indonesian educations

Islamic education in Indonesia: History of the Islamic Empire

2014-09-13T02:01:00.000-07:00

A. Introduction
History of Islamic Education started since Islam entered Indonesia, which by some historians say that the beginning of the entry in Sumatera island in the northern part of Aceh. That is, the history of Islamic education is as old as the introduction of Islam to Indonesia. This is because the new religions is certainly want to learn and know more about the teachings of Islam. Want good at praying, praying and reading the Koran that led to the emergence of the learning process, albeit in a very simple sense. From this nascent Islamic education, where at first they learned in homes, broken / surau, mosque and then evolved into a boarding school. After that arise regularly madrasa system as we know it today.

Despite Islamic education began in the first of Islam itself to anchor themselves in the archipelago, but it certainly can not be known how education in the early days of Islam in Indonesia, such as the use of books, and system managers. This is because the reference materials are very limited. Which can be determined only at the time of Islamic education has been there, but in a very simple form.

B. The entry of Islam into Indonesia
There is no debate that Islam entered Indonesia through peaceful means. However, there is a long discussion and debate among the experts, the three main problems, the origin of the arrival of Islam, the carrier, and time of arrival.

Various theories and discussion that attempted to answer three basic problem is clearly not finished, not only the lack of data to support a particular theory, but also because of the unilateral nature of the various existing theories. There is a strong tendency, a certain theory emphasizes only the specific aspects of the three main problems, while ignoring other aspects. and also due to the subjectivity of the author

Islam spread in India and Malaya to the Arabian peninsula and into Indonesia. In some areas, Islam spread through conquest, but in Southeast Asia Islam spread by traders and Sufi activity.

In the existing literature, a lot of opinions expressed by the experts of the three issues above, but here are just going to put forward a few issues.

Western nationals writer, Thomas W. Arnold explained that had been brought to the archipelago by Arab merchants sehak first century of Hijra, long before the historical record. This statement is reinforced by the extensive trade by Arabs with the East since the early days of Islam.

In the Tarikh of China, in the year 674 AD, there is a record of an Arab leader who heads the group of Arabs and settled on the west coast of Sumatra. Then based on the similarity schools adopted by them (traders and muhballigh) profess, namely Shafi. At that time the Shafi'i school of the dominant school of thought on the beach corromandel and Malabor when Ibn Battuta visited the region in the 14th century.

In the above statement, Arnold said that Arabia is not the only place the origin of Islam brought, but also from Corromander and Malabar.

Another version presented by Azra quoting some opinions and theories of scholars, mostly Dutch scholars who hold to the theory that Islam entered the archipelago is derived from the Indian subcontinent is not Persian or Arabic. The first scholar who proposed this theory is Pijnappel, an expert from Leiden. He attributed the origins of Islam in the archipelago with the area of Gujarat and Malabar. According to him, are the ones who bermazhab Shafi who migrated and settled in the Indian region are then brought Islam to the archipelago. [8] This theory was developed by Snoujk Hurgronje

Moquetta, another Dutch scholar, based on the results of his research concluded bawha place of origin of Islam in the archipelago is Cambay, Gujarat. He berargument that contained both types gravestone in Pasai and Gresik showed the same type as that found in the Cambay, India.

Aside from that, the seminar held in Medan in 1963, 1978 in Banda Aceh, and on 30 September 1980 at Kuala Simpang Rantau entry on the history and development of Islam in Indonesia concluded that Islam entered Indonesia on IH century directly from Arab lands through Aceh.

Then the area was first visited by Islam is the coast of Sumatra. The preacher was in addition to a religious broadcaster is also a trader. And broadcasting of Islam in Indonesia is done peacefully. [

Several other theories, sebgaimana compiled by Muhammad Hasan al-Idrus describes two different theories of opposites. The first theory is represented by the European scholars who explain that Islam first arrived in Indonesia in the 13th century AD, when Marcopolo stop in North Sumatra in 1292 AD

The second theory, is the theory advanced by some Arab and Muslim scholars, such as Muhammad Dhiya 'Syahab and Abdullah bin Nuh who wrote the book al-Islam fi Indonesia, as well as Sharif Alwi bin Tahir al-Haddad a mufti Sultanate of Johor Malaysia in his book entitled Madkhal ila al-Tarikh al-Islam al-Aqsa Syarqi fis, both reject the theory advanced by Western scholars who say that Islam came to Southeast Asia especially Malaysia and Indonesia in the 13th century AD they believe that Islam entered the century to H-7, because a new Islamic empire in Sumatra at about the end of the 5th century and 6th H. This they affirmed with some evidence suggests, among others, about the history of the life of a propagator of Islam in Java, namely Seikh Mohammad Ainul Yaqin (Sunan Giri) Uluwwul Islam Maulana Makhdum son was born in 1355 in Java. While his father went to Java after the entry of al-Husayn Sayrif king Carmen in 1316 in Java. After that go Raden Rahmat, a propagator of Islam in East Java on Java in 1316.

Indonesian version of the theory explains that Islam entered Indonesia brought by traders from Persia, Arabia and India through the port such as port Lamuri important in Aceh, Palembang in Sumatra Barus and around centuries IH / 7 M. [14]

C. Islamic Education In The kingdom is the Kingdom
1 Age kingdom of Samudra Pasai

The first Islamic kingdom in Indonesia is the kingdom of Samudra Pasai, which was founded in the 10th century AD by the first king of Ibrahim bin Malik Mahdum. The second named Al-Malik Al-Salih and the last named Sabar Al-Malik Shah (1444 AD / 15th century H). [15] In 1345, Ibn Battuta of Morocco had stopped in the kingdom of Pasai in the reign of Malik Az-Zahir, the famous king of the devout religious knowledge and bermazhab Shafi, held lectures until Asr prayer time and is fluent in Arabic and practicing simple lifestyle.

Ibn Battuta description it can be concluded that the prevailing education at the time of the kingdom of Pasai as follows:
1 Educational materials and teaching religion is a field of Shari'ah Fiqh Shafi.
2 Education systems in the form of an informal study groups and halaqoh majlis.

3 Concurrent administration of religious figures.
4 The cost of education comes from the state. [17]
At the time of Samudra Pasai empire reached its height in the 14th century AD, then education is also of course a special place. Tome Pires quoted, which states that "there are many Pasai Ocean City, where among the city residents are educated people".

According to Ibn Battuta also, Pasai in the 14th century AD, has been a center of Islamic studies in Southeast Asia, and many gathered scholars from Islamic countries. Ibn Batuta states that Malikul Sultan Zahir is a person who love to the scholars and science. When Friday arrived, the Sultan used to pray in the mosque cleric clothing, after prayers held discussions with the pious religious knowledge, among others: Amir Abdullah of Delhi and Tajudin from Ispahan. Forms of education by discussion called Majlis Ta'lim or halaqoh. Halaqoh system that the students take up positions encircling the teacher. Teacher sitting in the middle of the circle of students with full-face position students facing the teacher.

2. Age of Empire Perlak

The second Islamic kingdom in Indonesia is Perlak in Aceh. The first king Sultan Alaudin (years 1161-1186 AH / 12th century CE). Between Pasai and Perlak established good cooperation so that the king married a princess of Pasai Perlak. Perlak is an area that is strategically located in the Strait of Malacca beach, and free from the influence of Hinduism.

Perlak Islamic kingdom also has a center of Islamic education dayah Cot Kala. Dayah equated with universities, the material that is taught Arabic, monotheism, mysticism, morality, earth science, the science of Arabic language and literature, history and statecraft, mantiq, Falaq science and philosophy. The terrain is approximately near East Aceh now. Its founder is Prince Tengku Chik M.Amin scholars, by the end of the 3rd century AH, 10th century AD This is the first education center.

Sixth king named Sultan Muhammad Amin Mahdum Alaudin who ruled between the years 1243-1267 AD, known as a Sultan who again pious wise. He is a scholar who founded the Islamic Universities attended a special high Taklim Majlis by the students who have been pious. The agency also taught and read religious books are weighted higher knowledge, for example the book Al-Umm of Imam Shafi'i essay. [20] Thus in this Perlak royal Islamic education process has been going pretty well.

3 Age of Kingdom of Aceh Darussalam

Proclamation of the kingdom of Aceh Darussalam is remelting Islamic kingdom of Aceh in parts of the West and the Islamic kingdom of Samudra Pasai in the eastern hemisphere. Syamsu son of Sultan Abidin Shah was appointed by the Sultan Alaudin King Mughayat Ali Shah (1507-1522 AD). Smallest territorial form of government of the Kingdom of Aceh arrangement is Gampong (village), which is headed by a Keucik and Waki (representative). Gampong adjacent and whose inhabitants worship together on Friday at a mosque is a power region called mukim, which holds a leadership role Imeum mukim called mukim.

Levels of education in the Kingdom of Aceh Darussalam lowest education begins meunasah (Madrasah). Which means a place of learning or school, there is in every village and have multiple functions, among others:

1 For a study of the Qur'an.
2 As an elementary school, with the material being taught to read and write the Arabic alphabet, Science of religion, the Malay language, character and history of Islam.

Another function is as follows:

1 As a place of worship prayer 5 times for the village.
2 As the tarawih prayer and the reading of the Qur'an in the month of fasting.
3 Places in Mauludan Maulud festivity.
4 Places handed tithes on Idhul Fitr or the day before the fasting month.
5. held a place of peace in the event of a dispute between members of the village.
6 Places consulted in all matters.
7 Location of meunasah must be different from the location of the house, so that people can quickly find out which house or meunasah and know the direction of Qibla prayer.

Then the system of education in Islamic boarding schools (Pesantren) as in meunasah but the material being taught is Nahu book, which interpreted the book in Arabic, though the meaning itself is Nahu grammar (Arabic). Dayah usually near the mosque, although there are also near Tengku who have dayah itself, particularly the foster mother who had high levels of learning. Therefore, people who want to learn can not learn nahu the sideline, for that they have to choose dayah a little bit away from the village and live in the Islamic boarding school called Meudagang. In dayah has provided small huts mamuat two people per house. In the book by Hasbullah, History of Islamic Education in Indonesia, the term madrasa seringkat Rangkang is Tsanawiyah, the material being taught the Arabic language, geography, history, arithmetic, and morals. Rangkang also held every mukim.

Field of education in the kingdom of Aceh Darussalam is really a concern. At the moment there are state agencies in charge of education and science, namely:

Hukama Seutia Hall, a science institution, a gathering place for scholars, thinkers and scholars to discuss and develop science.

Hall Seutia Ulama, an educational agency in charge of taking care of the problems of education and teaching.
Hall Jama'ah Association of Scholars, a study of a group of clerics and scholars gather to exchange minds discuss issues of education and science education.

Aceh at the time it is a source of knowledge to the scholar-sarjanaya famous at home and abroad. So many outsiders came to Aceh to study, even the capital city of Aceh Darussalam International and developed into a center of science.

Kingdom of Aceh have established a friendly relationship with the leading Islamic empire in the Middle East is the Turkish empire. At that time many scholars and poets from various Islamic countries who came to Aceh. The scholars and poets teach the science of Islam (Islamic Theology) and a variety of science and writing various books containing religious teachings. Therefore the teaching of Islam in Aceh and Aceh became important be strong Islamic kingdom in the archipelago. Among the scholars and pijangga ever come to the kingdom of Aceh, among others, Muhammad Azhari who teach the science of Metaphysics, Sheikh Abdul Khair Shaykh Ibn Hajar pogmatic experts in the field and mystic, Mohammed Yamani skilled in the art proposal fiqh and Sheikh Muhammad Ibn Hasan Gilani who teach logic.

Islamic religious education leaders who are in the kingdom of Aceh was Hamzah Fansuri. He was a poet and a famous religious teacher of Sufism wujudiyah wing. Among the works of Hamzah al-Asrar Fansuri is Aufin, Syarab Al-Asyikin, and Zuiat Al-Nuwahidin. As a poet he produced works, owl bird poem, poetry boat.

Other woods are important clerics Shamsuddin As-Samathrani or better known by Shamsuddin Pasai. He was a pupil of Hamzah Fansuri that develop understanding wujudiyah in Aceh. Books written, Mir'atul al-Qulub, Miratul believer and others.

Other scholars and poets who ever came to the kingdom of Aceh was Sheikh Nuruddin Ar-Raniri. He opposed wujudiyah understood and wrote many books about Islam in classical Arabic and Malay. Book of the largest and highest quality in classical Malay kesustraan and contains the history of the kingdom of Aceh was the book Bustanul Salatin.

In the heyday of the kingdom of Aceh, the Sultan Iskandar Muda (1607-1636) established by Sultannya many mosques as a place of worship of Muslims, one of the famous mosque Baitul Rahman Mosque, which also serve as the university and has 17 daars (faculty).

By looking at many of the scholars and poets who came to Aceh, as well as the university, it is certain that the kingdom of Aceh became the center of Islamic study. Because of the religion of Islam is one of the factors that greatly affect the lives of the people of Aceh in the next period. According B.J. Boland, that an Aceh is a Muslim.

4. kingdom Langkat

Based on the data obtained that prior to 1900, the royal Langkat not have a formal educational institution. Education is still held by the non-formal education, by studying the religious teachers or experts in a particular field. For the royal family are also given education like this. The teachers were invited to the palace to give lectures and teaching to the king and his family. When the intellectual dynamics, especially in the field of education has not been the focus of attention of the sultan. It seems they are still busy with the political problems that occur, which is associated with the expansion of territory, and so forth. This makes the intellectual dynamics in Langkat not well developed and less attention. New, after the sultan Abdul Aziz became sultan Langkat, formal educational institutions called Maktab (read: madrasah) can stand up and become the center of religious education for the community Langkat.

With the establishment of the madrasa al-masrullah 1912, Aziziah madrasa madrasa in 1914 and 1921 Mahmudiyah, then Langkat be one of the places designated by the search-seekers from various areas of science. Mentioned that apart from the society Langkat studying at Maktab second, then a lot of students who come from within and outside the island of Sumatra, such as Riau, Jambi, Tapanuli, West Borneo, Malaysia, Brunei and others.

At first madrassa (maktab) is only reserved for the children of the king and nobles descent, but the development of this Maktab provide the opportunity for anyone to be able to learn and study. Some national leaders who had studied in this Maktab include Tengku Amir Hamzah and Adam Malik (former vice-president of Indonesia).

In his biography of Adam Malik state that the madrasa al-masrullah including agencies that have nice and modern buildings according to the size of the era. In which each child of the family are (rich) got their own rooms. The education system is run at the same school as the public school system in the UK, where the boys age 12 began to separate from their parents to live in separate rooms in a disciplined atmosphere. Sports facilities are also available at the school to play ball courts and a swimming pool belonging to the imperial Langkat.

These three institutions are established by Sultan Abdul Aziz, who is then given the name of the college Jama'iyah Mahmudiyah. In 1923 Mahmudiyah Jama'iyah college has 22 classrooms, 12 dormitories space, in addition to various other facilities like 2 pieces of the Hall, an orphanage home for orphans, swimming pool, football field and so on. To improve the quality of education at the college Jama'iyah Mahmudiyah, the teaching staff is largely a teacher who had studied to the Middle East such as Mecca, Medina and Egypt. They were all sent at the expense of the Sultan having previously selected in advance, up to about 1930 students are studying in this college about 2000 people from various regions.

Furthermore, Sultan Abdul Aziz later founded institutions of general education for the community and his school Langkat namely Malay School, which provides many common learning materials. Concerning teacher salaries and building maintenance costs are all borne by the sultanate Langkat, in this case it can be said that all the costs associated with educational facilities in Langkat borne entirely by the royal government.

Indeed, in the early 1900s the Dutch government has set up a school Langkatsche School [29] (read: Dutch School). But the acceptance of students is still very limited, at that time received only children and children's nobles and officials Ambtenaar Dutch and rich people are affluent, the language of instruction in educational institutions using the Dutch language. Also well established ELS (Europese Logare School) and for Chinese children Chinese School was founded Holland or HCS.

D. Analysis of Education History of Islam in the archipelago
1 Institute of Education
a. Mosque
When Islam entered Indonesia brought by preachers and muballig, it is very natural that one of the main concern to the mosque or the Muslim community is much simpler as the center of the spread of Islam.
Mosque as a center of Islamic activity gradually spread-and it is not a thing that is considered separate-expanding role as an educational institution for parents and children alike. In general, the education that takes place in the mosque reading the Koran and revolves around the character. [30]

b. Pesantren

No data are quite clear about when boarding establishment, but the search history to find that the educational institution called Pawiyatan in Java. When analyzed, Pawiyatan educational system [31] is similar to boarding. Because of the many who say that boarding schools have emerged since the beginning of Islam in the archipelago that took shape in Pawiyatan.

The material taught in the Pawiyatan revolves around the religious sciences and religious attitudes. On the ground level are taught to read the Koran. At the next level are taught the classics are also classified to the level of basic, intermediate and high. The method used is the method of memorization.

At this institution has also been known clerics and students, mosques and yellow books. [32]

c. Meunasah, Rangkang and dayah

meunasah, rangkang and Islamic boarding schools are educational institutions that are known to the people of Aceh. Meunasah can be interpreted as a madrassa. But for the people meunasah also serves as a place of worship, a meeting place, an information center, a bed and place the travelers stop and rest.

While rangkang is a student residence built around the mosque. It seems to be a place that meunasah education and teaching, while rangkang reserved for residence students. Therefore, meunasah and rangkang close together.

While dayah was originally a term for a place in the corners of the mosque which is used as a place of teaching. The term itself comes from the Arabic meaning Zawiyah corner.

4. Suggestions

The term has been in Minangkabau mosque before the coming of Islam, because the mosque is a means of Minangkabau culture whose function residence men who have puberty and balig. Along with the advent of Islam, mosque into a spread of religion and education centers. Surau as an educational institution for masyarakt teach reading Qur'an. [33]

2, Activity Education

In the early days of the arrival of Islam until the establishment of the Islamic kingdoms, Islamic educational activities focused on teaching Islam itself. After the formation of the Muslim communities and mosques, educational activities that intense look. In this activity there is a teacher who teaches Islamic scholars centered in mosques.

Subsequent developments, with the dwellings are provided for students to prove that the students had stayed in education centers, meaning that it is possible there has been such rihlah Ilmiyah (scientific expedition) which aims to seek knowledge from renowned scholars.

Other educational activities are also visible is the writing of scientific works by several well-known scholars such as Nuruddin ar-Raniri, Hamzah Fansyuri, Amir Hamzah and others. Some of their work can still be found today.

3 Period of the Kingdom Heritage Education

There are several future legacy of Islamic education Islamic kingdoms that still can be found up to now, either the institution or the works in the form of a book.

From the aspect of institutions, madrasas, meunasah, boarding, boarding rangkang and has developed into an established educational institution that has made a major contribution in the development of education in Indonesia. Several other institutions such as surau and mosques, as it needs a special teaching, the more rarely used as an educational center, except for informal education.

Major works in Islamic education at this time is like the work of Nuruddin ar-Raniri entitled Shirat Mustaqim and Bustan as-Salathin or karyat Abdul Samad Al-Palembani entitled Hidayat As-Salikin.

E. Conclusion
Islamic education in Indonesia has started since his return to Indonesia, even one of the means of the spread of Islam itself is the educational aspect. The history of Islamic education in the archipelago in the early days of Islam can be traced to the history of the kingdom of Pasai Ocean as the first Islamic kingdom in the archipelago.

Traditional educational institutions are known in Islamic education in the archipelago in the early days of Islam, a mosque, surau, boarding, meunasah, Islamic schools.

Educational transition period between the Islamic kingdom in the archipelago and Dutch colonialism can be traced in the kingdom Langkat. In the kingdom of Langkat, Madrasah has completely institutionalized.

REFERENCES

Abdullah, Mustafa, History of Islamic Education in Indonesia. New York: CV. Faithful Reader, 1999.
Abdullah, Taufik, History of Indonesian Muslims. Jakarta: MUI, 1991.
Ahmadi, A. Kadir, History of Education Jama'iyah Mahmudiyah. Tanjung Pura-Langkat Special Issue Committee of Jama'iyah Mahmudiah Li Thalabil Khairiyah, 1985.
Ambary, Hasan Mu'arif, Finding Traces Archaeological and Historical Civilization of Islam in Indonesia. Jakarta: Logos Discourse Studies, 2001.
Arnold, Thomas W., The Preaching Of Islam, trans. Jakarta: Penernit Widiya, 1981.
Aydrus, Muhammad Hasan, Tenggra spread of Islam in Asia, trans. New York: Lantern: Lantern Bastarima, 1996.
Azra, Azyumardi, Renessaince Islam in Southeast Asia. London: Teen Rosda paper, 1999.
______________, The Middle East and Scholars Network archipelago seventeenth and eighteenth century. Bandung: Mizan, 1998.
Daulay, Haidar's son, History of Growth and Renewal of Islamic Education in Indonesia. Jakarta: Kencana Prenada Media 2007.
Hasbullah, History of Islamic Education in Indonesia. Jakarta: PT. King Grafindo Persada, 2001.
Hasjmy, A., Dustur Propagation .. New York: Crescent Star, 1974.
________, History Log and development of Islam in Indonesia. London: al-Maarif, 1993.
Husni., T.M. Lah, Biography-History of the National Poet of Tengku Amir Hamzah. Medan: Husni, 1971.
Lapidus, Ira M., Social History of the Muslims, ter. Kieraha. Jakarta: PT King Grafindo Persada, 2000.
Malik, Adam, Serving Repoblik (Adam from Andalas). Jakarta: Gunung Agung, 1982.
M.Ibrahim, et.al, Regional History Special Province of Aceh. New York: CV. Tumaritis, 1991.
Riflefs, MC. A History of Modern Indonesia. London: McMillan Education.
Zuhairini, et.al, History of Islamic Education. Jakarta: PT. Earth Literacy, 2000.

[1] Azyumardi Azra, Renessaince Islam in Southeast Asia (London: Teen Rosda paper, 1999) p. 75-76.
[2] Azyumardi Azra, the Middle East and Scholars Network archipelago seventeenth and eighteenth century (Bandung: Mizan, 1998) p. 24.
[3] Ibid.
[4] Muhammad Hasan al-Aydrus, Tenggra spread of Islam in Asia, trans. (New York: Lantern: Lantern Bastarima, 1996) p. 42.
[5] Ira M. Lapidus, Muslim Social History, ter. Kieraha (Jakarta: PT King Grafindo Persada, 2000) p. 717.
[6] Thomas W. Arnold, The Preaching Of Islam, trans (New York: Penernit Widiya, 1981) p. 317-318.
[7] Ibid.
[8] Azra, Network Cleric, p. 24.
[9] Hasan Mu'arif Ambary, Finding Traces Archaeological and Historical Civilization of Islam in Indonesia (Jakarta: Logos Discourse Studies, 2001) p. x.
[10] A. Hasjmy, History Log and development of Islam in Indonesia (Bandung: al-Maarif, 1993) p. 48-57.
[11] A. Hasjmy, Dustur Propagation (New York: Crescent Star, 1974) p. 430.
[12] Al-Idrus, spread of Islam. H. 42-43.
[13] Ibid. h. 42-43. then compare with the opinion of the MC. Riflefs in his book A History of Modern Indonesia (London: McMillan Education) h. 3, which confirms that the introduction of Islam to Indonesia is when Marcopolo stop in Sumatra in 1292 AD Marcopolo, when it meliaht that has no inscribed stone of the first Islamic kingdom in the ocean is called the kingdom of Islam in Pasai.
[14] Taufik Abdullah, History of Islam Indonesia (Jakarta: MUI, 1991).
[15] Mustafa Abdullah, History of Islamic Education in Indonesia (Bandung: CV. Pustaka Setia, 1999), p. 54.
[16] Zuhairini, et.al, History of Islamic Education (Jakarta: PT. Earth Literacy, 2000), p. 135
[17] Ibid.
[18] M.Ibrahim, et.al, Regional History Special Province of Aceh (New York: CV. Tumaritis, 1991), p. 61.
[19] Hasbullah, History of Islamic Education in Indonesia (Jakarta: PT. Raja Grafindo Persada, 2001), p. 29.
[20] Abdullah, Education History of Islam, p. 54)
[21] M. Ibrahim, et al, Regional History Special Province of Aceh, p. 75.
[22] M. Ibrahim, Regional History Special Province of Aceh, h.76.
[23] Hasbullah, History of Islamic Education in Indonesia, p. 32.
[24] M.Ibrahim, et.al., Regional History Special Province of Aceh, p 88.
[25] Ibrahim, et.al., Regional History Special Province of Aceh, p 89.
[26] A. Kadir Ahmadi, History of Education Jama'iyah Mahmudiyah (Tanjung Pura-Langkat Special Issue Committee of Jama'iyah Mahmudiah Thalabil Khairiyah Li, 1985), p. 14-15
[27] Adam Malik, Serving Repoblik, (Adam from Andalas) (Jakarta: Gunung Agung, 1982), p. 2.
[28] A. Kadir Ahmadi, History of., P. 16-17
[29] T.M. Husni Lah., Biography-History of the National Poet of Tengku Amir Hamza (Field: Husni, 1971), p. 5.
[30] Haidar son Daulay, History of Growth and Renewal of Islamic Education in Indonesia (Jakarta: Kencana Pranada Media, 2007), p. 21.
[31] Ibid.
[32] Ibid.
[33] Ibid.

History of Education in Indonesia

2014-09-13T01:32:00.000-07:00

Education in Indonesia before independence

Education in Indonesia in the days before independence can be classified into three periods, namely: Education which is based on religious doctrine, which is based on the interests of colonial education, and education in the context of the struggle for independence

Education is based on religious teachings include:

Hindu-Buddhist education.

Education in the golden age of Hindu-Buddhist take place between the 14th century until the 16th century AD. In the early period of development of Hindu-Buddhism in the archipelago, the system is fully charged religious education held in monasteries or pedepokan. In further developments, the charge of education is not just a religious doctrine, but rather science which include literature, languages, philosophy, science, governance, and law. Hindu kingdoms in Java land gave birth to many great masters and poets who gave birth to works of art of high quality. In the past, the education from elementary to high levels controlled by religious leaders. Hindu-Buddhist Education patterned fade with the fall of Majapahit kingdom in the early 16th century, and the style of Islamic education in Islamic kingdoms came instead.

Islamic Education

Ajarna based education since the advent of Islam began merchants from Gujarat, India to the archipelago in the 13th century. Their presence initially established through regular contact with traders from Sumatra and Java. Islamic teachings first developed in the coastal region, while in the interior of the Hindu religion is still strong. Islamic religious education found in the pre-colonial in the form of education in surau or violated, education in boarding schools, and education in the madrasa.

Catholic Education and Christian-Protestant

Catholic Education began developing the 16th century by the Portuguese who controlled Malacca. In their search for spices to be sold in Europe, they are down the islands of Ternate, Tidore, Ambon, and Bacan. In the voyage, they'd always accompanied by Roman Catholic missionaries who dual role as a spiritual advisor in the course of the distant and the missionaries on the ground that he came. Then the Dutch spread Christianity-Protestant and develop their own educational system patterned Christian-Protestant.

Education at the time of the VOC

As the Portuguese before, the arrival of the Dutch to Indonesia at -16 century, initially for the purpose of trading with the search for spices by establishing VOC. The trade mission kemusian diikkuti by proselytizing mission mainly done by establishing schools equipped dormitory for the students. There was taught Christianity-Protestant Dutch language with the language of instruction, and some use Malay. In the early 16th century, the VOC established a school on the islands of Ambon, Banda, Papyrus, and Sangihe-Talaud. In the next period, also founded schools by type and destination are more diverse. The establishment of these schools, especially geared to the interests of supporting the mission of the VOC in the archipelago

Education at the time of the Dutch kolonila

VOC fading at the end of the 18th century marked the arrival of the Dutch colonial era. The education system is converted to draw the line between European schools and school Bumiputera. Schools Europe destined for Dutch children and the children of Europeans in Indonesia, while the bumiputera schools levels and lower prestige reserved for native children were selected. Starting at the end of the 19th century and until the early decades of the 20th century, educational institutions in Indonesia is very diverse, including elementary school, middle school, school king, Petukangan schools, vocational schools, special schools for Europeans and indigenous women, school physician, law colleges, and technical colleges. To compensate for the Dutch education, in this period stands also educational institutions and national religious patterned by Muhammadiyah, parks student, INS kayutaman, Maarif and other Islamic institutions.

Education during the Japanese occupation

Although brief, took place in 1942-1945, during the Japanese occupation providing meaningful patterns in education in Indonesia. Not long after coming to power, the Japanese immediately remove the legacy of Dutch education system is based on the classification according to the nation and social status. Lowest school level is the People's School (SR), which is open to all golongnan society regardless of social status and its origins. It follows Junior High School (SMP) for three years, then the Higher Secondary School (SMT) for three years. Vocational schools also developed, namely Carpentry School, Technical High School, Sailing School, Sailing and High School. School of Law and MOSVIA founded by the Dutch abolished. At the higher education level, occupation government established School of Medicine (Ika Dai Gakko) in Jakarta and Bandung Technical High School.

Another significant change for Indonesia in the future is to be the language of instruction Indonesian first in schools and government offices, and the second language of instruction is Japanese. Since then, the rapidly growing Indonesian as the language of instruction and the language of scientific communication. The purpose of education at the time of the Japanese aimed to support the Japanese occupation by providing unskilled workers free of charge, known as romusha.

Education in Indonesia after independence (1945-1969)

Education and teaching up to the year 1945 which was organized by the Office of Teaching known as Japan Bunkyo Kyoku and is part of the office administering the civil service affairs called Naimubu. Segere after the proclamation of independence, the newly formed Indonesian government appointed Dewantara Ki Hajar, as Minister of Education and from 19 August to 14 November 1945, later replaced by Mr. TGSG Honor from November 14 1945 to March 12, 1946 Not long after Mr. Dr. Honor TGSG replaced by Mohamad Syafei of March 12, 1946 until October 2, 1946 Because tenure is generally very short, basically not much that can be done by the ministers, especially Indonesia is still busy with various problems facing the nation after the proclamation of independence.

Objectives and Curriculum Education

In the period 1945-1969, the Indonesian national education goals through five times change, following the change in the atmosphere of our national life. As stated in the Decree of the Ministry of Education and Culture (PP & TK), Mr. Kelvin, dated March 1, 1046, the national education goals in the early days of independence penananman very instill patriotism. This is understandable, because at that time the Indonesian nation just off of colonization that lasted hundreds of years, and there are signs that the Dutch want to re-colonize Indonesia. Therefore, the cultivation of patriotism through education is considered an answer to defend the new state was proclaimed.

In line with the changing atmosphere of national life, the Indonesian national education goals was undergoing expansion; no longer solely emphasize patriotism. In Law No. Basics 4/1950 on Education and Teaching in Schools, Chapter II, Article 3 stated, "The purpose of education and teaching is a form of human decency cover and citizens of a democratic and responsible about the welfare of the community and homeland".

Schooling system

School system prevailing in Indonesia in the early independence basically continue what has been developed in the days of the Japanese occupation. The system includes three levels defined low education, secondary education, and higher education.

The school system is constantly maintained and oersekolahan system prevailing at the time of independence, even up to the 1980s. By the end of 1960, even if changes occur, it is more on its institutional forms. Another important development is recorded in the 1945-1969 era is berrdirinya 42 State Universities in the form of a university, college and high school are generally located in the capital of the province, so that this period may be regarded as "an era of growth PTN"

This Adult Education in Indonesia

Education has the task of preparing human resources for development. Development tramp always strived in tune with the demands of the times. The times always bring new challenges, some of which often can not be predicted in advance. In order to create a national education system oriented to the achievement of national education goals, as well as mmapu meet the challenges of the present and the future, the national adult education is to be arranged and developed by giving priority to the aspects that are considered strategic for the nation. The priority is the implementation of compulsory education of nine years.

On May 2, 1994 waib 9-year basic education for secondary schools announced. Ten years earlier, precisely on May 2, 1984, Indonesia also started 6 years of compulsory education at the primary level. RI Law No. 2 of 1989 Article 6 states on the right of citizens to participate in graduate education at least basic education. Kemudin PP No. 28 Year 1990 on Basic Education, Article 2 states that basic education is 9 years education, consisting of 6-year education program in elementary school and 3-year educational program in junior high. Compulsory nine-year basic education has two main objectives are related to each other, namely: improving equitable access to education for all age groups of 7-15 years and to improve the quality of Indonesian resources to reach junior high.

With compulsory education, the minimum educational Indonesian people who originally 6 years increased to 9 years. Increasing the length of compulsory education from 6 years to 9 years allow students to learn in school longer. This provides more opportunities for learners to gain the knowledge, abilities, and skills needed to pursue further study and live in the community.

Since its inception in 1994, the program compulsory nine-year basic education made much progress. Quantitative indicators were noted indicating that the participation rate increases with increasing number of classrooms, teachers, and other learning facilities.

Education Problems

The educational system becomes an integral part of social and cultural life and society as suprasystem. Development of education system does not have any meaning if it is not in sync with the national development. Close relationship between the field of education as a socio-cultural system as the suprasystem where the education system is a part, creating conditions such that the internal problems of the educational system becomes very complex. That is, an internal problem in the education system is always something to do with issues outside of the education system itself. For example, the issue of quality learning outcomes a school can not be separated from the socio-cultural and economic conditions of the surrounding community, and still many other factors outside the school system with regard to the quality of the learning outcomes. Based on this fact, the response to the problem of education is also very complex, involving many components, and involves many parties.

Basically there are two main problems faced by the education sector in our country today, namely: how all citizens can enjoy the opportunity of education and how education can provide students with the skills to jump into the arena of public life.

Problems of Education Equity

In carrying out its function as a vehicle for advancing the nation and national culture, national education is expected to provide the widest possible opportunities for all citizens of Indonesia to acquire education. Educational equity problem is the issue of how the education system can provide the widest possible opportunity to all citizens to education, so that education becomes a vehicle for the development of human resources to support the development.

Issue equity in education was considered important because if the school-age children the opportunity to learn in elementary school, then they have the basic supplies such as math, reading, and writing so that they can keep abreast of progress through a variety of media and learning resources are available. As such they are not retarded and become an obstacle to the pace of development.

Therefore, by looking at the goals contained in the educational equity efforts that prepare people to be able to participate in development.

Solving Problems of Education Equity

Solving many problems that have been and are being made by the government to improve educational equity in the context of the intellectual life of the nation, the steps taken by means of conventional and innovative ways. The conventional way such as: build schools such as SD or room Instruction and learning and using school buildings for the double shift system (alternating morning and afternoon) in connection with it which needs to be encouraged, especially for basic education is to raise the willingness to learn for people / families who are less able to want to send their children.

Innovative ways, among others:

Civil Service system (the education community, parents, and teachers) or Inpacts System (Instructional Management by Parent, Community and, Teacher). The system was pioneered in Solo and disseminated to several provinces
Small elementary school in a remote area
Visit the Master System
Junior Open (ISOSA- In School Out off School Approach)
Packet A and B
Distance Learning

Education Quality Issues

The quality of education in question if the results have not reached a level of education as expected. Determination of the quality of the results of the first study conducted by the agency as a producer of prospective output power producers, the certification system. Furthermore, if the output plunge into employment agency assessment carried out by the user as a consumer force to test the system performance (performance test). So the quality of education in the end seen on the output quality. In other words, if the output was manifest themselves as human beings that development can establish itself and build environment. Although it was realized that in essence the product with such characteristics are not solely the result of the education system itself. But if the products such systems have contributed pendidika considered sufficient, which remains a problem is that measuring the quality of the product is not easy. Due to the difficulty of measurement in the product so if a talking about the quality of education, generally only associate with known learning outcomes as a result EBTA, Ebtanas, or results Sipenmaru, UMPTN, because it is easily measured. Results EBTA and others that it is seen as an overview of educational outcomes.

Though the quality of learning outcomes is only possible through the learning process quality. If the learning process is not very difficult to expect the optimal quality results. If the case study is not optimal yield good scores test results it is almost certain that the learning outcomes are apparent. General condition of the quality of education across the country showed that in rural areas especially in remote areas is lower than in urban areas. Benchmark equity venture intends that the quality of education, especially the education system with any kind of school system and the education level in the entire country (urban and rural) to increase the quality of education in accordance with the circumstances of each.

Troubleshooting Quality of Education

Although for each type and level of education each having specificity, but basically the problem solving quality of education targeted at improving the quality of education and the mobility component of these components. That effort in turn is expected to improve the quality of the education process and the learning experience of students, which can ultimately improve educational outcomes. Efforts to solve the problem of education quality in outline covers things that are physical and software, personnel, and management.

Efficiency Issues Education

Educational efficiency issues questioned how an educational system to leverage existing resources to achieve educational goals. If its use is said to be efficient and targeted high efficiency. If the opposite occurs, efficiency means low. These problems include the recruitment, placement, and development effort.

The problem lies in the gap between the removal of the stock power available at a very limited quota removal. Staffing problems, khsusnya subject teachers, often experiencing lameness, not tailored to the needs on the ground. The symptoms are brought inefficiencies in the functioning of teachers, although the power supply has been planned macro-sufficient, but are having problems because of the limited number of placements that can be removed and the difficulty of capturing energy that would be placed in remote areas, because there are no attractive incentives. Education staff development issues in the field is usually too late, especially when facing presence at the new curriculum. Each update requires alignment of curriculum implementers in the field.

Problem Relevasi Education

Relevance of education issues include the extent to which the education system can produce outputs in accordance with the needs of development, namely the problems as described in the formulation of national education goals. Educational outcomes are expected to fill all the diverse sectors of development. Both in terms of quantity and in terms of quality. If the education system produces output that can fill in all sectors of development, both actual and potential to meet the criteria required by the job, then the relevance of higher education are considered. Generally outputs produced by the education system cumulative amount greater than that required in the field.

Actual Problems of Education in Indonesia

There is nothing about the actual problem and there is the concept of implementation. It should be understood that not all of the actual problem is a new problem. In fact there are already long. It has long been an actual problem that we have agreed to resolve it, but from year to year, the results remain the same.

Achievement of the target problem Wholeness

In the implementation of affective education has not been handled properly. Tendency leads to the preferential development of cognitive aspects.

Issues Curriculum

Problems include issues of curriculum concepts and implementation issues. Especially if we see there is a problem in the field of education personnel development that is usually too late, especially when facing presence at the new curriculum. Each update requires the adjustment of curriculum implementers in the field. Though the debriefing process to be ready to implement the new curriculum takes time. The result is a gap between the time proclaimed into force of the current curriculum being implemented. In the transition period is relatively long educational process lasts less efficient and effective.

The role of teacher issues

New concepts born as a reflection of a new humanism which gives direction on education. In line with the rapid development of science and technology to contribute new ways are more stable towards solving the problem of education. In realization guided by a curriculum that is always improving. In line with that, the teacher as a component of the education system must also be changed.

Formerly a teacher is the only source of learning, he became the center asked. The task of science teachers give to students. Doing so is considered adequate for science teachers have not developed, the coverage is still limited. Today thanks to the development of science and technology are so rapid even revolutionized, for a teacher is no longer possible to make him shed the science and therefore also not the only source of learning for students. His job is not giving knowledge but especially shows the way how to obtain knowledge, and encouragement to develop knowledgeable. Briefly said that the task of the teacher is "student to study"

Year Basic Education Issues

In the implementation of the 9-year basic education, especially in the early stages it is definitely a lot hambatanya. Another obstacle is derived from public remarks, mainly from parents / people who are less capable. They may tend to not send their children having to pay for their children longer. Though can expect a lot from their children to get a job immediately after graduation from school.

Source Readings:

Abdulhak, Isaac., Supriya, D., Wahyudin, Dinn. 2006 Introduction to Education. Open University, Jakarta.

Prof. Dr. Umar Tirtarahardja and Drs. S. L. La Sulo. 2005 Introduction to Education. Rineka PT Cipta, Jakarta.

History of Islamic Education in Indonesia

2014-09-12T01:24:00.000-07:00

A. The period of entry of Islam into Indonesia

Islamic education in Indonesia has been going on since the advent of Islam in Indonesia. Religion of Islam came to Indonesia brought by traders from Gujarat, broadcast peacefully without coercion, violence or war. In broadcasting Islam in the early years carried out by community leaders, known as the wali.Parawali is what contributed to develop the Islamic religion, especially on the island of Java, which is known as the guardian nine "wali songo".

Islamic educational activities is an experience and knowledge that are important to the continuing development of Islam and Muslims, both in quantity and quality. Islamic education was even a barometer, how Islam and Muslims have played a role in various aspects of social, political, cultural.

In the early stages of education begins Islamic preachers contacts (educators) with learners. After the Muslim community is formed in an area that they would build a place of worship in this case is called a mosque. The mosque is an Islamic institution which first appeared in addition to the residence of scholars and preachers. After that came the other educational institutions such as boarding schools, boarding, or surau. The names are different but essentially the same despite the demands of science as a religion. The difference in the names is influenced by differences in place.

The essence of education at the beginning of the religious sciences is concentrated with reading classic books. Classic books into high and low for the size of a person's religious sciences. [1]

History of Islamic Education started since Islam entered Indonesia, which by some historians say that the beginning of the entry in Sumatera island in the northern part of Aceh. That is, the history of Islamic education is as old as the introduction of Islam to Indonesia. This is because the new religions is certainly want to learn and know more about the teachings of Islam. Want good at praying, praying and reading the Koran that led to the emergence of the learning process, albeit in a very simple sense.

From this nascent Islamic education, where at first they learned in homes, broken / surau, mosque and then evolved into a boarding school. After that arise regularly madrasa system as we know it today.

Despite Islamic education began in the first of Islam itself to anchor themselves in the archipelago, but it certainly can not be known how education in the early days of Islam in Indonesia, such as the use of books, and system managers. Which can be determined only at the time of Islamic education has been there, but in a very simple form.

B. Period of Development Through Process Adaptation

In the early stages of Islamic education, education takes place informally. Here the preacher of a role, by giving the example of the attitude of their daily lives. The preacher was showing good moral, so that people who became interested in Islamic religion and imitate their behavior.

In the history of Islam, since the time of Prophet Muhammad, synagogues functioned as a place of education. Thus, the mosque serves as a place of education is a must in the Muslim community.

The existence of the mosque can also be assured that they are using it to carry out the process of Islamic education, and since then also began the ongoing non-formal education.

In addition, the spread of Islam was also done through trading relationships outside the Archipelago this case, because the preachers are spreading propaganda or messenger of Islamic government that came from outside Indonesia, then to support themselves and their families, the preachers of this work by way of trade, the Even this preachers spread Islam to the merchants of the natives, until the merchants are embracing Islam and also transmit to the rest of the population, as most traders and experts kerajaanlah the first to adopt the new religion [2]. And thus the community or its people embraced Islam as occurs in some kerjaaan, namely the kingdom of Samudra Pasai, Perlak, Aceh Darussalam, and the Moluccas, and some other kingdoms.

C. Period of Islamic Kingdom

1 Age kingdom of Samudra Pasai
The first Islamic kingdom in Indonesia is the kingdom of Samudra Pasai, which was founded in the 10th century AD by the first king of Ibrahim bin Malik Mahdum. The second named Al-Malik Al-Salih and the last named Sabar Al-Malik Shah (1444 AD / 15th century H).

In 1345, Ibn Battuta of Morocco had stopped in the kingdom of Pasai in the reign of Malik Az-Zahir, the famous king of the devout religious knowledge and bermazhab Shafi, held lectures until Asr prayer time and is fluent in Arabic and practicing simple lifestyle . [3]

Ibn Battuta description it can be concluded that the prevailing education at the time of the kingdom of Pasai as follows:

Educational materials and teaching religion is a field of Shari'ah Fiqh Shafi
Informal education system in the form of study groups and halaqoh majlis
Prominent religious leaders and concurrent administration
The cost of education comes from the state. [4]

At the time of Samudra Pasai empire reached its height in the 14th century AD, then education is also of course a special place. Tome Pires quoted, which states that "there are many Pasai Ocean City, where among the city residents are educated people".

According to Ibn Battuta, Pasai in the 14th century AD, has been a center of Islamic studies in Southeast Asia, and many gathered scholars from Islamic countries. Ibn Batuta states that Malikul Sultan Zahir is a person who love to the scholars and science. When Friday arrived, the Sultan used to pray in the mosque cleric clothing, after prayers held discussions with the pious religious knowledge, among others: Amir Abdullah of Delhi and Tajudin from Ispahan. Forms of education by discussion called Majlis Ta'lim or halaqoh. Halaqoh system that the students take up positions encircling the teacher. Teacher sitting in the middle of the circle of students with full-face position students facing the teacher. [5]

2. kingdom Perlak
The second Islamic kingdom in Indonesia is Perlak in Aceh. Established on 1 Muharram 225 H or 12 November 839 AD [6]. The first king Sultan Alaudin (years 1161-1186 AH / 12th century CE). Between Pasai and Perlak established good cooperation so that the king married a princess of Pasai Perlak. Perlak is an area that is strategically located in the Strait of Malacca beach, and free from the influence of Hinduism.

Perlak Islamic kingdom also has a center of Islamic education dayah Cot Kala. Dayah equated with universities, the material that is taught Arabic, monotheism, mysticism, morality, earth science, the science of Arabic language and literature, history and statecraft, mantiq, Falaq science and philosophy. The terrain is approximately near East Aceh now. Its founder is Prince Tengku Chik M.Amin scholars, by the end of the 3rd century AH, 10th century AD This is the first education center.

Sixth king named Sultan Muhammad Amin Mahdum Alaudin who ruled between the years 1243-1267 AD, known as a Sultan who again pious wise. He is a scholar who founded the Islamic Universities attended a special high Taklim Majlis by the students who have been pious. The agency also taught and read religious books are weighted higher knowledge, for example, the book written by Imam Al-Umm Syafi'i. with Perlak thus the kingdom's Islamic education process has been going pretty well.

3 Kingdom of Aceh Darussalam
Proclamation of the kingdom of Aceh Darussalam is remelting Islamic kingdom of Aceh in parts of the West and the Islamic kingdom of Samudra Pasai in the eastern hemisphere. Syamsu son of Sultan Abidin Shah was appointed by the Sultan Alaudin King Mughayat Ali Shah (1507-1522 AD).

Smallest territorial form of government of the Kingdom of Aceh arrangement is Gampong (village), which is headed by a Keucik and Waki (representative). Gampong adjacent and whose inhabitants worship together on Friday at a mosque is a power region called mukim, which holds a leadership role Imeum mukim called mukim. Levels of education in the Kingdom of Aceh Darussalam lowest education begins meunasah (Madrasah). Which means a place of learning or school, there is in every village and have multiple functions, among others:

As a place to learn Al-Quran
As an elementary school, with the material being taught to read and write the Arabic alphabet, Science of religion, the Malay language, character and history of Islam.

Another function is as follows:

As a place of worship prayer 5 times for the village.
As the tarawih prayer and the reading of the Qur'an in the month of fasting.
Maulud festivity place in Maulud.
Place hand over tithes on Idhul Fitr or the day before the fasting month
Place hold peace when there is a dispute between members of the village.
Place consulted in all matters

Meunasah layout should be different from the location of the house, so that people can quickly find out which house or meunasah and know the prayer Qibla direction.

Then the system of education in Islamic boarding schools (Pesantren) as in meunasah but the material being taught is Nahwu book, which interpreted the book in Arabic, though the meaning itself is Nahwu grammar (Arabic).

Dayah usually near the mosque, although there are also near Tengku who have dayah itself, particularly the foster mother who had high levels of learning. Therefore, people who want to learn can not learn nahwu the sideline, for that they have to choose dayah a little bit away from the village and live in the Islamic boarding school called Meudagang. In dayah has provided small huts contains two of each home.

In the book by Hasbullah, History of Islamic Education in Indonesia, the term madrasa Rangkang is Tsanawiyah level, the material being taught the Arabic language, geography, history, arithmetic, and morals. Rangkang also held every mukim.

Field of education in the kingdom of Aceh Darussalam is really a concern. At the moment there are state agencies in charge of education and science, namely:

Hukama Seutia Hall, a science institution, a gathering place for scholars, thinkers and scholars to discuss and develop science.
Hall Seutia Ulama, an educational agency in charge of taking care of the problems of education and teaching.
Hall Jama'ah Association of Scholars, a study of a group of clerics and scholars gather to exchange minds discuss issues of education and science education.

Aceh at the time it is a source of knowledge with graduate-undergraduate famous at home and abroad. So many outsiders came to Aceh to study, even the capital city of Aceh Darussalam International and developed into a center of science.

Kingdom of Aceh have established a friendly relationship with the leading Islamic empire in the Middle East is the Turkish empire. At that time many scholars and poets from various Islamic countries who came to Aceh. The scholars and poets teach the science of Islam (Islamic Theology) and a variety of science and writing various books containing religious teachings. Therefore the teaching of Islam in Aceh and Aceh became important be strong Islamic kingdom in the archipelago. Among the scholars and poets who ever came to the kingdom of Aceh, among others, Muhammad Azhari who teach the science of Metaphysics, Sheikh Abdul Khair Shaykh Ibn Hajar pogmatic experts in the field and mystic, Mohammed Yamani skilled in the art proposal fiqh and Sheikh Muhammad Ibn Hasan Gilani who teach logic .

Islamic religious education leaders who are in the kingdom of Aceh was Hamzah Fansuri. He was a poet and a famous religious teacher of Sufism wujudiyah wing. Among the works of Hamzah al-Asrar Fansuri is Aufin, Syarab Al-Asyikin, and Zuiat Al-Nuwahidin. As a poet he produced works, owl bird poem, poetry boat.

Other woods are important clerics Shamsuddin As-Samathrani or better known by Shamsuddin Pasai. He was a pupil of Hamzah Fansuri that develop understanding wujudiyah in Aceh. Books written, Mir'atul al Qulub, Miratul believer and others.

Other scholars and poets who ever came to the kingdom of Aceh was Sheikh Nuruddin Ar-Raniri. He opposed wujudiyah understood and wrote many books about Islam in classical Arabic and Malay. Book of the largest and highest quality in classical Malay literature and contains the history of the kingdom of Aceh was the book Bustanul Salatin.

In the heyday of the kingdom of Aceh, the Sultan Iskandar Muda period (1607-1636) established by Sultannya many mosques as places of worship of Muslims, one of the famous mosque Baitul Rahman Mosque, which also serve as the university and has 17 daars (faculty).

By looking at many of the scholars and poets who came to Aceh, as well as the university, it is certain that the kingdom of Aceh became the center of Islamic study. Because of the religion of Islam is one of the factors that greatly affect the lives of the people of Aceh in the next period. According B.J. Boland, that an Aceh is a Muslim.

1. Islamic kingdom in Maluku.
Islam arrived in the Moluccas taken by preachers of Java since the time of Sunan Giri and from Malacca. The first king who converted to Islam Maluku is Ternate Sultan named Marhum in 1465-1486 AD, under the influence of Maulana Husain, merchants from Java. King Maluku famous in the field of education and propaganda is Sultan Zainul Abidin Islamic, Islamic Da'wah in 1486-1500 AD in Maluku face two challenges, namely that comes from people who are still animist and of the Portuguese population Christianize the Moluccas. Sultan Sairun is the figure most hard against the Portuguese and in Maluku Christianization effort is Francis M. Zaverius in 1546 he succeeded mengkhatolikkan part of the Maluku population.

When the Dutch were Protestant coming in Indonesia, began to attempt memprotestankan population of Indonesia in the early 17th century (1600 AD)

Two groups were able to unite Christians in Indonesia, only to confront Islam. While in Europe, at that time, there was a great battle long enough between Dutch against the Portuguese. The Dutch government managed memprotestankan Indonesian people as a mass in the area of Batak, Manado and Ambon. While Catholic successful in East Nusa Tenggara region under the influence of Portuguese in East Timor. [7]

2 Islamic kingdom in Borneo
Islam started to go in Kalimantan in the 15th century AD by peaceful means, carried by preachers from Java. Sunan Bonang and Sunan Giri respectively have santri from Kalimantan, Sulawesi and Maluku. The development of the Islamic empire began to steadily after the founding of Islam in the airport is still under the leadership of Sultan Suriansyah in 1540 AD titled Prince of Ocean and assisted by Patih Still.

In 1710 diKalimantanterdapat a great scholar named Shaykh al-Banjari Arsyad Kalampayan village famous as an educator and a great preacher. His influence includes seluruhKalimantan (South, East and West)

He wrote religious books, including the famous:

Sabilul Muhtadin (studied in almost all of Indonesia to the west palin, Aceh)
Sharh Fath Jawad
Tuhfatur Raghibin (known in North Sumatra and Aceh)
Ushuluddin
Sufism
Al-Nikah
Al-Faraid.

In the small time he was brought up and raised by Sultan Tahmilillah and sent to learn to Mecca and Madianh for 30 years. He died at the time of Sultan Sulaiman.

System recitation of religious books in the same boarding system Borneo recitation book in boarding school in Java, especially the ways to translate it into local languages. One of the Muslim leaders who go in West Kalimantan is Abdurrahaman Sharif Al-Kadri of Hadramaut in 1735 AD and is married with a son who eventually inherit the kingdom of Dayak in West Kalimantan, Pontianak.

One of the other Islamic fighters from South Kalimantan is the Prince Antasari born in 1790 M! 862 M, grandson of Prince Amir, the son of Sultan Tahmidillah. [8]

3 Kingdom of Islam in Sulawesi
Kingdom of early Islam is based on the twin kingdoms of Gowa Tallo 1605 M. King named I. Malingkaang Manyonri Daeng which later changed its name to Sultan Abdullah Awwalul Islam.

The influence of the king of Gowa and Tallo in Islam greatly to other small kings. Among the kings of the existing agreement, which reads as follows: "Anyone who finds a better way, so he promised to tell the kings that became allies". The road here means a way of life or religion.

Among the great scholars of Sulawesi-born Sheikh Maulana Yusuf himself was studying in Mecca in 1644 AD he returned home keIndonesiadan settled in Banten. Many of its students come from Makasar, then for rebelling, dumped by the Dutch into SriLanka and died in South Africa. His body was repatriated to Napier and buried there. He authored the book Mysticism in Arabic, Bugis, Malays and Javanese.

Of South Sulawesi, Islam expands into Central and North Sulawesi. Islam entered the era of Sultan Hasanuddin daerahManadopada, to Mongondow Bolaang area in North Sulawesi in Year 1560 AD, 1612 AD Gorontalo to the old books in Gorontalo written with the Arabic alphabet.

Islam has a strong in South Sulawesi it propagates entered Nusa Tenggara Islands, namely to Bima (Sumbawa) and Lombok, Islam was brought by Bugis traders. Sumbawa ruled Gowa kingdom in 1616 AD [9]

[1] Prof.Dr.H.HaidarPutra Daulay, MA, Islamic Education In The National Education System in Indonesia (Jakarta: Kencana., 2004) hal145-146)
[2] http://id.wikipedia.org/wiki/sejarah_Indonesia
[3] Zuhairini, History of Islamic Education, (London: Earth Literacy, 2000), hal.135
[4] Ibid, hal.136
[5] http://forum.dudung.net/index.php?topic=5369.0
[6] http://id.wikipedia.org/wiki/sejarah_Indonesia
[7] Zuhairini, hal.142
[8] Ibid, p.145
[9] Ibid, hal.146

A brief history of education in Indonesia

2014-09-04T22:00:00.000-07:00

Basically education in Indonesia has existed since time immemorial before the entry of Hindu civilization, Buddhism, Islam, and the State both the Dutch and the Japanese invaders. It is characterized by the education given by parents to their children, which is reflected in the actions / behavior of the Indonesian people are very friendly and polite to anyone. Although there is no formal structure but a process of education that is directly given by parents to their children emerge from the framework enormous mindset influenced by the environment and the problems being faced. Hence arises an ethic that became the nation's heritage.

The development of Hinduism in Indonesia is very rapidly becoming one of the patterns that affect the existence of Indonesia in the Global. It is characterized by the presence of historical relics which have strong historical value. Relic it has also become one of the proof that the education has implemented a system that began predictably neat. Judging from the inscription, Yupa, as well as books that read Pallawa letter indicates that the children at that time were required to learn the letters Pallawa. Although it is entitled to an education is among the Brahmin and Vaishya alone, whereas the Shudra is not allowed to be a disciple. Other evidence, during the reign of grants, there have been books on philosophy, literature, and law which proves the existence of the great teachers who are generally of the brahmins.

The development of Buddhism also became one of the patterns that greatly enrich the cultural diversity in Indonesia. One of the most famous legacy is the temple of Borobudur (Magelang, Central Java). Development of Education in this era began to appear during the Srivijaya kingdom. Two famous teacher at that time was Darmapala and Nalanda. In Year 685M, I Tsing, a Buddhist from China to translate 100 books into Chinese Buddhism. Since this is the development of Buddhism in Indonesia is very rapid.
The development of Islam in Indonesia is very fast, because his teachings are very striking against our nature as human beings. This is evidenced by the Islamic kingdoms that developed without interruption from Ocean Pasai, Aceh, Demak, Goa-Tallo, Ternate, Tidore, and many others. Education at this time originally appeared as a sideline while trading. However, as the development of science and technology then began many boarding school founded in order to accommodate students-students who want to learn Islam more deeply.

At the Government / Dutch colonization of education is divided into four sections, namely: low education, secondary education, vocational education, and higher education. The purpose of education at this time is to meet the needs of Netherlands is the availability of cheap labor for colonial hegemony and to disseminate the culture of weight.

At the Government / Japanese Occupation, the Indonesian education system changed much. Some schools are integrated because of the abolition of the education system based on nation or social strata. The language of instruction in schools using Indonesian. The purpose of education here is produced free of harsh labor and for the purposes of the Japanese soldiers.

At the time of independence to the present Education in Indonesia has experienced several changes such as:

In the years 1945-1950, Education in Indonesia is divided into four levels, namely:

Low education (SR) for 6 years.
General Secondary Education consisting of Junior High School (SMP) and High School (SMA), respectively for 3 years.
Vocational Education:
The first level consists of vocational: First Economic School (SMEP), School of Engineering (ST), School of Engineering First (STP), First Skill School (SKP), School Teacher B (SGB), Emergency School for Learning Obligation (KPKPKB).
Vocational secondary level consists of: Secondary Technical School (STM), Upper Secondary School of Economics (SMEA), School of Community Education (SPM), Justice of Upper Secondary School (SMKA), School Teacher A (SGA), School Teachers Kindergarten (SGTK), School Teacher Skill Princess (SGKP), School of Physical Education Teachers (SGPJ).
College consists of the university, conservatory / Karawitan, Course B-1, and ASRI.

In 1950-1975, Education in Indonesia is divided into 5 levels, namely:

Pre-school education is kindergarten.
Basic Education (SD) for 6 years.
General Secondary Education consisting of Junior High School (SMP) and High School (SMA), respectively for 3 years.
Vocational Education:
The first level consists of vocational: First Economic School (SMEP), School of Engineering (ST), School of Engineering First (STP), First Skill School (SKP), School Teacher B (SGB), Emergency School for Learning Obligation (KPKPKB).
Vocational secondary level consists of: Secondary Technical School (STM), Upper Secondary School of Economics (SMEA), School of Community Education (SPM), Justice of Upper Secondary School (SMKA), School Teacher A (SGA), School Teachers Kindergarten (SGTK), School Teacher Skill Princess (SGKP), School of Physical Education Teachers (SGPJ).
Higher Education consists of University, Institute, High School, and the Academy.

In 1978-present, education in Indonesia is divided into 5 levels, namely:

Pre-school education is Early Childhood Education (ECD) and Kindergarten (TK).
Basic Education.
High School, Junior High School (JSS), and high school (high school / high school).
Vocational Secondary Education:
First level: ST, SKKP
Upper Level: SMK
Higher Education consists of University, Institute, Colleges, Academy, Diploma and Polytechnic.

source:
1.-pendidikan.htm http://www.anneahira.com/sejarah
2.-am.blogspot.com/2013/05/makalah http://di concise-history-of-education-di.html

The History of Establishment of Pesantren in Indonesia

2014-09-03T07:45:00.004-07:00

Indonesian Education - In this occation would like to share The History of establishment of Pesantren in Indonesia. This still all about Islamic Education System in Indonesia that i have posted before it.

General history
Generally, a boarding school begins with a kyai somewhere, then come students who wish to learn religion to him. After increasingly more students are coming, there arose the initiative to set up in addition to boarding house clerics. [Citation needed] In ancient times clerics do not plan how to build the hut, but the thought of just how to teach religious knowledge in order to understand and be understood by students. [citation needed] Kyai when it has not given attention to the places inhabited by the students, who are generally very small and simple. [citation needed] they occupy a building or a small house that they built themselves around the house clerics. [citation needed] the more the number of students, hut also increasingly established. [citation needed] the students further popularize the boarding school, so it became known everywhere, such as in the lodges which arise at the time of Walisongo. [1]

Boarding Schools in Indonesia has a very large role, both for the advancement of Islam itself and for Indonesia as a whole. Based on existing records, the activities of religious education in the archipelago began in 1596 is what kemudain religious activity known as the Boarding School. Even in the record Howard M. Federspiel- one reviewer to Islamization in Indonesia, ahead of the 12th-century studies centers in Aceh (pesantren called by the name of Aceh's Islamic boarding schools) and Palembang (Sumatra), in East Java and in Gowa (Sulawesi) has produced important writings and has attracted students to learn. [2]

Definition of Islamic Boarding (Pesantren)

Etymology

The term is derived from the word pe boarding-students-an, where the word "students" means students in the Java language. [Citation needed] The term is derived from the Arabic cottage funduuq (فندوق) which means inn. [Citation needed] Special in Aceh, boarding school called also the name of the Islamic boarding school. Usually led by Kyai boarding. [Citation needed] To regulate boarding school life, clerics appoint a senior students to organize class younger siblings, they are usually called cottage groove. [Citation needed] The purpose of the students are separated from their parents and families are so that they learn to live independently and simultaneously can improve relations with the clerics and also God. [citation needed]
Another opinion, comes from the word boarding students where students can be interpreted. [Citation needed] The word is derived from the word apprentice students (Sanskrit, or maybe Java) which means that people who always follow the teacher, who then developed by the College Park Students in the dormitory system called Pawiyatan. [citation needed] the term students are also in there in the Tamil language, which means the tutor, was C. C. Berg argues that the term is derived from the term Shastri, which in India means a person who knows the sacred books of Hinduism or an expert scholar of Hindu religious scriptures. [citation needed] Sometimes also regarded as a saint compound word (good man) with tra syllable (prefer), so that the word can mean a boarding school education good man. [3]

The role

Pesantren was originally a center penggemblengan broadcasting values and Islam. [Citation needed] However, in its development, widening the area of the institution that is not only accelerate garapannya vertical mobility (with penjejelan religious materials), but also horizontal mobility (awareness social). [citation needed] boarding school is no longer dwell on the religious-based curriculum (regionally-based curriculum) and tends to soar, but also matters of curriculum Kikian society (society-based curriculum). [citation needed] thus, boarding can no longer be charged solely as a purely religious institution, but also (should) be the social institutions that continue to respond messy issues surrounding community. [4]

Boarding School is the oldest Islamic institution which is a product of the culture of Indonesia. [Citation needed] The existence of Pesantren in Indonesia started since Islam entered the country by adopting the religious education system has actually evolved long before the arrival of Islam. [Citation needed] As an educational institution that has been long entrenched in the country, recognized boarding schools have contributed greatly to the history of the nation. [5]

Many boarding schools in Indonesia only charge his students at low cost, although some modern pesantren weighed by higher costs. [Citation needed] However, when compared with some other similar educational institutions, modern boarding schools are much cheaper. [Citation needed ] mass organizations (CBOs) that has the most Islamic boarding schools are Nahdlatul Ulama (NU). [citation needed] other Islamic organizations that also have a lot of boarding schools was Al-Washliyah and Hidayatullah. [citation needed].

Type of Islamic Boarding (Pesantren)
Along with the times, as well as the public demand for the General Education requirements, now many boarding schools that provide general education in a boarding school menus. then the term boarding and boarding Modern Salaf, Salaf boarding schools are boarding schools that teach pure Islamic School of Modern Religious Education while using a system of public education teaching or curriculum.

Salafi pesantren

Boarding schools only teach Islamic religious knowledge alone is generally called Salafi pesantren. [Citation needed] traditional pattern that is applied in a boarding school is the students Salafi clerics working for them - can be hoeing the fields, taking care of ponds (fish ponds), and so forth - and as in return they taught their religious knowledge by the clerics. [citation needed] Most of the salafi pesantren provide dormitory residence as his students by charging a low cost or even no cost at all. [citation needed] the students, in general, spend up to 20 hours time of day with full of activities, starting from the Fajr prayer in the morning until they fall asleep at night. [citation needed] at the time of the day, the students went to public school to learn formal science, in the afternoon they attended lectures by clerics or deepen their chaplain for religious instruction and the Qur'an. [citation needed]

Modern pesantren

There is also a boarding school that teaches general education, where the percentage of teaching more sciences of Islamic religious education than the general sciences (mathematics, physics, and others). [Citation needed] It is often referred to as a modern boarding school, and generally remain stressed value-the value of simplicity, sincerity, independence, and self-control. [citation needed] at the boarding school teaching materials mix between formal science education and science of Islam, such as the students learn in public schools or madrassas. [citation needed] boarding school for junior high mix sometimes also known by the name of junior secondary school, while the high school level by the name of Madrasah Aliyah. [citation needed] However, the difference lies in the Islamic school system. Pesantren santri enter into dormitories, while the madrasas are not. [Citation needed]

That's all The History of Establishment of Pesantren in Indonesia. thanks for watching this post.

Islamic Education System in Indonesia

2014-07-06T16:50:00.002-07:00

In this time I would like to share some interesting topics about Islamic Education System in Indonesia. It's all still about Education in Indonesia.

Talking about Islamic Education in Indonesia it'll describe you to some different Education Style. You see in the whole place in Indonesia to a name named Pesantren. Pesantren has Established for long time with the long History of Pesantren.

Education is a conscious effort made by humans to develop the potential of another human being or moving its values to others in the community. The process of transfer of value that can be done in various ways, among which are, first, through teaching, the process of moving the value in (science) knowledge from a teacher to a student or students from one generation to the next. Secondly, through training conducted by way of doing a particular job familiarize a person to acquire the skills do the job. Third, through indoctrination organized so that people imitate or follow only what is taught others without allowing the recipient to question the values that are taught, or moved it.

Thirdly there is the educational process and often go together in human society in the world, both in primitive and modern societies. And if studied carefully transferred it turns out that in general are elements of cultural value that contains: (1) morals or ethics, (2) beauty or estitika, (3) knowledge, and (4) technology.

The transfer of the four elements that always happens to human culture in human history. The only difference is the emphasis. At the moment when, in a given society, which emphasized morality and beauty possible, at other times, in other societies as well, which is the preferred posed or science and technology as in our time (Hasan Langgulung, 1979:3-4 ).

In the Islamic educational system, in addition to the four values of human culture, the values are also transferred the value that comes from the Lord, which is revelation or religion, that by 1977 global Islamic Educational Conference in Mecca formulated with the eternal knowledge.

Education held by human beings always rely upon a worldview or philosophy adopted by human society concerned, because every society has its own falasafah and outlook on life. A view of life that gives the direction in which education will go and how to move these values. Worldview is precisely what determines the educational goals of a society.

In a secular society berasakan understand secularism, secularism both pragmatic (benign secularism) as found in America and Europe, as well as secularism athies Marxist (secularism malignant) as in the Soviet Union and its satellite states in the (first) engraved view that human happiness can be achieved by only improve the situation ekomoni or sufficient material needs required by humans alone.

Therefore, the ability of humans to be developed through education aimed at meeting the needs of sheer material. The purpose of education was, therefore immaterial or materialistic.

B. Philosophy and Objectives of Islamic Education
The purpose of secular education as mentioned above is consistent with the philosophy of life which they profess, but not necessarily in accordance with the philosophy that became the foundation of Muslim life philosophy of Islamic education. Philosophy of Islamic Education is a human view of Muslims about the transfer process and the value of the business development of human talent and the willingness to be able to determine the status, duties, and functions in this world in the run of his life to get to the afterlife (later).

Starting from this view, it is an Islamic education is the process of delivering information in the context of the formation of the insane faith and fear so that people realize the position, duties and functions in this world by always maintaining a relationship with God, self, society, and the natural surroundings and responsible to God Almighty, man (including his own) and the environment.

The purpose of Islamic education should be in accordance with the purpose of life and directed to achieve the goal of Muslim life in prayer who always read every time you make a prayer, which is also a vow to God that prayer, worship, life and death solely for the Lord God cried all the worlds. Thus the goal of a Muslim life is the pleasure of Allah vertically and horizontally is a blessing for the universe. The purpose of this Muslim life is also the goal of Islamic education which redefined by four hundred Muslim scholars and thinkers who come from different corners of the world in the global Islamic Educational Conference in Mecca (1977) as mentioned above.

The purpose of Islamic education in tune with the goals of Muslim life, as stated earlier, allowing Muslim men to understand his position as a servant of God, his duty to worship solely to Allah, ie to serve, execute only devotion to God alone, either in a special sense, and wide.

Islamic educational purposes above, is also expected to grow and develop in man the four sense of responsibility, namely: (1) responsibility to God, (2) liability to his own conscience, (3) responsibility to society, and ( 4) the responsibility of maintaining all of which are in the heavens and the earth and what is in them as a gift of God to man, including property held for the benefit of human beings and the natural environment.

C. Characteristic of Islamic Education System
Islamic methodology in conducting education is to take a holistic approach to the human form, so that nothing is left behind and neglected at all, in terms of both physical and spiritual terms, both their lives and their lives mentally and all activity on earth.

Islam considers the totality of man, approached on the basis of what is contained in his self, on the basis of nature that God has given him, there is no iota being ignored and not impose anything other than what is made in accordance with his nature.

When people can see the facilities owned by Muslims in the conduct of education, then he will be amazed to see the extraordinary precision of Islam in dealing with human existence. Thoroughness in working on any elements of the right, as if prepared so that it is perfect and has no equal.

Islam is a religion of nature, therefore no one system can ever mendekato nature do it like Islam or produce something once cultivated and got win in the right place just as that produced Islam.

Islam is not only the consumption of the right members to each facet to human, but also a member of the famil-part dosing right, no more and no less. Thus, after each get parts and measuring exactly right anyway, people worked diligently, productive, and agile for his life.

D. Education System in Indonesia
In the early development of Islam in Indonesia, Islamic education implemented informally. Islam came to Indonesia was brought by Muslim traders. While trade they broadcast the Islamic religion to the people who surround those who buy his wares. That's every chance they provide education and Islamic teachings.

Upbringing and the teachings of Islam they provide with deeds, with examples and emulate the example. They apply manners, warm-hearted, sincere, trust and confidence, loving and generous, honest and fair, keep promises and honor the child's country customs. Thus Be interested local residents wanted to embrace Islam

That the teachers of Islamic religion at that time to implement Islamic broadcasting anytime, anywhere and anyone at every opportunity, at the edge of time while waiting for a boat that will transport goods across, at the banquet, in the meadow, in the market, in a coffee shop and so on. That is where Islam is taught and educate to those with cata easy and thus people will easily accept and do it anyway.

This process continues and the relationship between religion advocates the country more closely with the child so as to allow the formation of a more powerful brotherhood, and the way it can be lowered marriage is the next generation of Muslims.

Education and formal Islamic teaching this was found to be very good at all and even amazing, because with the gradual spread of Islam in the Indonesian archipelago, from Sabang to the Moluccas.

As for the factors why the religion of Islam spread rapidly throughout Indonesia at that time was as follows:

Islamic religion is not narrow and do not weight the rules, even easily followed by any group of human beings, even to convert to Islam enough to say two sentences creed alone.
Little tasks and obligations in Islam.
Islamic Broadcasting was done gradually, bit by bit.
Islamic Broadcasting is done by means of wisdom and the best possible way.
Islamic Broadcasting is done with common words that are easily understood, can be understood by the lower class to the upper class with the words of the Prophet Muhammad that means: you talk to the man according to their reasonable levels.

This informal system of Islamic education, particularly that runs in the family already recognized its value in planting joints religion in the souls of children. Children educated with the teachings of the religion since childhood in his family. They are accustomed to doing acts preceded reading Basmallah. They are trained to read the Quran, to pray with the congregation, fasting in Ramadan and others.

Religious education efforts in the community that became known to the non-formal education, was able to provide excellent conditions in the success of Islamic education and provide a strong motivation for Muslims to hold religious education better and more perfect.

Due to the rapid spread of Islam in Indonesia and because of the ease of people converted to Islam, then a lot of parents who do not have sufficient knowledge of Islam to educate their children. That is exactly what their children told to go to break or surau to recite to a teacher of the Koran or religious teacher. Even in communities that there is a strong religious tradition requires children 7 years old and his mother left home and lived in the mosque or break to recite the religious teacher.

Indeed, in the form of the beginning, Islamic education in the surau or mosque violated or is still very simple. Principal amount they had just broadcast a spirit of religion for those who have had knowledge of religion and the spirit of studying for the children. That religion is important for teachers to give his knowledge to anyone, especially in children.

In education centers like this, in the mosque, break, mosque or even on the porch of the teacher, gathered a number of students, large and small, sitting on the floor, facing the teacher, to learn the Koran. Teaching time is usually given in the evening or at night, because during the afternoon the kids to help their parents work, while the teacher is also working to make a living of his own family. Thus the implementation of religious education in these children did not interfere with daily work, both for parents and children to the religious teachers. That is why, the lessons of religion and religious practice that has the support of parents and teachers instead of the whole village community or village.

Islamic education places like that is the embryonic formation of the education system of Islamic boarding school and formal education in the form of lean madrassas or religious schools.

This boarding school is growing as the embodiment of a strategy to maintain the existence of Muslims against Western colonial influence and effect surau or mosque or break a place to hold religious education is no longer able to accommodate the number of children who want to recite. In addition it is also driven by the desire to further intensify the religious education of children. Then the teacher with the help of the people around the building extending mosque, or mosques to violate the Koran and at the same place as a dormitory for the children. That way the kids do not have to commute back home to their parents. Children lived with the teacher settle in the place. Place the Koran is called Boarding School.

True to its name, the lodge means a place to stay (dormitory), and boarding schools where the students recite means Islam. So Boarding School is where students (called students) and the Islamic Koran once lodged in that place.

His students living in the boarding school assortment as one family under the leadership of the teacher. They learn to live alone, to wash themselves and take care of himself. The material necessities of life such as rice and so they brought from the village itself.

Education at the boarding school system is still the same as the education system in the mosque, or mosques violated, only more intensely and for longer periods.

At the boarding school, students, big and small sitting around (halaqah) surrounds the teacher. They received the same lesson. There is no specific drafted a curriculum based on age, length of study or level of knowledge. It is up to the student to choose an area of knowledge of what they will be learning and at a level where they want to start a lesson.

A newly enrolled student at the boarding school, not directly studied in the gur in the boarding school, except when he's been able to. Usually a new student, studying first at the teacher's assistant, who is a student who has far studies, called auxiliary or substitute teacher. When students have to read and can understand rudimentary book, then he accompanies the group directly Koran on the boarding school teacher.

Efforts to provide education according to plan regular Islam actually began in 1476 with the establishment of Bayangkara Islah in Demak NCO turned out to be the first organization of Islamic education in Indonesia. In the work plan of the Islah Bayangkara mentioned among others:

Soil Java-Madura divided into several sections for education and jobs for teaching. Leaders work in every bagin headed by a guardian and a helper (badal)
The trustee and the substitute, in addition to be proficient in the science of religion, must also maintain good character and noble self, in order to be a role model for the people around him.
To be easily understood and accepted by the society upbringing and the teachings of Islam should be given to the road through a culture of life in a society that does not violate Islamic rules of origin '
The Officer must immediately established a grand mosque to be a source of knowledge and business hub of education and teaching of Islam.

Islamic education system changed in line with the changing times and shifting power in Indonesia. In line with the colonial government (Netherlands) started to introduce formal education system more systematic and organized which began to attract Muslims to enter. Therefore, the Islamic education system in the surau, mosque or violated or such other place, in the view is no longer sufficient and needs to be updated and refined.
The realization of those desires reinforced the fact that the provision of education in the school system like the Western system will give better results. That is precisely the start held businesses to enhance the existing system of Islamic education. Islamic education in the mosque, break, mosques or other places like refined into a boarding school or madrasa education institutions are based on religion.

Thus the formal education system, schools or madrassas, began to spread everywhere, even among the boarding school has been applied also to the madrasah school system, in addition to the educational system and the teaching of existing boarding school.

In the development of this school sitem divided into two kinds of madrassas that provide special education and religious teaching called Diniyah Madrasah, and madrasah in addition to providing education and religious instruction also gives general subjects. For basic level called Madrasah Ibtida'iyah, for the first so-called mid-level and junior secondary school to upper secondary level called Madrasah Aliyah.

In line with the increasing of the need for education and instruction in Islam, then came the formal educational institutions based on religion, where religious education is a basic program, for example SMP Islam, Islamic SKP, SPG Islam and so on.

Similarly, after we won our independence and have independence, the Indonesian government was very concerned about the growth of Islamic religious education. In this case Islamic religious education as one of the subject areas be integrated in the school curriculum. And at this time all religious educational institutions, both formal, informal and non-formal walks and continue to grow, and the particulars of religious education in schools, the MPR set in the Guidelines that religious education be included in school curriculum right from primary school to university.

That's it and thanks to watch this Islamic Education System in Indonesia. I hope it helps.