Analysing the State’s Laws on Religious Education in Post-New Order Indonesia

Yusuf, Mohamad; Sterkens, Carl

doi:10.14421/ajis.2015.531.105-130

Cited by 13 publications

(13 citation statements)

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“…As a concession to the Islamists, the national consultative council assembly (MPR) approved changes to the Constitution 4 , that obliged the government, among other things, to enhance "faith and piety" in education through the Education Bill, that was later to become the Education Law No. 20/2003 (Yusuf & Sterkens, 2015;Raillon, 2011, p. 94). The law indicates that national education has moved from more secular to more religious policies (Yusuf and Sterkens 2015).…”

Section: The Intertwining Of Educational Dualism In Post-new Order Inmentioning

confidence: 99%

“…20/2003 (Yusuf & Sterkens, 2015;Raillon, 2011, p. 94). The law indicates that national education has moved from more secular to more religious policies (Yusuf and Sterkens 2015). For example, not only does the 2003 Education Law regulate that religious education is compulsory and must be taught by instructors of the same faith with students 5 , it also puts more emphasis on piety as one of the aims of national education.…”

Section: The Intertwining Of Educational Dualism In Post-new Order Inmentioning

confidence: 99%

“…When analyzing the deliberations process of the Law No. 20/2003 on national education, Yusuf and Sterkens (2015) highlight the large extent to which Islamic values informed the plenary meeting of the People's Consultative Assembly (MPR). In rendering their support 4 Chapter XIII on Education and Culture, Article (3), point 3 5 This practice is not new, the necessity to enact the law calls for two possible explanations.…”

Section: The Intertwining Of Educational Dualism In Post-new Order Inmentioning

confidence: 99%

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The Intertwining of Educational Dualism in post-New Order Indonesia

Eddyono

2019

JSP

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This study focuses on continuities and changes in the dualism of national education after the collapse of the New-Order Regime in 1998. It argues that the Indonesian dualism of education may serve as a significant context in shaping the existing tensions in citizenship education in post- New-Order Indonesia. Drawing from a thematic analysis of citizenship education documents, related policy, and interviews with authors and higher education teaching staff, this study echoes the latest observations that reveal a more intertwining than rigid separation of the continuing dualism of national education. Yet, unlike the previous studies that reveal the tensions in more Islamic-based education, in its response to a more secular and modern demand, this study further highlights the intertwining of the dualism of education palpable in the citizenship education policy in post-New-Order Indonesia. It further calls for policy makers and educators to evaluate the existing citizenship education curriculum and its implementation within the context of an intertwined educational dualism in Indonesia. As such, this paper further aims to highlight the urgency of considering broader cultural and political contexts and actors involved in the process of reproducing official narratives of Indonesianess in the national curricula.

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Section: The Intertwining Of Educational Dualism In Post-new Order Inmentioning

confidence: 99%

Section: The Intertwining Of Educational Dualism In Post-new Order Inmentioning

confidence: 99%

Section: The Intertwining Of Educational Dualism In Post-new Order Inmentioning

confidence: 99%

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The Intertwining of Educational Dualism in post-New Order Indonesia

Eddyono

2019

JSP

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“…A large number of laws and regulations were enacted during the first five years after the retirement of President Suharto, which indicates a serious attempt to change the political orientation of the State. Yusuf and Sterkens (2015) have investigated that more than 200 laws were enacted by Parliament during the first five years after the retirement of President Suharto. This also happens with laws on education, for instance Law No.…”

Section: Editorialmentioning

confidence: 99%

Editorial

Yusuf¹

2016

Jur, Hum

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The fall of the New Order regime in May 1998 has brought about remarkable political shifts in the Indonesian government. A large number of laws and regulations were enacted during the first five years after the retirement of President Suharto, which indicates a serious attempt to change the political orientation of the State. Yusuf and Sterkens (2015) have investigated that more than 200 laws were enacted by Parliament during the first five years after the retirement of President Suharto. This also happens with laws on education, for instance Law No. 20/2003. Parliament’s approval on 20 June 2003 of Law No. 20/2003 concerning the national education system has raised many questions, specifically with regard to the aim of national education. The National Education, according to Law No. 20/2003, aims to develop students who have strong religious commitment (faithfulness) and religious devotion (piousness) to their own religion.

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“…This preference for mono-religious education has received some critiques as lacking of the spirit of moderation that is being vulnerable to religious favouritism and communal tensions. Moreover, mono-religious model could lead to ethnocentrism and religiocentrism as well as the risk of strengthening positive in-group attitudes and, at the same time, negative attitudes towards religious out-groups (Yusuf & Sterkens, 2015).…”

Section: Introductionmentioning

confidence: 99%

Crosscutting Religious Education for a Better Self-Understanding as a Response to Religious Extremism

Andreas

2017

IJIET

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Interreligious education has been recognized as alternative for mono-religious and multi-religious education in the Western World since 1990's. This model underscores plurality both as a part of departure and as a possible result of religious education and at the same time it avoids a purely objective approach to the multitude of religions. However, there has been hardly any trace of interreligious education in Indonesia and in fact, even some people agree to abolish mono-religious education in the schools, which is considered to be vulnerable to favouritism and communal tensions. This study proposes a certain way of learning called cross-cutting religious education which may be applied within mono-religious model. The main concern is the following research questions: To what extent can crosscutting religious education lead to moderation and how can it provide cognitive, affective, and attitudinal dimensions which are required to restrain the tendency of religious extremism? The author argues that a crosscutting religious education in high schools through religious literature provides a better self-understanding which in the long term reduces the tendency of religious extremism. Thus, the study shows a method of hermeneutics which results in a better self-understanding of certain religious tradition based on the reading of different religious tradition texts.

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Analysing the State’s Laws on Religious Education in Post-New Order Indonesia

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Cited by 13 publications

References 4 publications

The Intertwining of Educational Dualism in post-New Order Indonesia

The Intertwining of Educational Dualism in post-New Order Indonesia

Editorial

Crosscutting Religious Education for a Better Self-Understanding as a Response to Religious Extremism

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