of the school, namely “prepared
student for a jobs, gave basic skill and set a chance to improve fate,
supplied the power of building, help to solve the social problems, transmit
the culture, build a human social, and the last transformed cultural”.34
31
Muhaimin, Pengembangan Kurikulum PAI di Sekolah, Madrasah, dan Perguruan Tinggi,
(Jakarta: PTRajawali Pers, 2009), Edisi I, p. 31. 32
Abdurrahman An Nahlawi, Pendidikan Islam di Rumah, Sekolah dan Masyarakat,
(Jakarta: Gema Insani, 1995), Cet I, p. 150. 33
Samsul Nizar, Dasar-dasar Pemikiran Pendidikan Islam, (Jakarta: Gaya Media Pratama,
2001), Cet. I, p. 128. 34
Samsul Nizar, Dasar-dasar…, p. 129.
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. 2/1989. 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 public 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 27/1945 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. 1285/K.7, this
decree happened change, because its content was any problems, and the
last was followed by the decree number 17678/k 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 II/MPRS/1960 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 MPRS/XXVII/MPRS 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 2/1989. 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 IV/MPR/ 1973/ jo, Tap MPR No
IV/1978 and Tap MPR IV/MPR/1987 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.2/1989. 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.
20/1989 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 1994/GBPP, this
curriculum referred to regulation No. 2/1989 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
In transition era was created a regulation No. 22/1999 on educational
autonomy included Islamic education. After reformation era, the position of
Islamic education in the public schools is very good position.
Tap MPR (People’s Consultative Council) No. IV/MPR/1999 about
Board Outlines of the Nation’s Direction (GBHN) mandated that “completing
the quality of Islamic education in national education system which is
supported by good facilities”. As explanation of the Tap, the government
approved the regulation number of 25/2000 about program of national
building. This regulation is mentioned that the aim of Islamic education at
school is to increase the quality of student in comprehension and applying of
13
Mastuhu, Memberdayakan Sistem…, p. 87 14
Mastuhu, Memberdayakan Sistem…, p. 87
32
Islamic doctrine. So that to excel in belief and obedience, build good manners
and good morals.15
To achieve those goals, there are some efforts namely; “completing the
subject of Islamic education and giving portion in real daily life and put the
subject of moral into relevant subject in educational curriculum”.16
According to regulation number 20/2003 that the position of Islamic
education in the public schools is mentioned from some articles, as the
following;
a. Article 3, the national education functions are to develop the capability,
character, and civilization of the nation for enhancing intellectual capacity
and aimed from developing learner’s potentials so that they become
persons embodied with human values who are faithful and pious to one
God; who posses morals and noble character, good manners, healthy,
knowledgeable, competent, creative, independent and as citizens are
democratic and responsible, etc.17
b. Article 12, every learner has the right and obligatory to get Islamic
education in accordance with his religion and imparted by an educators
who has the same religion.18
c. Article 36 section 3, that curriculum is organized in accordance with the
level of education within the framework of the national unity of the
Republic of Indonesia and take the following into account; the
enhancement of faith and piety, noble character, student potential, intellect
and interest and diversity of the religion’s potential and environment.19
d. Article 37 section 1, the curriculum of Elementary and Secondary Schools
must include: Islamic education, education of civic society,, language and
etc; and the section 2 in high education adding about obligatory language
15
Muhammad Kosim, “Pendidikan Agama Islam di Sekolah Umum” dalam TADRIS Jurnal
Pendidikan Islam (Pamekasan: Tarbiyah STAIN) Vol 1, No. 2 2006. p. 133-137. 16
Muhammad Kosim, “Pendidikan Agama…,” p. 133-137 17
Departemen Agama RI, Undang-Undang dan Peraturan Pemerintah RI Tentang
Pendidikan, (Jakarta: Direktorat Jenderal Pendidikan Islam, 2006), p. 8. 18
Departemen Agama RI, Undang-undang…, p. 25 19
Departemen Agama RI, Undang-undang…, p. 26.
33
matter”. Explanation verse 1 to construct learner for being human believer
and being guard to God One even be good manners”.20
To interpret the law No 20/2003, the government created the decree
number 19/2005 on National Standard Education. In this regulation, the
existence of Islamic education has strengthened by some articles;
1. Articles 6 section 1, the curriculum for general education,
vocational and special in level of elementary and secondary
schools is consist of; a. all lessons of religion and moral; b. all
lessons of civic education and personality; c. all lesson of
knowledge and technology; d. all lesson of esthetic; e. all lessons
of physical, sport and health.
2. Article 7 section 1, the subject of religion and good manners as
the lesson in Elementary/MI/special Elementary/ Packet A,
Junior High/ Packet B, Senior High/ Packet C, Senior High in
vocational or the other kinds of education are performed by
portion and religion activity, civic education, personality,
knowledge and technology, esthetic, physical, sport even
health.21
Furthermore, to continue the development of Islamic education, the
government created the regulation No. 55/2007 about religious education. This
regulation is still maintains the importance of the position of Islamic education
in national education. Likes mentioned by some articles in this regulation:
1. In chapter I article 1 section 1; Islamic education is the education which
will give knowledge and guide moral, personality, and student skill in
applying their religious doctrine.22
2. In chapter II articles II section 1, the function of Islamic education is to
build Indonesian people who are faithful and pious to the One God even
20
Departemen Agama RI, Undang-undang…, p. 155. 21
Departemen Agama RI, Undang-undang…, p. 156. 22
Peraturan Pemerintah Republik Indonesia Nomor 55 Tahun 2007, Tentang Pendidikan
Agama dan Keagamaan, Di kutip dalam situs http//www.dikti.go.id/tatalaksana/upload/pp 55
2007, Tanggal 3 Februari 2010 pukul 22.00 WIB. p. 1
34
who posse moral and noble character. The people are able to keep peaceful
and harmony of relationship between interfaith. 23
3. In chapter II articles II section 2, the aim of Islamic education is to develop
student potentials in comprehension and applying religious values which
integrate his comprehension in knowledge, technology and arts.24
Based on the regulations above, such as the act No 20/2003 is the first
foundation to implement Islamic education in public school. In next decree,
Islamic education is explained on government decree No. 19/2005 about the
importance of Islamic education. First, Islamic education is as a compulsory
subject in Elementary and Secondary School. Second, the implementation of
Islamic education is integrated with all of subject non religion and religious
activities in every level of education. At the latest decree, Islamic education is
strengthened by the regulation No 55/2007. There are explained the purpose
and significance of Islamic education.
In Directorate General of Islamic Education that the Islamic education in
accordance with national education. They are for development and building
character even the nation civilization that prestige to develop student
capability, so national education aim in accordance with vision and mission,
namely to develop the potency and competence of learner for being human
belief and obedient to Allah SWT, good morals, responsibility for himself, for
the social, for the nation and for the state. Even get success and blessed by
Allah SWT.25
Based on the regulations above, Islamic education is part of national
education system to achieve the aim of education. And Islamic education is
implemented by formal education. That the aim of Islamic education in public
23
Peraturan Pemerintah Republik Indonesia Nomor 55 Tahun 2007, Tentang Pendidikan
Agama dan Keagamaan, Di kutip dalam situs http//www.dikti.go.id/tatalaksana/upload/pp 55
2007, Tanggal 3 Februari 2010 pukul 22.00 WIB. p. 2 24
Peraturan Pemerintah Republik Indonesia Nomor 55 Tahun 2007, Tentang Pendidikan
Agama dan Keagamaan, Di kutip dalam situs http//www.dikti.go.id/tatalaksana/upload/pp 55
2007, Tanggal 3 Februari 2010 pukul 22.00 WIB. p. 2 25
Departemen Agama RI, Laporan Tahunan Direktorat Pendidikan Islam Tahun 2006,
Jakarta, 2007, p. 3.
35
schools is to apply the education in “tafaqquh fiddin” in developing student
potential to become human good morals, belief and obedience to Allah.26
C. The Purpose of Policy on Islamic Education in School.
Before we discuss about the aim Islamic education, it is better to explain
what is the meaning of national education system? The system is all
components which are interrelated. Then, the national education is the
education which is implemented by nation or state that is accordance with
national aspiration. The national education is based on culture of Indonesian
nation in Pancasila and UU 1945.27
It means, the national education system is all components in education
which is implemented by a nation or state and consisted of component, as the
following:
a. National education which reflect an educational philosophy in a nation.
b. The quality of education is directed to balance the developments among
taught, manners, ability and skills.
c. An educational process is to help the growth and development of
personality aspects in accordance with the aim of national education.
Which are supported by factors (educators, method, facilities and
environment factors).28
The function of the national education is to develop capability and
increase the quality of life even prestige of human to embody the national aim.
National education system is to develop human capability in life of
Indonesian nation and develop human being, namely human integrated as
persons belief, pious to one and only God and be good manners,
26
Departemen Agama RI, Laporan Tahunan…, p. 3. 27
M. Ali Hasan dan Mukti Ali, Kapita Selekta Pendidikan Islam (Jakarta: Pedoman Ilmu
Jaya, 2003), p. 33. 28
Lembaga Penelitian IAIN Jakarta, Islam dan Pendidikan Nasional, dalam Rumusan Hasil
Seminar “Islam dan Pendidikan Nasional” IAIN Syarif Hidayatullah Jakarta tanggal 25-27 April
1993, p. 7.
36
knowledgeable and skills, physical healthy and spiritual healthy, be good
personality and felt in responsibility even be social, and nation.29
In national education system that Islamic education is one of compulsory
subject in elementary and high school. The expectation is learners able to
integrate the Islamic education which general instructional.
Then, the schools in dynamic of national education, Islamic education is
already as importance one to play in strata of social of Indonesian people since
colonization period. But Islamic education wasn’t a compulsory subject in
public schools. Related to this condition, according to Haidar Dualay” the
freedom era is to put basic of Islamic education in public schools”.30
In this aspect, researcher looked some period that happened in
educational policy for Islamic education. First, Islamic education as an
instructional in public schools but it isn’t obligatory. Second, researcher
looked that Islamic education got attention so it has been required instructional
in public schools; Islamic education was strength by national policy.
All policies was been correction to develop Islamic education in
national education system. As a result, Islamic education has been success
although not in limited line of national education yet.
Beside on the result of successful Islamic education, there has wrong
paradigm about Islamic education at the school. Its mean moral crisis or
expectation in order to have the experience which implementation values of
Islamic doctrine is not all aspect success. The regulation of Islamic education
is mastery of subject matters or cognitive domain only. Whereas, importance
to develop affective domain.
Social condition and moral crisis after reform has given orientation that
importance Islamic education in functional position. In all of aspects Islamic
education are able to control behavior of learner. Being a nation prestige,
learners are able to develop potency in receiving heritage of nation values for
their daily life. In Indonesian definition is human integrated.
29
M. Ali Hasan dan Mukti Ali, Kapita Selekta…, p. 33. 30
Haidar Dualay, Sistem Pendidikan…, p. 150.
37
After reform era, there are three issues that have been focus agenda of
national education building. About moral crisis, religious attitude and
appreciate human right.
1. Religious Education in Improving the Nation Morality
Islamic educational aim is to build personality that has good manner
in front of Allah, in social and environment. As one of the education
process is school. Likes mandated in regulation no. 20/2003 section 3, the
content is national education has an expectation to develop oneself mind of
the life of nation, being social in prestige human even has expectation to
build human belief, being moral, and knowledgeable.
Like was mandated by UU No. 20 /2003 article 3, as the content is
the national education which has the expectation to develop the capability
nation life, become a person prestigious and then has the aim to be human
faithful, the noble of character even has knowledge.
The regulation in directly has the expectation for religious education
to control even build nation morality so then reaching the quality as
integrated human.
Furthermore, moral massage of the regulation is already to identify
that Islamic education is strategic area to build nation morality. As the
totality of integrated human, idealism and the faithful strength are the
result of education which expected to national continuity of life for the
nation and state.
The importance of Islamic is to respond to the student development
in every level of education, likes in elementary or basic school and
secondary school.
Moral ability in elementary and secondary school as generally has
respected as a child that moral ability like under explanation: Firstly, less
discipline its mean, learner needs supervisor in all activities of their
learning and applied. Secondly, free, creative, critic and reality. They are
as child brave to argue, pessimistic and easy to change.
38
In accordance with explanations above, researcher will say that the
relevance of interaction and correlation between nation education and
Islamic education.
2. Islamic education to Appreciate Human Right
Every student has right to get Islamic education and has been taught
by educator that has religion. This statement identified that
implementation of Islamic education in public schools as a reflection to
appreciate human right. Government policy is in scope values of human
right. It meant the government has given a policy that is in accordance
with situation.
3. Islamic education in School to Implant Religious Pluralism
Tolerance and appreciation a religion is one of Moslem roles or
attitude of Moslem to the other believer which difference belief. In the last
time, moral education of the five basics principles of the nation which was
implanting the tolerance to the other religion and given chances them in
worship.
39
CHAPTER IV
ANALISYS ON THE OBJECTIVES OF ISLAMIC
EDUCATION AT ELEMENTARY AND SECONDARY
SCHOOLS
In reaching the aim of education we need to develop all aspect in each level
of education, it includes Islamic education in formal education form. The
regulation emphasizes religious education as compulsory subject, because it
importance to develop student characters at school. This regulation is relevant
with the aims of the national education, to embody a devout man and obedient
people.
After the reformation, the education was directed toward good system of
national education, also to evaluate Islamic education at elementary and secondary
school. The aim of Islamic education is to give basic competency about student
experience in application of Islamic doctrine and prepare to continue at secondary
school. In secondary school, Islamic education is to increase competency, whether
for religious personality or social relationship.
Furthermore, as the juridical base to implement Islamic education is
explained by the joint decree by two ministers SKB from minister of education
and minister of religion No. 4/4/SKB/1999 on implementation of Islamic
education at level of elementary and secondary schools. The decree established
40
some components; namely the kind of religious education, level of education,
curriculum, teachers, advisor and supervisor.1
After the SKB (Joint Decree), there are some regulations which have
supported the implementation of Islamic education in each level of education.
Such as the act number 20/2003 in article 30 section 2, religious education is to
prepare students to become community members who understand and practice
religious values. In section 3, religious education can be conducted through
formal, non formal and informal education.
In this chapter, researcher analyzes the aim of Islamic education at
elementary and secondary schools. Furthermore, this analysis on this chapter is to
look at the limited line of highest competency.
A. The Aim of Islamic Education at Elementary School
The aim of education is usually based on student’s development in
accordance with their growth. It relates to the three of Islamic educational aim
namely developing the intellectual capacity, spiritual capacity and puts
religious values as motivation of life.
According to the act No. 20/2003 section 17, the elementary school is
“level of education that has been foundation to continue in secondary
school”.2
The Government Decree No 19/2005 section 26 explained “Standard of
outcome competency at level elementary school is to put basic intellectual,
knowledge, personality, good manners, even an independent people and to
take further education”.3
At elementary school, the students have a level of growth which can be
reached through Islamic education. Such as in cognitive aspect, the mind
power of student was in real and rational.
1 Departemen Pendidikan dan Kebudayaan, Himpunan Peraturan Perundang-undangan
Bidang Kependidikan, (Jakarta: CV. Nuvindo Pustaka Mandiri, 2001), Jilid II, p. 54. 2 Departemen Agama RI, Undang-undang dan Peraturan Pemerintah RI Tentang
Pendidikan, (Jakarta: Direktorat Jenderal Pendidikan Islam, 2006), p. 14. 3 Departemen agama RI, Undang-undang…, p. 167.
41
In this level, Islamic education is aimed to provide basic competency of
the student about Islamic religion, developing the religious life, become
devout people and obedient people to Allah SWT, and good manners whether
personal or social member and civil society, to prepare student to attend
secondary school.4
According to explanations above, the regulation are still relevance and
continuity, it has strengthened the aim of Islamic education on the final
boundaries which is reached in elementary school. From this, the researcher
can take two points, namely:
1. Provide basic competencies namely, intellectual, knowledge, personality,
good manners, and the skill to live independently.
2. All the experience of the Islamic education at elementary school prepared
to improve Islamic education at level secondary and high school.
B. The Aim of Islamic Education at Junior High School
In national education, the aim of national education is to reach the
competency in every level of education, include in level junior high school or
low secondary.
At junior high school, Islamic education has the aim which related to the
aim of national education. Directorate General of Islamic on Islamic education
formulated the aim of Islamic education in secondary school, namely:
1. Islamic education is to grow and develop the student’s belief in
giving, implant, knowledge development, comprehension, habit,
experience, application on Islamic doctrine, so that those points
bring the students becomes Moslem dynamic who straight to
develop belief and student obedience to Allah SWT.
2. Islamic education is to embody religious people and behaving
good moral who has the capacity knowledge, intellectual,
productive, honesty, worship persistence, ethic, fair, discipline,
tolerance, and they kept harmony whether as personal and social
in developing religious culture in school community.5
4 Departemen Agama RI, Kurikulum 2004 Sekolah Menengah Pertama, (Jakarta: Direktorat
Jenderal Pendidikan Dasar dan Menengah), 2004, p. 5. 5 Departemen Agama RI, Standar Isi dan Standar Kelulusan Pendidikan Agama Islam
Sekolah Menengah Pertama (Jakarta: Direktorat Jendral Pendidikan Islam ), 2008, p. 3-4.
42
At secondary school the student had been expected to do religious
attitude through developing of spiritual potency, whether as personal or social.
It meant to increase the spiritual potency of student, convey Islamic doctrine
even civilize doctrine and religious values.6
From the statements above, Islamic education has to increase spiritual
potency and it is able to build a student personality in order to the students
become devout human and obedient people even behaving human.
C. The Aim of Islamic Education at Senior High School
Likewise in last subject, Islamic education in elementary school has the
aim to develop religious capacity for student. So that at this level focused in
building religious attitude as personal. Then in senior high school, a student is
able to know and practice the values of Islamic doctrine. In this level, Islamic
education has been oriented to develop religious attitude in individual and
social. At this level too, a student is able to make social interaction and
practice the values in Islamic doctrine.
As formulated in content standards and outcome standards that Islamic
education at middle school is:
1. Islamic education is to growth and develop the student’s belief in
giving, implant, knowledge development, comprehension, habit,
experience, application on Islamic doctrine, so that those points
the students become Moslem dynamic who straight to develop
belief and student obedience to Allah SWT.
2. Islamic education is to embody a religious people and behaving
good moral who has the capacity knowledge, intellectual,
productive, honesty, worship persistence, ethic, fair, discipline,
tolerance, and they kept harmony whether as personal or social in
developing religious culture in school community.7
6 Muhaimin, Nuansa Baru Pendidikan Islam, (Jakarta: Raja Grafindo Persada, 2006),
Edisi I, p. 169. 7 Departemen Agama RI, Standar Isi dan Standar Kelulusan Pendidikan Agama Islam
Sekolah Menengah Atas (Jakarta: Direktorat Jendral Pendidikan Islam ), 2008, p. 3.
43
Furthermore, in Directorate General, the aim of Islamic education has
been included in standards of outcome competency, namely:
1. Behaving in accordance with religious doctrine that he believes
in.
2. Self developing optimally even reflecting as people in
confidence and responsibility on his behavior and deed in social
circle.
3. Behaving to appreciate the other religion.
4. Even communication self potency in social life.8
From the explanations above, the aim of Islamic education is to
improve the student experiences in moral, to create the religious attitude. In
this level, the student not only in developing Islamic values individually, but
it is in developing in social values which implanting Islamic values.
D. Creating the Religious Atmosphere at Public Schools
Religious atmosphere is a creation of school environment which is
spirited by religious life. In Islamic education at the school that religious
atmosphere is creation the environment which is implicated to develop way of
life, manifested in attitude, life and life skill for all student or who have school
environment.9
Legal basis which makes the importance of religious atmosphere is
government regulation No. 19/2005 section 7, it was mentioned “the group of
Islamic education and good moral at elementary, secondary school and the
other kinds of school. The school had to apply the Islamic education through
the subject or portion and religious activities, citizenship, personality, science
and technology, esthetic, physical, sports and health”.10
Religious atmosphere is to develop the student religious who can be
applied by ritual activities and students interaction to each other and school
environment.
8 Departemen Agama RI, Standar isi…, p. 20.
9 Muhaimin, Nuansa Baru…, p. 61.
10 Departemen agama RI, Undang-undang…, p. 156.
44
Besides that, religious atmosphere are vertical and horizontal activities.
Vertical activity related to worship unto Allah SWT included obligation
prayer, optional prayer, and obligation fasting, the completion of the reading
Koran (khataman al-qur’an), the correction in reading Koran (tahsinul
qur’an).
In the other of hand, the horizontal activity is social activities, the
activities which related to interaction among people. For example concerning
the relationship with the environment in the social, establish an atmosphere or
commitment to keep and maintain the facilities and school environment.11
In carrying out religious activities or religious atmosphere, it can be
applied through habitual, exemplary and persuasive approach that invites the
student to participate in religious activities.
The importance of religious atmosphere is to reach religious life. It
means, the students are able to use their potency by applying values and
attitude. Lickona formulated in quote Muhaimin that “to educate character and
good values, including the values of faith in God the Almighty God. Believe
to one god almighty. The importance of integrate all the three domains,
namely moral knowing, moral feeling and moral action. All domains had been
modified into scheme by Muhaimin, as the schema below: 12
11
Muhaimin, Nuansa Baru…,p. 62 12
Muhaimin, Pengembangan Kurikulum Pendidikan Agama Islam di Sekolah, Madrasah
dan Perguruan Tinggi, (Jakarta; rajawali Press, 2009), Edisi III, p. 59.
45
The existence of correlation between the three domains had been shown
by interrelated line. The lines had shown that to advise the student belief, need
to integrate of them; in moral knowing which consist of six aspects. Then,
moral feeling which consist of six aspects. In moral action aspect which
consist of three aspects. Furthermore, in moral action aspects; put the habit,
will and competency to embody that belief values. In this aspect, need to make
the religious atmosphere in school or out school environment.13
This is related
to the condition of student’s experience, they aren’t always able to apply the
values of religious doctrine in out of school.
There are some models to create religious atmosphere, the word model is
something that regarded true one and in accordance with condition. Related to
create religious atmosphere, need to use a model which it is able to apply in
the school. Then, some creation models of religious atmosphere are:
13
Muhaimin, Pengembangan Kurikulum…, H. 60.
Moral Knowing
1. Moral awareness
2. Knowing moral
values
3. Perspective-taking
4. Moral reasoning
5. Decision making
6.Self-Knowledge
Moral Feeling
1. Conscience
2. Self-esteem
3. Empathy
4. Loving the good
5. Self control
6. Humanity
Moral action
1. competence
2. will
3. habit
MAKING
RELIGIOUS
ATMOSPHERE
46
1. Structural model
Structural model is a model to create the religious atmosphere
which is supported by decrees, information, building good
situation, or activities that based on instruction and policy of
institution or organization in school.
2. Formally model
Formal model is a model to create religious atmosphere that
emphasized at doctrine, only for their religion is true. Study on
science by empiric, ration, analytic, it can make their belief
uncertain, so that they need to keep by religious doctrine as
normative.
3. Mechanic model
Creation of a religious atmosphere is creating a religious
atmosphere based on the understanding that life consists of
various aspects. The education is looked as implant and
development all the values of life, and every aspect in
accordance with functions.14
E. Islamic Education As School Culture
The school culture is climate, situation, milieu, or interaction which all
those can develop potency of students in implementation of the values and
attitude among student, all teachers, in the society and school environment.
Furthermore, in the other definition, the school culture is life quality of school
that is developed based on spirit and standard values in the school.15
The education is a process to civilize the values of life which implement a
long life. It indicated that was emphasized in education, namely an educational
process based on student’s experience which was experienced by student in
implant the values. Then, the values can be applied in daily life.
The aim of Islamic education is “the diversity of students themselves, not
only on the understanding of religion”.16
From this statement, that the Islamic
education is not enough to limit worship to know and perform religious
rituals. But also, Islamic education is way of daily life. In this point the
students are able to apply the moral values of Islamic doctrine as well as the
tradition doctrine that had been performed as habit in social life.
14
Muhaimin, Paradigma Pendidikan…, p. 306. 15
Choirul fuad Yusuf (Ed.), Budaya Sekolah dan Mutu Pendidikan, (Jakarta: Pena
Catasatria, 2008), Cet I, H. 17. 16
Muhaimin, Nuansa Baru…, p. 147.
47
The values are not only a competency or capability of student in school,
but also the students are able to apply the values at social environment. When
the students are able to implement the values of the religion doctrine, it means
Islamic education has become culture among students whether in the school or
social environment.
All explanations above, the researcher is able to comprehend that Islamic
education is the culture values of Islamic doctrine which become a culture or
tradition among people whether in school or social.
F. Discussing on Islamic Education
Researchers tried to discuss the concepts, the conversion of religious
education policy and the expectations or limitations the end of each level of
education that have been formulated in the national education system. There
are two points to be discussed researcher, namely:
1. The Researcher analyzes the aim of Islamic education at school. Likes
mandated in regulation that in every level was specified the last
competency. All of the regulation had emphasized to build moral of the
student. The formulations of the aim of Islamic education in system of
national education actually are not sufficient to integrate the three aspects,
namely religious, humanitarian and nationalistic. Researcher looked that
the aim of Islamic education suitable with the aim of national philosophy
and national education. An expectation from national education system,
student has personality well for him self, social and milieu.
2. The researcher discusses the difference of Islamic education before and
after reform era. From all analysis, the researcher conclude that the Islamic
education in accordance with the act No. 2/1989 and No. 20/2003 that the
main difference of both regulations is to reach the level of the attitude of
appreciation.
3. The Researcher analyzes an expectation toward the development of
Islamic education in applying the values in the school that had been
applied through creation of the religious atmosphere. The implementation
48
of Islamic education by religious climate becomes meaningful in the
contribution to transfer the values of religious doctrine into social
interaction. Furthermore, Islamic education is also as school culture. The
values Islamic doctrine which is applied as a culture or tradition. It means
the education is a process to civilize the values of Islamic doctrine and
national philosophy. Likes in regulation that the aim of national education
is to become a prestigious people.
49
CHAPTER V
CONCLUSION AND RECOMMENDATION
A. Conclusion
The researcher understands all the opinions, ideas, and scientific argues
which have been formulated in writing or policies of government. At the last,
researcher analyzes the aim of Islamic education at level elementary and
secondary schools. So the researcher achieves the point of examining the
purpose of Islamic religious education at the level of primary and secondary
schools.
Thereby, the conclusion which has been taken on analyzing of Islamic
education, as the following:
1. The purpose of Islamic education at elementary school level is to provide
basic skills and developing personal and diversity attitudes which are
prepared to continue at level of higher education. And then, the aim of
Islamic education at secondary school is to increase the potencies which
have gotten the process of education at elementary school. Beside
developed religious attitude in personality, also emphasized the
development of social diversity. Islamic education at general school
especially elementary and secondary school isn’t to be student as Moslem
leader but likes mandated by national education, Islamic education is
ethical building.
50
2. The aim of Islamic Education before reform era has not reached yet the
level an attitude of appreciation the other religion. But after reform era,
Islamic education has reached the level to respect the others.
3. After reform era, Islamic education is not change in the scope and goals,
the aim of Islamic education before reform era is still to become human
excel in individual and social values. But the researcher looks some
development of implementation of Islamic education. First, the regulation
is still maintains the position of Islamic education in public schools
whether as compulsory subject or as the importance subject in implanting
religious values. Second, in applying the religious values there has been
reformed in performing Islamic education in the school. Namely, to
implant religious values is through creation the religious atmosphere.
Creating the religious atmosphere is to perform Islamic education in public
school in interactively, inspirational, creative activity. Third, Islamic
education is also reflected as school culture. The student can apply the
Islamic values as cultural activities. The student can do interaction among
themselves and, all teachers and who has the school environment.
B. Recommendation
Hope in this research is one to make the idea or ideas and to contribute to
the development of a scientific assessment of the dynamics of education in
Indonesia, especially for the development of the PAI in school.
1. For educational practitioners or academics, Islamic education needs to
develop and evaluate. And the last, for the following researcher other.
2. The government as policymaker that the education need to evaluate
continuously to correct the aim which is not reached yet and find the new
aim to reform Islamic education. An expectation of the nation is
importance to develop the nation morality.
3. The family, school and social community as center of education must
integrate an Islamic education in family, school and social.
51
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54
BIOGRAPHY
Jonson Harianto was born in Tanjung Agung on
January 17, 1987. He is the fourth son of six children of
Hartoni and Desmiati. He comes from PAGARALAM SOUTH
SUMATRA. He started his education from elementary school
at SDN Tanjung Agung No 05. (Now it is SDN 15) from
1993/1994 up to 1998/1999.
He continued to SMPN 2 Pajar Bulan Lahat Sub District from 1999/2000
up to 2002/2003. Then he continued to Islamic Boarding Schools of Al-Ittifaqiah
for three years. Furthermore, he continued to the highest level Islamic State
University Syarif Hidayatullah, he studied in Islamic Education Department of
Tarbiya and Teachers Training from 2005 up to 2010.
He has some organization experiences. He joint with some organizations
started from junior High school as a staff of sport department, at class two of
junior high school as a vice chief of students organization at SMPN 2 Pajar Bulan
in 2000-2001. At Senior high school he joint as a staff of worship department in
OSPI (Student Organization of Islamic Boarding School). Furthermore he joint as
secretary general of OSPI, and the last as a Chief of Student Organization of
Islamic Boarding School.
When he was in Islamic state university, he joint with some organization,
such as in HMI (Islamic Association of University Students) as a member and as
staff of Karya Usaha Department. In campus he joint in Student Department
(BEM) as a secretary of students affairs. He also follows the Students Government
in PARMA as a General Secretary of DPF (Students Council in faculty of
Tarbiya), now, he as a staff of DPP in state University Syarif Hidayatullah. He
also follows in the Arts Organization, such as POSTAR as human relationship
Department. He also as members of Student Arts (LST), it is one of Element in
POSTAR of Tarbiya up to now.
