Madrasa education development in Indonesia: The role of government support, human resource improvement and institutional polices

Zailani, Zailani; Azis, Mursal; Pasaribu, Munawir; Fanreza, Robie

doi:10.18844/cjes.v17i7.7678

Cited by 2 publications

(3 citation statements)

References 55 publications

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“…Government support is a form of moderation of institutional policies carried out significantly by improving the quality of human resources and developing Islamic education. Islamic educational institutions in Indonesia have the authority to regulate, develop and regulate all existing authorities in their Islamic educational institutions (Zailani et al, 2022). Political policies and educational institutions have an interdependent relationship and balanced impact on both, which brings us to Islamic educational institutions, one of the educational institutions recognized by the government (Sisran et al, 2021).…”

Section: Islamic Education Policy In Indonesiamentioning

confidence: 99%

Comparative Analysis of Islamic Education Policies in Indonesia and Russia

Usman,

Hunaida,

Mala

et al. 2024

Al-Hayat J. Islamic. E.

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This research discusses Islamic education policies in Indonesia and Russia. The importance of this study is based on the Islamic education policy process in countries with a majority Muslim population and countries with a majority non-Muslim population. This research was conducted using a qualitative approach, and data was collected from books, journals and experts' thoughts related to the research theme. Data was obtained with the help of an electronic database site with a Scopus-indexed national and international journal search site, which was then mapped by searching for inclusive and exclusive criteria. The next step was selecting studies, collecting data, and extracting data, and the data was analyzed using comparative techniques. Based on the findings, Islamic education policies have been implemented in Indonesia and Russia, as evidenced by the policies issued by the government for implementing Islamic education from the lowest level of education to the highest level of education. Indonesia implements an integral curriculum policy combining religious and general education. Russia implements a mandatory curriculum policy that requires students to choose their religious education, including Islamic education. Through this research, it is known that there is still room for Islamic education in secular countries, and secular countries believe that Islamic education plays a vital role in creating a generation of character. Thus, this research significantly contributes to the development of Islamic education at the global level by identifying space for Islamic education in secular countries and emphasizing the critical role of Islamic religious education in creating a society with character. This enriches discussions about the relationship between religion and education in the context of multiculturalism and religious pluralism and provides a basis for developing inclusive and sustainable education policies in various countries.

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Section: Islamic Education Policy In Indonesiamentioning

confidence: 99%

Comparative Analysis of Islamic Education Policies in Indonesia and Russia

Usman,

Hunaida,

Mala

et al. 2024

Al-Hayat J. Islamic. E.

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“…Schools are responsible for providing a learning environment that promotes Islamic values, developing a curriculum that includes religious, character, social, and intellectual aspects, and using innovative teaching methods (Efendi, 2022) . The government needs to support adequate policies, provide resources, and ensure the sustainability of Islamic education programs (Zailani et al, 2022) . Communities can support through appreciation of Islamic educational institutions, participation in Islamic education activities, and support in the form of donations or participation in Islamic education programs (Gunara et al, 2019) .…”

Section: Introductionmentioning

confidence: 99%

“…The family is responsible for providing consistent religious learning, teaching Islamic values and practices, and providing good examples in implementing these values (Kosim et al, 2022) . They must create an environment that supports Islamic education by holding religious activities at home, facilitating open discussion of Islamic teachings, and using technology that conforms to Islamic values (Zailani et al, 2022) . A strong and supportive family environment will help shape sustainable religious understanding and practices for family members (Munadi, 2020) .…”

Section: Introductionmentioning

confidence: 99%

Sustainable Islamic Education: Literature Study Towards Achieving the Vision of Sustainable Development Goals (SDGs)

Khoiriyah,

Asror,

Ruzakki

et al. 2023

J. Pendidik. Islam Indones

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Sustainable Islamic education has an important urgency in realizing the vision of the Sustainable Development Goals (SDGs). This study uses the Systematic Literature Review (SLR) method to explore important concepts in continuing Islamic education that are relevant to the SDGs. The results of the study show that a contextual learning approach is key in increasing students' understanding of religious values and their application in everyday life according to their social and cultural context. In addition, the use of technology in Islamic learning has a significant role in expanding access to learning resources and increasing the interactivity between teachers and students. Adequate teacher competence in the fields of science and pedagogy is also a crucial factor in producing quality Islamic education. Competent teachers are able to provide teaching that is effective, in-depth, and relevant to the needs of students. Assessments tailored to students' needs and contexts help teachers monitor student progress holistically and provide constructive feedback to improve learning. Finally, good institutional management involves clear policies, optimizing resources, and creating a conducive learning environment. Overall, sustainable Islamic education that integrates the concept of contextual, technology-based learning, adequate teacher competencies, assessments according to needs, and good institutional management plays an important role in realizing quality education in accordance with the vision of the SDGs.

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Madrasa education development in Indonesia: The role of government support, human resource improvement and institutional polices

Cited by 2 publications

References 55 publications

Comparative Analysis of Islamic Education Policies in Indonesia and Russia

Comparative Analysis of Islamic Education Policies in Indonesia and Russia

Sustainable Islamic Education: Literature Study Towards Achieving the Vision of Sustainable Development Goals (SDGs)

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