Historisitas dan Dinamika Lembaga Pendidikan Islam di Indonesia

Abstract

This study aims to analyze the historicity and dynamics of Islamic education institutions in Indonesia starting from the classical period, colonialism period, and pre- and post-independence periods. This research uses library research method. Data analysis using analytical descriptive analysis techniques. The results of the study show that Islamic education in Indonesia is the same age as the existence of Islam in the archipelago. Broadly speaking, the history of Islamic educational institutions in Indonesia can be divided into three periods. First, the classical period of the 13th - 16th century, namely since the entry of Islam in Indonesia, the establishment of the Islamic empire, the era of the Islamic empire until the entry of colonizers into Indonesia. Several institutions during this period were mosques, Islamic boarding schools, menasah, rangkang and dayah, surau. Second, the colonial period until the independence period (1600 - 1945). At this time it was divided into two, namely during the Dutch colonial period, there were several institutions namely Elementary Education, Latin Schools, Seminarium Theologicum, Academie der Marine, Chinese Schools. During the Japanese occupation there were several institutions, namely Basic Education (Kokumin Gakko), Advanced Education, consisting of Shoto Chu Gakko, Vocational Education, Higher Education. Third, the period of the independence era (1945-present). There are several institutions, namely pesantren, madrasah, schools, PTKI.

Analysis of Students’ Needs and Characteristics toward Science to Support Differentiated Learning of Kurikulum Merdeka

“…The method used in this research is a qualitative descriptive method (Mistry, 2012;Nasution, 2021). In accordance with the objectives of this research, there were 4 (four) instruments used in this research, namely learning style tests, multiple intelligence tests, student characteristics questionnaires, and student needs questionnaires and interviews.…”

Differences in Learning Outcomes Using Discovery Learning and Problem-Based Learning Models on Indonesia's Strategic Position as The World's Maritime Axis

“…class. The technique used is to use a test, namely a pretest at the beginning of the learning process and a posttest at the end of the learning process to find out what the student's learning outcomes are after using the Discovery Learning model and the Problem-Based Learning model (Mamondol, 2021;Nasution, 2019;Wahyuning, 2021).…”

Dinamika Organisasi Lembaga Pendidikan Islam di Indonesia

“…Dengan demikian, tidak seperti biasanya sekolah-sekolah Islam telah menjadi kebanggaan daerah sekitarnya, terutama bagi orang-orang yang menjadi Muslim. Demikian pula, bukan bisnis seperti biasa bahwa bagi Belanda "sekolah Islam yang tinggal di dalam" adalah kebalikan mutlak dari perkembangan kreasionis dan upaya untuk mengelabui individu (Nasution, 2021).…”

“…Begitu juga penelitian (Wahidah et al, 2021) menyatakan bahwa pendidikan Islam tetap memiliki daya saing dan dapat terus berkembang walaupun mengalami persaingan dengan pendidikan lainnya. Kemudian penelitian (Nasution, 2021) hasil penelitian menujukkan bahwa pendidikan Islam di Indonesia seumuran dengan eksistensi Islam di Nusantara. Dalam (Kholilur Rahman, 2018) menyatakan bahwa meski perkembangan lembaga pendidikan Islam di Indonesia mengalami tekanan yang luar biasa ketat terutama waktu penjajahan kolonial belanda pesantren selalu bisa menunjukkan eksistensinya sebagai lembaga pendidikan yang konsisten mengajarkan nilai-nilai agama.…”