Reposition of Historical Pesantren, Madrasah and Integrated Islamic School

Edumaspul: Jurnal Pendidikan – (2019), Vol 3, No. 2, 75-86 DOI: https://doi.org/10.33487/edumaspul.v3i2.135

p-ISSN 2548-8201 | e-ISSN 2580-0469 https://ummaspul.e-journal.id/maspuljr/

Hardianto

STMIK AKBA Makassar and Doctoral Candidate of PPs UM Parepare, Indonesia Corresponding email: [email protected]

Received: 13-07-2019 Accepted: 29-09-2019 Published: 07-10-2019

Abstract. The aim of this study is describing history and development Islamic boarding schools, madrasa and integrated Islamic school. This research is descriptive-analytic literature research. Research concludes that Islam can be developing and be accepted by Indonesian society through existence an institution that pioneered by the scholars and character education that has spirit religion, development institution education experience install it recede in his journey. Proven by existence effort positive for developing institution Islamic education and shade Ministry of Education and Culture. Since the madrasa was developed together with the emergence of the Islamic reform movement in Indonesia, the madrasa curriculum has always been done the renovation. Initially, the madrasa curriculum only consisted of religious knowledge than experience innovation corresponding with demands the times. Effort massive do by the Ministry of Religion in developing Islamic education institutions. so as Ministry Education and Culture give away opportunity for Integrated Islamic School for designing curriculum education for meet National Education Standards.

Keywords: Boarding school, Madrasah, and Integrated Islamic School

Abstrak. Tujuan dari penelitian ini adalah menggambarkan sejarah dan perkembangan pondok pesantren, madrasah, dan Sekolah Islam terpadu. Penelitian ini adalah penelitian literatur deskriptif analitik. Penelitian ini menyimpulkan bahwa Islam dapat berkembang dan diterima oleh masyarakat Indonesia melalui keberadaan lembaga yang dipelopori oleh para cendekiawan dan tokoh pendidikan yang beragama roh, pengalaman pendidikan lembaga pembangunan itu surut dalam perjalanannya. Terbukti dengan adanya upaya positif untuk mengembangkan institusi pendidikan Islam dan menaungi Kementerian Pendidikan dan Kebudayaan. Karena madrasah dikembangkan bersama dengan munculnya gerakan reformasi Islam di Indonesia, kurikulum madrasah selalu melakukan renovasi. Awalnya, kurikulum madrasah hanya terdiri dari pengetahuan agama daripada pengalaman inovasi yang sesuai dengan tuntutan zaman. Upaya besar-besaran dilakukan oleh Kementerian Agama dalam mengembangkan lembaga pendidikan Islam. sehingga Kementerian Pendidikan dan Kebudayaan memberikan kesempatan bagi Sekolah Islam Terpadu untuk merancang kurikulum pendidikan untuk memenuhi Standar Pendidikan Nasional.

Kata kunci: Pesantren, Madrasah, dan Sekolah Islam Terpadu

Copyright@2019 -Edumaspul: Jurnal Pendidikan, (ISSN 2548-8201 (print); (ISSN 2580-0469 (online) Published by STKIP Muhammadiyah Enrekang

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INTRODUCTION the welfare of the Indonesian people spiritual-material it-self. Some even did Studying the history of Islamic not hesitate to educate the Indonesian Education is very important. Especially people to achieve political maturity and candidates and educators or Islamic finally political independence. thinkers. By studying the history of Islamic Another unexpected consequence was Education, it can be known because of the the emergence of thirst and awareness of progress of Islam, because of both the way going to school among the Indonesians of upbringing and its teachings and the who were incarnated in the form of cause of the decline of Islam, because it is private schools, private schools labeled by wrong in its methods and teachings. By the Dutch as "Wilde Scholen", "wild knowing the history of Islamic education, schools". Among them are Taman Siswa it can also be understood because of the based on national principles and brightness of the teachings and teachings Muhammadiyah based on Islam. The of Islam and because of complete Dutch government was unsuccessful in darkness. blocking the growth of this "wild school" If known in the history of the causes of that soon after private schools exceeded the progress of Islam, surely we will try the number of Government schools (S. the causes - causes of progress. And if it is Nasution, 1983: 153). Scope study known the causes of its decline, we will boarding school covers the history and certainly avoid the causes of its decline. By development, madrasa history and studying the history of Islamic education, development, and history integrated we can make a brilliant history in the Islamic school and its development. education that we seek for future generations (Mahmud Yunus, 1990). METHOD Seeing the urgency of the history of Islamic education, from the very beginning This type of research is library of the development of Islam to the present, research by analyzing descriptions on it is so complex to take understanding. One some reference. The approach used of the factors of Islam can develop widely normative theological approach, historical, is thanks to the services of scholars and juridical, and pedagogical. Time research government support in developing Islam do since 2018. Researcher start is holding through an educational institution. up review literature in Makassar City. The Islamic education views families, author uses a content analysis model, this communities, and places of worship or study is an in-depth discussion of the educational institutions outside of schools content of written information or printed are the main base formation character in mass media. Research to literature (Hardianto, 2017). Education for new history Islamic boarding schools, secular goals arose around the middle of madrasas, and integrated Islamic school. the 19th century with practical reasons Observation results early to be ingredients and objectives to support commercial consideration appropriateness next for to interests. However, in the Netherlands be ingredients research. alone there are a number of individuals Studies library to research dominated who are aspiring particularly those whose by non- field data collection at once covers liberal views and adheres to politic etic the object under study and data used to who saw education as a means to promote talk about it, as a primary object at once

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secondary. In obtaining this data, in the form of writing, books and other researchers analyzed literature main that forms of documents relating to the object is book history institution education and under study. Processing techniques and development, and as stretch support in the data analysis are carried out in several form of thought Islamic education, books stages, namely data reduction, data issue Director General of Islamic Religious presentation, processing and data analysis Education Ministry of Religion of the and testing the validity of the data, and Republic of Indonesia, guidelines research conclusions (Sugiyono, 2017). library. Data sources obtained from library Participants belongs to institution government (city library), library institution private, library History of Islamic Boarding Schools campus and library general belongs to The birth of a pesantren is a religious personally. Secondary data sources are response from society. with religious additional data in the form of writing, leaders, they carry out a building from books and other forms of documents that within a certain framework or ethos. In have relations with the object of research, this step, there was an effort to make such as photographs, texts and important Islam an ethos in people's lives, religious, documents about integrated Islamic cultural, economic, social and so on. school. Data in the form of writing or Following this, success in the formation of books about Islamic boarding schools, what Gus Dur called the 'subculture' was a madrasas, and integrated Islamic schools separate tradition, which was different and other documents serve as from the others. reinforcement of findings. Collection of When Hadratusy Syaikh Hasyim Asy'ari library data does with system open and and his companions carried out reforms, closed system. System opens the meaning Islam grew as a social framework, which researcher could in a manner directly departed from a framework that was of choose books that are meant while in a the nature of jurisprudence (legal closed system taking book do by a jurisprudence), meaning-making Islam a librarian (Nyoman Kutha Ratna, 2016). social institution. Since then, Islamic The instruments used by researchers boarding schools are no longer the place of are writing guidelines. researcher on teaching religious sciences that are school the basis of integrated Islam add 'psychic' and have gained more mystical data through related documents such as experience, but fiqh sciences and tools documentation photo. Object research or (Arabic) have begun to become a major formal object of text, discourse. The formal concern. Entering the twentieth century, object in question is language, writing, the Shari'ah factor became very decisive, sign and the medium of the goat used data although at the same time there was also a processing and analysis techniques are realization that Islam included faith, carried out starting from data reduction, worship, morals and other fields. The data presentation, and conclusion books that are learned more involve the drawing. Testing the validity of the data Shari'ah and the science of tools. (Ayun using the data credibility test. Primary Darun Setiadi and Education Science data sources are data obtained directly Development Team FIP-UPI, 2009: 439) from the object of research. While The existence of pesantren itself has secondary data sources are additional data polarization in its education system,

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namely, there are traditional systems return from Mecca and establish boarding (Salafi) and modern systems. Various schools. Nevertheless, in subsequent forms of transfer of knowledge occur in developments, the pesantren participated various ways, such as the recitation of in the nationalist movement by fighting classical books after the prayers changed against the invaders. The involvement of by the method of wetonan, bandongan, pesantren is deeper in the problem (Abd. sorogan, recitation of the Qur'an bi al- Rachman Assegaf, 2003: 2 85). Ghaib and bi-nnadhar, pengajian akbar, Discrimination in education services is pengajian kiletan (kitab kuning salafy), somewhat inherited from Dutch bahsul masail, deliberation, memorization, colonialism which emphasizes the classical lectures (madrasi), kuliyah and existence of dualism in education, others. For salafi pesantren in general only emphasizing very sharp differences. This teach the science of Islam, from various dualism system became the dominant classical books in Arabic (yellow books) by feature in the education system during scholars. The purpose of education is colonial rule. There are different schools directed at forming a personal figure who for various racial and social groups. The knows the rules, pious and practices the education system is divided into two knowledge (amil) of morality and tafaqquh distinct categories, namely the Dutch fi al-din. The personal profile to be realized school and Indigenous schools, each of is the profile of the Kiai (anre gurutta, tuan which has a curriculum, introductory guru, or buya). (Ayun Darun Setiadi and language, different supervision and self- FIP-UPI Educational Science Development financing. Schools that were established by Team, 2009: 4 40) the Dutch colonial government, each other Historically the oldest Islamic did not have any connection at all and Education Institution in Indonesia is even tended to be separated (Mukhtar, Islamic boarding schools. Apart from the Smasu, Rusmini, 2002: 116). influence of the Hindu-Buddhist or Arabic, The founder of the first Islamic boarding a product of interaction and boarding school on the island of Java was acculturation of Islam with local culture in Maulana Malik Ibrahim (d. 1419), who the context of the original culture. Islamic said that the first Islamic boarding school boarding schools were still in the form of in Indonesia ranged in 1359 (?). and the simple salaf, and non-classical. according to some historical writers, The existence of Islamic boarding Sunan Raden Rahmat or sunan Ampel schools in the Dutch colonial period was actually coached the first Islamic boarding suppressed, could not flourish, could not school in East Java. (Marwan Saridjo, stand up strong, even underestimated. 2011: 30) Islamic boarding schools received close In general, Islamic boarding schools supervision through various ordinances recognize five important scholars who are imposed by the Netherlands. The role of assumed to be very influential. They are the pesantren at this time was limited to encyclopedic and multi-disciplinary the practices of worship, da'wah, social figures, Nawawi al-Bantani (w.1897), and education, while in the political field it specialist Hadith of Mahfuz Tremas or at- abstained because the Dutch prevented Tirmisi (w.1919), who are usually any efforts towards the political nicknamed al-Muhaddis and al-Musnid, the movement. Hajj pilgrims who leave or go most charismatic spiritualist Khalil home are supervised, especially those who Bankalan (w.1924), KHR Asnawi Kudus

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(1861-1959), a traveling cleric who was as a santri. Namely, those who pay directly involved in the preaching of bi al- attention to religious principles which are maqam wa al-hal through rhetorical and the most important part of their life effective language skills, and KH Hasyim perspective. Thus, says students here As'yari (1871-1947), the movement's kyai, ideological content. inspiration for nationalism in the As a special characteristic of Islamic pesantren world (Abdurrahman Mas'ud, boarding schools is the content of the 2006) . curriculum which is focused on the science of religion, eg Arabic syntax, Islamic law, Development of Islamic Boarding Islamic jurisprudence system, Arabic Schools ufology, Islamic law, Sufism, date and rhetoric (Hasbullah, 1995: 27). Pesantren is identical to a military There are traditional learning methods academy (cloister) in the sense that they in Islamic boarding schools, namely participate in the process of learning learning methods that are organized experience to be in a perfect according to habits that have long been preoccupation. Islamic boarding schools used or the original learning methods of consist of a kiai as a leader and santri. The pesantren (rogan, bandongan or wetonan, pesantren community has played an deliberation, muhafadzah, demonstration, important role in Sufi development in the rihlah ilmiyah, muhawarah or muhadatsah, country. XIX Dutch scholar, Berg, reported mudzakarah or bahtsul bahtsul, and that moral, moral, and Sufism aspects riyadhah. There are also methods that are were the most important parts taught. In new (tajdid). the learning method is new is addition, in general, the influential the method of learning the result of the pesantren offered the teachings and renewal of the boarding by introducing practices of the tarekat for santri who did methods developed in modern society. to not settle in the cottage aka santri kalong. modernize by developing alternative Usually, this last activity is handled by a forms Not only the aspects of curriculum, famous Sufi teacher and is followed by management, activities or teaching hundreds or thousands of students who systems are developed, but pesantren are quite old. have integrated madrasas into pesantren, Santri means students who have full in fact, not a few of the existing private dedication to the boarding school, possibly madrassas have been established in derived from the word sashtri, a word boarding schools. from Sanskrit which means a scholar who In general the purpose of fostering and has the expertise of the scriptures. The developing Islamic boarding schools is to word santri means broad and narrow. In a Increase and help in order to foster and narrow sense means students who study dynamize Islamic boarding schools in boarding schools. In a broad sense, it throughout Indonesia, Establish boarding refers to members of the Javanese schools in the chain to the entire national community who hold fast to the teachings education system, both formal and non- of Islam. It can be seen that santri is not formal education, fostering citizens so that limited to someone who has spent so Muslim personalities are in accordance much time in boarding schools, but who is with the teachings of Islam and instilling a member of the Muslim Javanese that religious feeling in all aspects of life community and tends to identify himself and making it useful for religion, society

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and the state (Zakiah Dradjat et al., 2004: madrasas in the Dutch colonial period, not 28). before. There are two analyzes. First, Islamic boarding schools as educational because several times the proposal of the institutions are non-formal and out of Volksraad (People's Council) for Islamic school education. Meanwhile, the studies to be included as subjects in public pesantren as the education organizer then universities was always rejected by the founded the school. Management and Dutch. This led to an initiative to establish implementation of school and outside a school model outside of Dutch policy that school education can be done in an gave more content to Islamic religious integrated manner. However, what needs studies but was different from the to be realized is that the integration in the composition of Islamic education material pesantren is more because of the school in the existing pesantren. Secondly, the students as well as students in other madrasa emerged because of the demands schools held by the pesantren (Abdul of renewal of Islamic education internally, Munir Mulkhan, 2002: 182). both in terms of methods and contents. At Conceptualization boarding schools that time there was a need for LPI other formal education agency lines and outside than Islamic boarding schools which were the school in the top will put government able to provide general knowledge in a must be responsible for boarding school classical way so as not to be left behind by life in the form of the education budget. the progress achieved by the school However, on the other hand, such a formed by the Dutch. concept would bury the pesantren as an Mahmud Yunus explained that Islamic independent educational institution. The education was held in surau with ability of students to their needs for unclassified classes and also did not use independent living needs to be developed benches, tables, and blackboards, only by the government. sitting cross-legged. Then start to change little by little until now. Islamic education which was first class and used benches, tables and blackboards, was an Adabiah MADRASA school in Padang. The first Madrasas in Madrasa History Minangkabau, even throughout Indonesia, because according to our investigation Madrasas as educational institutions in there are no madrassas which were first the form of formal education have been established from the Adabiyah Madrasah, known since the beginning of the 11th which was founded by the Almighty. century or 12th century, or the 5-6th Sheikh Abdullah Ahmad in 1909. Adabiah century H., namely since the existence of lived as a madrasa (religious school) until Nidzamiyah Madrasas established in 1914 (Mappanganro, 1996: 13). Baghdad by Nizam al-Mulk, a vizier from the Saljuk Dynasty. The establishment of Development of Madrasa the madrasa has enriched educational institutions in the Islamic community Madrasa come from Arabic. The basic Abdul Rahman Shaleh, 2006: 11) word "darasa" means learning, madrasah Historically, the existence of madrassas means temple to learn. Madrasas also in Indonesia has existed since the mean schools or groups, philosophers, beginning of the 20th century. Why thinkers or certain investigators who hold

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the same method or thinking. The use of 2) Madrasah Tsanawiyah is an educational the word madrasa, now in Indonesia institution that provides junior refers to a form of Islamic education secondary education and teaching. institution and is an integrated part of 3) Madrasah Aliyah is an educational Indonesia's national education system institution that provides upper (Mappanganro, 1996: 7). secondary education and teaching. Conceptually madrasas cover all types 4) Early Islamic Madrasah is an of schools including "non-Islamic" educational institution that provides (general) schools. But it should be noted, education and teaching of Islamic never before and almost no school labeled Religion, which functions primarily to "non-Islamic" would like to recognize itself fulfill the desires of parents so that their as "madrasa" especially "Islamic school", children get more Islamic Education. because, in practice, the designation of Early Madrasah consists of three levels: madrasas specifically intended for a) Diniyah Awaliyah Madrasah schooling practices that are managed, (beginner level), with a four-year implemented and intended for Muslims. study period from class I to IV with The issue of the use of the notion of 18 lessons a week. madrasa as "a public school that is b) Diniyah Wustha Madrasah (junior characterized by Islam" is also not secondary level), with a two-year appropriate, because it results in the study period from classes I and II emergence of "a sense of language" which with 18 hours of study in a week. leads to the narrowing of the meaning of c) Diniyah 'Ulya Madrasah (upper "Islam" as "the religion of Islam". secondary level), with a two-year Furthermore, the concept of madrasah has study period of classes I and II with been reduced by the scope of science as 18 hours of study in a week ( Zakiyah limited to the concept of science that is in Dradjat et al : 2004: 104). harmony with religion. The concept of "religion" is rooted in an anthological Since the madrasa was developed understanding. Religion in the sense of together with the emergence of the Islamic occupying space and time/existence reform movement in Indonesia, the concretely as a doctrine of religious madrasa curriculum continues to change. teachings (Superior Services (Muliana, Initially, the madrasa curriculum only 2005: 220). consisted of religious knowledge. This In the Decree of the Minister of Religion form of the madrasa is known as concerning the curriculum of educational madrasah diniyah which has existed since institutions, each with No. 74 of 1976, No. the first centuries of Islamic history in the 74 of 1976, No. 75 of 1976, No. 3 of 1983 Middle East. General science, just and No. 48 of 1978, explained. extensively studied in the madrasa, 1) Madrasah Ibtidaiyah is an educational especially since 1945 independence, the institution that provides low education position of general science has continued and teaching and makes Islamic to strengthen as the development of the religious subjects a basic subject of at lives of Muslims and Indonesian society least 30% in addition to general continues. This madrasa is now referred to subjects. as a public school characterized by religion where religion is only part of the curriculum of this institution.

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The first form of intervention by the Madrasas that were initially expected to Indonesian government to bring the be able to bring up religious experts and "santri" poles closer to the general secular Islamic leaders began to be doubted school education system is the whether this condition could still be done. implementation of compulsory education As we know that there are three Madrasas (MWB). After the pack Munawir traditional functions of the madrasa, Sjadzali appointed Minister of Religion in namely; transfer of Islamic knowledge, 1983, from his observation on the quality maintenance of Islamic tradition, and as a of madrasah and patterns his observation media for the reproduction of ulama. madrasah pattern SKB has turned into a (Marwan Saridjo, 2011) 'public school' and instructed the Director- To implement the policies mentioned General of Institutions Guidance to above, and to leverage the strengths and consider establishment or implementation opportunities and overcome weaknesses one model madrasah curriculum 70% and challenges, Directorate-General for religion and 30 general. Which is called the Development of Institutional Islam or in Special Madrasah Aliyah Program, such as this case the Directorate of Madrasah and MAN PK in Makassar. Islamic Education Public Schools In 1994, the development of the implements the development strategy of madrasa experienced a very important madrassas called enlightenment madrasah period, during which year the Ministry of (Abdul Rahman Saleh, 2006). Religion, a place where the madrasa took shelter imposed a new curriculum, Enhancement Access, Quality, and Madrasa hereinafter referred to as the "1994 Relevance curriculum". The curriculum requires that madrasas fully implement the curriculum In line with direction Policy national of public schools under the auspices of the and the Ministry of Religion for doing Ministry of Education and Culture. This is Required 12 years of study in a manner certainly very different from the 1995 evenly distributed, then RA and Madrasah curriculum, where the madrasa strategies are prioritized on enhancement curriculum contains 70% of general access and quality means and subjects and 30% of Islamic subjects infrastructure education, students, (Suwito, 2008: 292) educators, and power education, At the end of 1995-1996, In this case, institutions, and curriculum madrasa the Directorate General of Institutional learning. Strategy set for reach p that is Development establishes several MAN among others: access madrasa education Models. In response to Law No. 20 of 2003 in the form of, quality means concerning the National Education system infrastructure madrasa education, quality in article 50, namely the existence of an madrasa students, quality educator and International Standard School. So the power madrasa education, guarantee Directorate General of Islamic Education quality (quality assurance) institutional did not want to lose and participated in madrasah, quality curriculum madrasa organizing International Standard learning (RI Ministry of Religion , 2018). Madrasas in a number of regions, such as madrasah al Azhar al-Syarif. and madrasah INTEGRATED ISLAMIC SCHOOL Insan Cendekia.

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The government and observers of the that implements the integration of Islamic world of education are positive on values in all its learning. Islam is taught activities shades religious, which was held not to be in a separate lesson but in all in schools below shade Office of Education aspects of life. Starting from dressing, (or Ministry of Education and Culture ), for talking and behaving, students are example, the use of Muslim and Muslim expected to refer to the teachings brought clothing, the lively prayer in congregation, by the Prophet Muhammad. tadarrus and tilawah al-Qur'an. The This school was born from the concerns development of religious values-based of the management of the Ar Rahmah schools, such as the Integrated Islamic Foundation (Inggrit Burhan, 2003). The School. Integrated Islamic School, started result of a joint decision to agree on the from the level of kindergarten, elementary formation of the “Iqro Tamalenrea school, school middle class first and school Foundation” was a combination of the middle class Up. management of the Ar-Rahmah One of them for example, Makassar Foundation and the Al-Ikhlas Mosque Integrated Islamic Elementary School foundation (SDIT Ar-Rahmah Makassar, (SDIT) Ar-Rahmah Makassar City as one of 2015). the educational institutions, is also responsible for education which leads to Vision, Mission, and Features of SDIT Ar- the planting of the character of students Rahmah Makassar. from an early age. Ar-Rahmah Makassar with all its facilities and infrastructure and Vision educators with their competencies have Become a leading SDIT in Eastern implemented the integration of science Indonesia and rejected the dichotomy of science in Islamic education. Mission The Integrated Islamic School was Foster and realize the generation of established by bringing a new concept in Rabbani, carry out Integrative and the world of education, namely the creative Islamic education, become a concept of "integrated". The integrated reference and study center for the term is not just a combination of the development of quality and National Education curriculum with the professional education, realizing the foundation curriculum, but also the pre-professionalism of Islamic da'wah integration between intellectual, in the field of education. emotional, and spiritual intelligence. It also includes efforts to develop children's Feature creativity and analytical skills through the Professional management of school learning pattern of Student Active management by implementing (Total Learning (SAL) so that it is expected to Quality Management ); teacher capacity create multiple intelligences in students. and competence are standardized The concept of education is contained according to the field of teaching, a in student learning activities, both intra highly competitive education and extra-curricular which are combined curriculum based on SAL excellence and in their entirety. The concept gave birth to integration of Islamic values by using one an educational institution called SDIT multi-media teaching, Achievement of Ar-Rahmah. SDIT Ar Rahmah is a school 80 scores, 100% UN graduate quality

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with specific abilities: able to speak aspect of students, body, mind, and English, understand Arabic, be able to spirit. use a computer, memorize 1-2 juz (juz 3) Paying attention to the equilibrium 30-29), complete infrastructure and between person and society, the world school facilities with a comfortable, and society, body, mind, and spirit. healthy, beautiful, spacious and 4) Paying attention to the vast element of religious school environment, Adequate art. financial resources from self-help 5) Noting the differences in culture found parents, potential donors and school in the community. (Team of Director businesses that are halal and thoyyib, General Islamic Institutional and form a " character building " (SDIT Development, 2001 ) . Ar-Rahmah Makassar, 2011). The education system in integrated Reposition of Islamic Education Islamic elementary schools is designed to Institutions encourage students to become accustomed to practicing the A school is a social institution, whose characteristics of Islamic personality. To form and development depend on other develop basic science and technology institutions in the community. School capabilities and teaching materials skills functions to educate young people who refer to the curriculum of the Ministry of will become citizens on tomorrow are National Education, while teaching determined by several factors (Hasan materials for introducing Islamic law Langgulung, 1985). (diniyah) refer to the curriculum of the School is a system which consists Ministry of Religion. entirely of input, process, and Integrated Islamic School patterned output/outcome components. In this case, full-day school. This means that learning what is said to be input is something that time lasts from morning to evening. influences the ongoing process, the Formation of integrated students formally process is changing something into carried out in the school environment and something else, while the output is under the responsibility of the teacher. something that is the result of the process. While out of school (evening - night), Islam as a view of life encompasses all integrated coaching of students is done at fields of human activity, therefore it has home and in the environment with parents cognitive, affective and motoric aspects. In and the community. terms of cognitive Islam is taught as a science because it contains factual The provision of science and technology elements. In advancing Islamic education and skills is carried out through an in schools, the Ministry of Religion has integrated approach that relies more on a formulated the characteristics of the formal - structural approach, an approach Islamic Religious Education curriculum as that is carried out through formal face-to- follows: face in official learning hours. Another approach that can be applied is a formal- 1) Must highlight religion and morals nonstructural approach, namely, the taken from the Qur'an and Hadith process of absorbing Islamic values in 2) Pay attention to the development of a each the subjects given to students include comprehensive holistic personal

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dealing with subjects whose content is achieve independence and educate the contrary to Islam. nation's life after independence. Based on the educational problems The existence of madrassas in faced by looking at the child development Indonesia has been around since the phase and empirical reality in the form of beginning of the 20th century. madrasa the high attention of Muslims especially in emerged because of demands for renewal the genres of secondary education, a draft of Islamic education internally, both in of integrated Islamic school education for terms of methods and contents. the middle level (SMPIT and SMUIT) was Pesantren and madrasas take a drafted (Muhammad Ismail Yusanto et al., strategic position in the intellectual life of 2004). the nation, including there in integrated Islamic boarding schools, schools, and Islamic school. Basic science and madrasah institutions in Indonesia have technology development capabilities and their own characteristics, which can be skills in institution Islamic education, distinguished from each other, especially teaching materials referring to Ministry in terms of the portion of their religious National Education curriculum, teaching learning materials and affiliations with materials was the introduction of Islamic relevant departments. Islamic boarding (tsaqafah (diniyah) refers to the schools, for example, contain religious curriculum of the Ministry of Religion. material predominantly, whereas Integrated Islamic School patterned full- madrasas prior to 1975 included 70% day school synergized curriculum Ministry religious material and 30% general of Education on the basis of religion. The material, and after the 3 Ministerial Decree main factor in developing Islamic of 1975, the composition was reversed to education institutions is a quality educator 30% religious material and 70% general without ignoring means and material. Nonetheless, specifically for this infrastructure. madrasa, in 1986 a pilot project madrasah was held which followed the composition References of 70% religious material and 30% general material, as was the case before 1975. The [1] Assegaf, Abd. Rachman. number of these pilot schools was limited Internasionalisasi Pendidikan. Yogyakarta: Gama Media, 2003. to a few regions. The existence of the [2] Dradjat, Zakiah, dkk. Ilmu Pendidikan Special Program State Madrasah Aliyah Agama Islam. Cet. V; Jakarta: Bumi (MAN PK) is a concrete example of the Aksara, 2004. implementation of the policy. [3] Yayasan Iqra Tamalanre. Grand Desain SDIT Ar-Rahmah Makassar. tahun 2011. CONCLUSION [4] Hasbullah. Sejarah Pendidikan Islam di Indonesia. Cet. II; Jakarta: PT. Raja The oldest Islamic Education Institution Grafindo, 1996. in Indonesia is Islamic boarding schools. [5] Hardianto. Strategic Instructional on Pesantren is a product of interaction and Character Education. Journal of acculturation of Islam with local culture in Education and Human Development September 2017, Vol. 6, No. 3, pp. 118- the context of the original culture 129 (Indigenous). Islamic boarding schools are [6] Langgulung, Hasan. Pendidikan dan able to deliver the Indonesian people to Peradaban Islam. Cet. III; Jakarta: PT. Maha Grafindo, 1985.

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