Comparative studies between public and private Islamic schools in the era of globalization

Abstract

<span>The problem of decentralization is one of the main problems in </span><span>madrasa modernization and independent learning. This is due to the difficult coordination and expensive learning processes being experienced. Therefore, this study aimed to determine the impact of the educational policy implementations on madrasa, with the existence of regional autonomy in Serang and Pandeglang Regencies, Indonesia. This qualitative study involved 10 participants, which contained district madrasa heads and supervisors, institutional managers, education staff, and teachers in Serang and Pandeglang. The utilized instruments were the interview protocol and observation sheet, with the data analysis being obtained through the Huberman and Miles's technique. This included reading, meaning, and data developed within the framework of the historical and ethnographic approach analysis. The results showed that there was no difference in the curriculum between public and private Islamic schools under the local government. The advantage was also observed for regional autonomy, regarding the emergence of superior, exemplary, regular, and vocational madrasas, respectively. However, the disadvantage of this policy was the difficulty in improving the quality of madrasa institutions, funding, and education personnel. These results indicated that all parties should contribute and supervise the implementation of autonomous education, to optimize the goals of each madrasa and achieve independent learning. Explicit rules are also needed regarding the understanding of discriminatory decentralization policies, especially in madrasa and other educational institutions.</span>

The Impact of the Large-Scale Social Restriction on Student Behavior

“…Even at school, students only come to take assignments and then go home after that. In other words, changes in communicative behavior in students are caused by the condition in which students rarely chat with teachers and friends due to the Large-Scale Social Restriction in the school environment Kultsum et al, 2022). According to Febrianshari et al (2018), communicative behavior is an action that shows a sense of pleasure in talking, associating, and collaborating with other people.…”

A comparative analysis of motivational techniques in public and private schools: Implications for secondary education

“…Furthermore, critical pedagogy focuses on structural inequities and social norms in education (Gibson, 2020), whereas sociocultural theory emphasises education's role in moulding students' interactions with their cultural and societal settings (Potier & Givens, 2023). Both public and private schools face issues such as overcoming structural disparities (Kultsum et al., 2022) and integrating curriculum with societal requirements (Kultsum et al., 2022).…”

“…Public schools, which are accountable to the community and the government, may place more emphasis on extrinsic strategies to achieve well‐defined and externally set criteria of achievements, targets and goals (Arthur & Bradley, 2023). Private schools, on the other hand, may prioritise intrinsic strategies that foster personal growth because they have greater autonomy (Kultsum et al., 2022).…”

Character Education: Creators of the Nation

“…First, the mindset is based on empirical, religious, and political facts that tend to be divergent which in the end can bias the character/character of the nation. Second, national culture is faced with the challenge of diversity so that it can be used as a positive value in character building (Kultsum et al, 2022;Rinto et al, 2020). When one can expand the knowledge of cultural diversity contained in Bhinneka Tunggal Ika, then it can be of positive value for the formation of the character of students.…”