Islamic education in Indonesia and Malaysia stemmed from the very same origin, pondok pesantren. However, they went different ways due to several drives. As madrasah transformed some forms of pondok pesantren, colonial and political context has shaped Islamic education in Indonesia and Malaysia. In Indonesia, education is administered in a separate ministry and finally formed a curriculum that enable graduates to endeavor not only in religious fields but also in all walks of life. Whereas Ministry of Malaysian Education regulate both national education and religious education all students in Indonesia and Malaysia, though, regardless of their schools, must study religion with different gradation. While Islamic instruction in Indonesian schools is supplied only to shape religious character, Malaysian schools strive to create an integration between Islamic and non-Islamic sciences. Pondok pesantrens too, have developed to a degree that differing features do occur, although they share several resemblances. Their private natures enable pondok pesantrens to improvise their education with different outcome and shape, but remain a deeply rooted in Islamic education in both countries.
Politics and two-roof education policies in the regulation of Indonesia's national education system still need to improve at the level of implementation. Several two-roof education policies tend to be contradictory, such as the instructions and technical implementation of Graduate Competency Standards (SKL) at every level of education and subjects, the qualifications for the distance to the establishment of educational institutions, and regulations on accepting new students. This article aims to examine the rules and policies of two-roof education critically. The method used in this research was a literature study. There were three results of the critical analysis of this research. First, there was no policy regulation on the Graduate Competency Standard (SKL) measurement scale, so a policy regulation is needed on the SKL measuring instrument. Second, there were no more general and humanist current regulations and policies regarding the qualifications for the distance to the establishment of educational institutions, so a policy for the distance for the establishment of schools and madrasahs is needed that is in line with the needs and goals of national education. Third, review the technical implementation of accepting new students.
This article tries to deliver Abdullah Saeed’s idea on the new approach to inter pret the Qur’ân called contextualist approach. He proposes his ideas based on his finding that there is a gap between texts which have been understood literally by majority of ulama’ and socio-historical context of the Qur’ân at the time of revelation in the first/seventh century and the contemporary concerns and needs of Muslims today. Based on his expertise on hermeneutic, he proposes four stages: encounter with the world of the text, critical analysis, meaning for the first recipients and meaning for the present. The proposed idea should be appreciated even though it seems that it is a preliminary study which has to be elaborated into practical way.
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