Study on Islamic Religious Education in Secondary Schools in Indonesia Published by: © 2016 Directorate General of Islamic Education Ministry of Religious Affairs, Republic of Indonesia ISBN: 978-602-7774-49-0 First print: November 2016 All rights reserved. Team of writers: Masooda Bano, Didin Syafruddin, Azyumardi Azra, Abuddin Nata, Rusydy Zakaria dan Suparto Sunoko Editor: Muljani A. Nurhadi, Abdul Malik Directorate General of Islamic Education Ministry of Religious Affairs Jl. Lapangan Banteng Barat No. 3-4 Jakarta Pusat 10710 http://pendis.kemenag.go.id The material in this work is copyrighted. Copying and/or transmitting portions or all of this work without permission is prohibited. Chapter 5 Education of Peace Culture Values in Religious Education of Other Countries THE EDUCATION OF PEACE CULTURE VALUES WITHIN ISLAMIC EDUCATION AT SECONDARY SCHOOL A RESEARCH REPORT Prepared by: Cardno Emerging Markets (Australia) Pty Ltd. (Cardno), Australia In association with Oxford Policy Management Limited (OPM), United Kingdom For: The Education Sector Analytical and Capacity Development Partnership (ACDP) Jakarta, 12 April 2015 Study on Islamic Religious Education in Secondary Schools in Indonesia Study on Islamic Religious Education in Secondary Schools in Indonesia iii Education Sector Analytical and Capacity Development Partnership (ACDP) Research and Development Agency (BALITBANG), Ministry of Education and Culture Building E, 19th Floor Jl. Jend. Sudirman, Senayan, Jakarta 10270 Phone: +62 21 5785 1100, Fax: +62 21 5785 1101 Website: www.acdp-indonesia.org Secretariat email: [email protected] The Government of Indonesia (represented by the Ministry of Education and Culture, the Ministry of Religious Affairs, and the Ministry of National Development Planning/BAPPENAS), the Government of Australia, through Australian Aid, the European Union (EU) and the Asian Development Bank (ADB) have established the Education Sector Analytical and Capacity Development Partnership (ACDP). ACDP is a facility to promote policy dialogue and facilitate institutional and organizational reform to underpin policy implementation and to help reduce disparities in education performance. The facility is an integral part of the Education Sector Support Program (ESSP). EU’s support to the ESSP also includes a sector budget support along with a Minimum Service Standards capacity development program. Australia’s support is through Australia’s Education Partnership with Indonesia. This report has been prepared with grant support provided by Australian Government and the EU through ACDP. The team of consultants, who prepared this report, is: 1. Masooda Bano 2. Didin Syafruddin 3. Azyumardi Azra 4. AbuddinNata 5. Rusydy Zakaria 6. Suparto Sunoko ACDP: Muljani A. Nurhadi, Abdul Malik The views expressed in this publication are the sole responsibility of the authors and do not necessarily represent the views of the Government of Indonesia, the Government of Australia or the European Union. Foreword by Director General of Islamic Education, Ministry of Religious Affairs Peace be unto you, and so Allah’s mercy and blessing. The main role of Islamic religious education in school is to support achievement of the national education goal, namely “building learners into human beings that believe in and are devoted to Almighty God, as well as possess noble characters.” Therefore, religious education is an integral part of the national education system. As the Education Law mandates, Muslim students are entitled to a religious education in accordance with their religious beliefs, and taught by an educator from the same religious affiliation. In line with the development of religious living, and increasingly complex global social interaction, the Government, through the National Medium-term Development Plan (RPJMN) 2015-2019, aims that religious education will not only improve understanding, practice, and internalization of good values and noble character, but also cultivate values of a culture of peace including tolerance, respect, and harmony among students with different religious affiliations. This is also inspired by the president’s vision on changing the character of Indonesian human resources, known as Revolusi Mental (Mental Revolution). While the values of a culture of peace are embedded within the nation’s culture and hence should be cultivated in school, there is evidence that religious radicalism has infiltrated a number of education institutions. This study on Islamic religious education serves as a response of the Directorate General of Islamic Education, the Ministry of Religious Affairs, in an effort to understand the trend of Islamic radicalism among students, especially SMP (junior secondary school) and SMA (senior secondary school) students. While there was a study that revealed only 30% of Indonesian secondary schools have been infiltrated with radicalism, if it is not thoroughly adressed, the incidence and impact is likely to grow. The study will be used as the basis for formulating policy on Islamic religious education in the future. The Directorate General of Islamic Education has started to integrate the values of a culture of peace into the Islamic religious lessons during the last few years, but greater efforts must be made to develop and expand programs. The research found that the roles of religious education teachers, principals, parents and community are equally important in promoting a culture of peace. The Directorate General of Islamic Education is giving high priority to enriching the content of curriculum of Islamic religious education and improving the competence of the teachers. The Ministry of Education and Culture, local governments, and Islamic community organizations are expected to contribute in accordance with their respective tasks and authorities. Study on Islamic Religious Education in Secondary Schools in Indonesia v With the completion of this study, we express our gratitude to ACDP, which provided technical assistance in the implementation of the research. The Directorate General of Islamic Education will follow up the study as a key input in the formulation of policies, programs, and strategies to improve the quality of Islamic religious education at school. We also express our gratitude to the consulting team from Oxford Policy Management, and editors of this research report. We hope our efforts will be a good deed that will be rewarded by Allah the Almighty God. Amen. And peace be unto you, and so Allah’s mercy and blessing. Jakarta, 12 April 2015 Director General of Islamic Education Prof. Dr. Phil. H. Kamaruddin Amin, MA NIP: 196901051996031003 vi Directorate General of Islamic Education, Ministry of Religious Affairs Republic of Indonesia Foreword by Director of Islamic Religious Education, Ministry of Religious Affairs Peace be unto you, and so Allah’s mercy and blessing. This study on Islamic Religious Education in Secondary Schools in Indonesia describes the threat on how far radicalism has begun to infiltrate schools, how radicalism reaches students, the direction of Islamic religious education in countering radicalism, and experiences of other selected countries. In addition, this research also provides conclusions and recommendations on policy options and strategy to prevent the infiltration of radicalism. Furthermore, this study has also led to the development of enrichment materials for Islamic religious education curriculum content, to include values of democracy, socio-cultural diversity, and human rights. A key part of this is to improve the teaching and learning methodology of the Islamic religious education built on problem-solving, creativity and encouraging critical thinking of learners. Current initiatives being implemented by the Directorate of Islamic Religious Education in improving the quality and the role of Islamic religious education in schools are enhanced using the recommendations from this research, namely: i. Enriching the design of teacher’s guideline on “Multiculturalism Education”; ii. Fostering the Islamic leaders or counselors of the Islamic extra-curricular activities in the form of national jamboree; iii. Organizing similar training for the counselors of the Subject Teacher Forum of Islamic Religious Education (MGMP-PAI); iv. Preparing the candidates of national, provincial, and district trainers in the improvement of the Islamic religious learning methodology based on problem-solving and critical thinking to provide training for all Islamic religious teachers in Indonesia; and v. Preparing specific teacher training guidelines and materials for Islamic religious teachers in schools. This study, and its associated programs and activities for improving the teaching of Islamic Religious Education, will be a key reference to the officers and staff in the Directorate of Islamic Religious Education, provincial/district Regional Offices, organizers of the Subject Teacher Forum of Islamic Religious Education (MGMP-PAI), and Islamic Religious Education teachers. In addition the study will be important for school principals, staff of Regional Education Service Offices, leaders of Islamic community organization, and parents. Study on Islamic Religious Education in Secondary Schools in Indonesia vii And peace be unto you, and so Allah’s mercy and blessing Jakarta, 12 April 2015 Director of Islamic Religious Education Dr. H.M. Amin Hadari, M.Pd NIP: 195606121983031001 viii Directorate General of Islamic Education, Ministry of Religious Affairs Republic of Indonesia Table of Contents