International Seminar and Call for Paper 2017
Darul Ulum Islamic University of Lamongan
Madrasah: between tradition and the demands of change in modern civilization (historical and sociological studies)
Zaedun Na’im
STAI Ma’had Aly Al-Hikam Malang [email protected]
Abstract
As an Islamic educational institution in Indonesia, madrasah emerged and developed along with the entry and development of Islam in Indonesia. Along with the development of the nation of Indonesia, madrasah has experienced development, both from ladder and from its type since the time of the empire, the period of colonialism and the period of independence The process of the growth of madrasah, not only on the basis of the spirit of Islamic renewal, but the birth of madrasah is also based on two factors. First, traditional Islamic education (a mosque, and pesantren) is considered less systematic and lacks adequate pragmatic ability. Secondly, the rate of development of gubernemen school (the Dutch) in the society, tends to expand and bring the character of secularism, so it must be balanced with the Islamic education system, colored models and organizations in a more organized and planned Madrasah as an Islamic educational institution serves to connect the old system with a new system by way of maintaining the old values are still good that can still be maintained and take something new in science, technology and economics that benefit the life of Muslims With the emergence of some form or model of madrasah developed by kemenag indicates kemenag want a development and reform of madrasah in following and meet the needs and demands of development in this era of modern model but not remove the tradition attached to the self madrasah Keywords: madrasah, tradition, change demands
1. Preliminary In Indonesia, the manifestation of Islamic educational institutions is very diverse, ranging from formal institutions, nonformal, to informal. In the context of formal institutions, found at least two models, madrasah and school models. Both have different historical precedents. If madrassas are widely developed by traditionalist Muslims, then schools are developed by modernist Muslims. In the context of nonfromal education, found the model of pesantren and madrasah diniyah both takmiliyah and salafiyah. Meanwhile, in the context of infromal, the learning model takes place privately or independently, especially in Muslim family environments( Masdar Hilmy, 2016: 126) As part of educational development institutions, madrasahs can be viewed from many sides. One of them can be seen from a sociological perspective that involves interaction between individuals in society. On this side, we can look at the sociological aspects of an educational activity played by a particular community. That is, madrasah education can be seen as one of the social phenomena that contribute in participating build individual and community. Therefore, in this context, the development of madrasah with all its dynamics can be seen as one measure of the progress of a society, especially the Muslim community ( Yusuf Umar, 2016:xi) This indicates that Madrasahs have a strategic role in the development and advancement of education in Indonesia, more-madrasah which is a notabenya Islamic education is needed and become the choice by Indonesian people who are predominantly Muslim in Indonesia Madrasah is a sub-system of national education at the level of primary and secondary education. Long before independence, madrassas already exist in this country and managed by the Muslim community in order to educate Muslim children understand the science of Islamic religion and at the same time be devout children of religion After the independence of Indonesia, kemenag was given the authority to manage Madrasahs, there were private Madrasahs that were declared and there were also state madrassas built by kemenag itself from central to regional. Ministry of Religious Affairs has released madrasah data, which is 80 percent private and 20 percent of the country. Thus the number of private madrassas run by the Msulim organizations and foundations is far greater.(Faisal Ismail, 2017:129) It is acknowledged that Madrasah is a community-based educational institution, since the majority of madrasah are established by private parties that are motivated to develop Islamic
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International Seminar and Call for Paper 2017
Darul Ulum Islamic University of Lamongan
educational institutions to produce generations of Muslims who have berkakhlakul karimah and become the next generation to lead this country Therefore, in this paper the authors are interested in studying the history of Madrasah and its contribution in education in this country from a certain time so that many madrasah experience changes in form and system that we can observe and meet until now
2. Methodology To explore and find out the contents of the title that the author lifted, the author uses literature review, because the authors will browse and mencarai data related to the history and social impact of the existence of madrassas in this country from a certain time, ie before Indondeisa independence until the era this modern civilization. So from the data obtained later will be taken conclusions and various proposals or recommendations for the development and progress of madrasah in Indonesia.
3. Discussion In this discussion the author will divide in several sub-discussion, namely the history of birth and berkembanganya madrasah, the contribution of madrasah in the world of education, tradition and demands of change in the modern civilization a. History of Birth and Development of Madrasah In a historical perspective, Indonesia is a unique Muslim country, located very far from the center of the birth of Islam (mecca). Although the new Islam entered into Indonesia in the seventh century, the international world recognizes that Indonesia is one of the majority Muslim country. This is one indicator of the success of Islamic education in Indonesia The first Islamic educational institution established in Indonesia is in the form of pesantren. With its characteristic, religiously oriented, pesantren has been able to lay the foundations of a strong religious education. The santri are not only equipped with an understanding of the teachings of Islam, but also the ability to spread and pay attention to Islam The entry of the school education model had a disadvantage for the Muslims at that time, leading to the birth of the dichotomy of theology (Islam) and secular science (general science and secular science of Christianity). The dualism of this confrontational model of education inspired the emergence of the reform movement in education in the early twentieth century. The movement aims to accommodate the system of school education into the pesantren environment. The style of this educational model spread quickly not only in remote Java island, but also outside Java island. That's where the Madrasah embryo was born(Iskandar Engku & Siti Zubaidah, 2014: 103) Madrasah as an Islamic education institution in Indonesia is relatively younger than pesantren. He was born in the twentieth century with the appearance of Madrasah Mamba'ul Ulum of Surakarta Kingdom in 1905, and Adabiyah school founded by syekih Abdullah Ahmad in West Sumatra in 1909. Madrasah stands on the initiative and realization of the renewal of the existing Islamic education system. The update according to Karl Stembrink (1986) includes four things, namely: 1) Efforts to improve the pesantren education system 2) Preparation with western education system 3) The effort to bridge between traditional education system of pesantren and western education system 4) Madrasah as Islamic educational institutions are now placed as school education in the national education system. As an Islamic educational institution in Indonesia, madrasah emerged and developed along with the entry and development of Islam in Indonesia. Along with the development of the nation of Indonesia, madrasah has experienced development, both from ladder and from its type since the time of the empire, the period of colonialism and the period of independence.( Yusuf Umar, 2016: 64) These developments have changed the organization of Islamic education, from the form of pengajian homes, then mosques and mosques up to the current madrasah building. Educational material also experienced the development. At first only learned to study the Qur'an, and coupled with practical worship lessons, monotheism, hadith, tafsir and Arabic. then next go into general lessons and skills.( Yusuf Umar, 2016: 64) The introduction of Dutch colonialism into Indonesia, which brought a secular Western education system, had opened Muslims in Indonesia, so that in the late nineteenth and early
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International Seminar and Call for Paper 2017
Darul Ulum Islamic University of Lamongan
twentieth centuries there was an Islamic style that no longer centered on the mystique and the mystic but also evolved into thinking for the equivalent of the Dutch colonialists, eventually the pattern of the implementation of education imitates public schools (Yusuf Umar, 2016: 65). The growth and development of Madrasahs in Indonesia, influenced by madrasah traditions in the modern Middle East, which have taught religious and general sciences. Before the 20th century, the tradition of Islamic education in Indonesia has not known the term Madrasah, there is only pengajian al-Qur'an in mosques, mosque, pesantren, surau, langgar. The term new madrasah menajdi phenomenon in the 20th century, when in some areas, especially in Java and Sumatra stand Madrasah.( Yusuf Umar, 2016: 65) The next development, the establishment of Madrasahs inspired almost all Islamic organizations and movements. For example, Nahdhatul ulma (NU), the unity of Islam (exactly), the unity of the Ummah (PUI), al-Washliyah, the unity of tarbiyah islamiyah (PERTI), of course, the Madrasah which he founded according to the style of each organization.( Yusuf Umar, 2016: 65) The idea of modernization of Islamic education, at least marked two tendencies of Islamic organizations in making it happen. That is: a) Adopt almost universally Dutch systems and educational institutions This effort gave birth to the Dutch model public schools, but was given a mutant of Islamic teaching, for example clearly seen in the change of madrasah adabiyah, which Abdullah Ahmad founded in Padang in 1909, which became a school Adabiyah (Adabiyah school) in 1915. There are only few features at the HIS school adabiyah that distinguishes it from the Dutch school, that is the addition of religious lessons 2 hours a week In harmony with that, Muhammadiyah adopted the system of Dutch education institution consistently and thoroughly, by establishing the public schools of the Dutch model. Only, incorporated religious education (the term Muhammadiyah Qur'an method) into the curriculum In addition, Muhammadiyah also tried to advance madrasah with the Dutch education pattern, through Muallimin madrasah and Madrasah Muallimat. Madrasah developed by Muhammadiyah is not based on traditional Islamic education institution like surau, pesantren as its base b) The emergence of modern madrassas, which only adopted the substance and methodology of modern Dutch education The difference with the first, the second attempt is precisely starting from the system and institutional Islamic education itself. The madrasah system, suaru, pesantren traditionally constituting indigenous Islamic education institutions, are modernized by adopting certain aspects of the Dutch education system, such as curriculum content, teaching techniques and methodologies This second form appears to be the attempt of H. Abdul Karim Amrullah who in 1916, he monconversion suaru an iron bridge, a traditional Islamic educational institution in Minangkabau, as a modern madrasah mining base, later known as Sumatera Thawalib( Yusuf Umar, 2016: 66) These two forms of business basically continue. On the one hand, there is a system and institutional Islamic education which is actually general education, by incorporating certain aspects of Islamic teaching. On the other hand, there is a system and institutional madrasah that emphasizes religious teaching, and then incorporates general lessons with religious patterns and orientations The above points show that the process of madrasah growth, not only on the basis of the spirit of Islamic renewal, but the birth of madrasah is also based on two factors. First, traditional Islamic education (a mosque, and pesnatren) is considered less systematic and lacks adequate pragmatic ability. Secondly, the rate of development of gubernemen school (the Dutch) in the society, tends to expand and bring the character of secularism, so it must be balanced with the Islamic education system, colored models and organizations in a more organized and planned.( Yusuf Umar, 2016: 67) The growth of madrasa shows the progressive and defensive response of Muslims. Progressive in responding to the progress of the organization and the organization of education, as well as defensive to the politics of Dutch East Indies education. After Indonesian independence, attention to madrasah or Islamic education continues. This is evidenced by the declaration of the working body of the national central committee of Indonesia (BKNIP), dated December 2, 1945 (RI news II no.4 and 5 pages 20 column erl). In it there is an affirmation that, "in advancing education and teaching at least it is
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International Seminar and Call for Paper 2017
Darul Ulum Islamic University of Lamongan
recommended that teaching in langgar, surau, mosque and madrasah goes on and on.( Yusuf Umar, 2016: 67) As an effort to improve the quality of Madrasah education, a joint ministerial decree was issued on March 24, 1975, signed by the minister of religion, minister of education and culture, and minister of interior With the SKB, it has several positive impacts, namely Madrasah certificate can have the same value with the same level of public school certificate, madrasah graduates can continue to upper level public school, madrasah students can move to the same level of public school. On the other hand, there is a negative impact, the composition of general subjects 70% and religious subjects 30%, this makes the "madrasah" has become a public school, with a label characteristic of Islam, and its mission to form human susila (UU no.4 1950 ) or become a man of faith, piety and noble Law no. 20 in 2003, actually has begun to "disarm" this critical attitude according to H. Muchtar Zarkasyi (former Legal Bureau and former Ministry of Religious Affairs) (Marwan Saridjo, 2011: 104) In further development, the late 1980s world pendiidkan Islam entered the era of integration with the birth of Law no.2 / 1989 on the National education system, the existence of Madrasah as educational institutions that are characterized by Islam increasingly get its place. But this becomes an obstacle as Malik Fadjar fears: when the Madrasah format over time becomes increasingly clear, the contents and visions of Islam continue to change (Samsul Nizar, 2009: 294) b. Madrasah contribution in education Madrasah, like boarding schools, existed long before Indonesia became independent. In other words, Muslims already know and hold Madrasah education long before Indonesian independence. Muslims function the madrasah as a means of education to teach and educate the Muslim students to be clever, capable, morally, and cautious to God Because madrasah education has a strong and strong religious nuance, this educational institution is emotionally, culturally, institutionally, and historically in the spirit close to the ministry that manages the religious field, the ministry of religion (kemenag) of the Republic of Indonesia. (Faisal Ismail, 2017: 131) Madrasah from the early days of its development to date, are fostered and developed by the Ministry of Religious Affairs. Guidance and development is intended for madrasah graduates to have and master the basics of ability and quality of knowledge are recognized equivalent to the graduates of the school at the same level in the field of mastery of general subjects in addition to mastering the subjects of religion more broadly and profoundly Efforts to achieve these goals and objectives maximally are not easy. For, the madrasah develops with its own characteristics and tackles the complexity of problems and the dynamics of its own historical-sociological challenges (Faisal Ismail, 2017: 131) c. Traditions and demands of change in modern civilization Madrasah which is an Islamic educational institution actually has the potential of a strategy enough memasuka era of modern civilization. The potential is related both to the internal potential of Muslims and the external factors of Muslims. These potentials for example Muslims, especially Indonesia, are among the majority in this country and they have a deep connection with Islamic education institutions In addition, Islamic educational institutions have a long history and proven to exist from time to time, from the pre-independence era until the reform era. Islamic education institutions can exist on an ongoing basis even if financially not getting full support from the government. Plus, in quantity, the number of Islamic educational institutions in the country is also very much so that accommodate the students with a large number of also. Furthermore, the availability of experts and adequate human resources ( Sutrisno & Suyatno, 2015: 83) Madrasah was originated from the education and teachings of Islam in the form of Qur'an recital and pengajian book held at home, home, surau, mosque boarding schools, and others. In subsequent development experience changes both in terms of institutional, subject matter (curriculum), methods and organizational structure. Madrasah as an Islamic educational institution serves to connect the old system with a new system by way of maintaining the old values are still good that can still be maintained and take something new in science, technology and economics that benefit the life of Muslims (Samsul Nizar, 2009: 291)
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International Seminar and Call for Paper 2017
Darul Ulum Islamic University of Lamongan
Therefore, the content of the madrasah curriculum in general is what is taught in Islamic educational institutions (surau and pesantren) coupled with some subject matter called general sciences. Government efforts to improve madrasah competitiveness in the global stage or modern civilization, through the Ministry of Religion, among others through some forms as follows.( Yusuf Umar, 2016: 81) : a) State Madrasah b) Compulsory Madrasah c) Madrasah and schools in boarding schools d) Madrasah with boarding system e) Religious Madrasah f) Madrasah skills program g) Madrasah model h) Integrated Madrasah With the emergence of some form or model of madrasah developed by kemenag shows kemenag want a development and reform of madrasah in following and meet the needs and demands of development in this era of modern model, which of course hope madrasah lunar can compete with public schools and in accordance with the needs of society Of course, changes or reforms in madrasah require thought and implementation is mature because of course madrassas also want tradition in the madrasah still existed as still the subject of a thick and religious religion in the madrasah environment but also the development of general subjects are also needed to meet the needs and demands of this modern civilization The existence of challenges that change and always demands to work harder, education inevitably have to segerema reform themselves if you do not want to always be left behind with other fields. At least there are two sides that must be reformed, namely the management of education and academic culture( Sutrisno & Suyatno, 2015: 84) This shows how important reforms in Madrasahs can always compete and meet the demands and demands of this modern civilization
4. Conclusion From what I have described above, it can be concluded that: 1) The growth and development of madrsah in Indonesia due to two reasons, namely because of the movement of reform in Indonesia and in response to the education of oslam education policy of the Dutch East Indies. After Indonesian independence, the government's policy toward madrasah is still unclear, madrassas are still marginalized or not yet entered into the national pendiidkan system. It was not until the decree of the 3 ministers in 1975 and UUSP in 1989 that Madrasah had their place in the national education system 2) Madrasah, like boarding schools, existed long before Indonesia became independent. In other words, Muslims already know and hold Madrasah education long before Indonesian independence. Muslims function the madrasah as a means of education to teach and educate the Muslim students to be clever, capable, morally, and cautious to God 3) Madrasah as an Islamic educational institution serves to connect the old system with a new system by way of maintaining the old values are still good that can still be maintained and take something new in science, technology and economics that benefit the lives of Muslims Government efforts to improve madrasah competitiveness in the global stage or modern civilization, through the ministry of religion, including through some forms as follows: a) State Madrasah b) Compulsory Madrasah c) Madrasah and schools in boarding schools d) Madrasah with boarding system e) Religious Madrasah f) Madrasah skills program g) Madrasah model h) Integrated Madrasah The challenges that change and always demands in this modern civilization, there are at least two sides that must be reformed in the presence of Madrasahs, namely the management of education and academic culture
References Engku, Iskandar dan Siti Zubaidah (2014) Sejarah pendidikan Islami. Bandung: PT Remaja Rosdakarya Ismail, Faisal (2017) Paradigma Pendiidkan Islam Analisis Historis, Kebijakan dan Keilmuan. Bandung: PT Remaja Rosdakarya Hilmy, Masdar (2016) Pendidikan Islam dan Tradisi Ilmiah Malang: Madani
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International Seminar and Call for Paper 2017
Darul Ulum Islamic University of Lamongan
Nizar, Samsul (2009) Sejarah Pendidikan Islam. Jakarta: kencana Preana Media Group Saridjo, Marwan (2011) Pendidikan Islam dari Masa Ke Masa.Bogor: Yayasan Ngali Aksara dan al Manar Press Sutrisno & Suyatno ( 2015) Pendidikan Islam di Era Peradaban Modern. Jakarta: Prenamedia Group Umar, Yusuf (2016) Manajemen Pendidikan Madrasah Bermutu. Bandung: PT Refika Aditama.
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