Secular–religious debates on the Indonesian National Education System: colonial legacy and a search for national identity in education

Sirozi, Muḣammad

doi:10.1080/1467598042000224998

Cited by 16 publications

(11 citation statements)

References 2 publications

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“…[1] There is a striking contextual difference between the majority of nations with less than half of their schools gender segregated and the nations where more than half of their schools are gender segregated. These two types of systems can be broadly categorized as religious and secular systems (Sirozi, 2004). Secular systems are those existing in a national context where religion and government are formally separated by law.…”

Section: What Does Gender-segregated Schooling Look Like Among Nationmentioning

confidence: 99%

A Culture of (in)Equality?: A Cross-National Study of Gender Parity and Gender Segregation in National School Systems

Wiseman

2008

Research in Comparative and International Education

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Recent international education reports have highlighted some of the progress (as well as remaining disparity) in gendered education enrollment rates. But, the problem of gender segregation is still a very real issue even in some nations where girls are enrolled at levels on par with boys. Separate classes, curricula, and in many countries separate schools for boys and girls persist. This is juxtaposed against the opposite extreme that exists in some other countries' educational systems where girls are sometimes pushed into classes and advanced curricula for which they have not been adequately prepared. Using data from the most recent Trends in International Mathematics and Science Study (TIMSS) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), this article reports on gender parity across approximately 45 nations in access (measured by enrollment rates), performance (mathematics achievement scores), and opportunity (implemented curriculum, teacher characteristics, classroom interaction) among 13-year-old girls and boys. The results of this study suggest that while cross-national gender parity numerically exists in many of these 45 nations in access, performance, and opportunity, the implications for gender equality are less clear. Several theoretical propositions are posited to explain these crossnational trends in gender parity versus equality.

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Section: What Does Gender-segregated Schooling Look Like Among Nationmentioning

confidence: 99%

A Culture of (in)Equality?: A Cross-National Study of Gender Parity and Gender Segregation in National School Systems

Wiseman

2008

Research in Comparative and International Education

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“…They are used in concert with their associative terms such as 'country' (Indonesian negara), 'homeland' (Indonesian tanah air), and/or phrases such as 'national culture' and 'national values' (Indonesian, budaya bangsa and nilai-nilai kebangsaan respectively). Indeed, historically, education was the tool and vehicle through which the idea of Indonesia as a nation and country was initially developed (Mangunpranoto, 1978) during the colonial era, a role that has been maintained since the early independence to the present time (Sirozi, 2004). The first, post-independent education law for example defined the aim of education as to produce "citizens who are responsible for the welfare of [their] societies and homeland" (Government of the Republic of Indonesia, 1950).…”

Section: National Identity Much Aimed But Less Pointedmentioning

confidence: 99%

Towards a New Vision of Quality Early Childhood Education

Formen¹

2020

Proceedings of the International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019)

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In this paper, I demonstrate the insufficiency of developmental knowledge as the framework of early childhood education quality. For this purpose, I analyse two documents that currently govern the practice of Indonesian early childhood education, the early childhood education standard and early childhood education Curriculum 2013 (the latest Indonesian curriculum), focusing on their sections on developmental indicators and learning outcomes. Drawing on critical policy analysis scholarship, I argue that an over-reliance on developmental knowledge to frame the notion of quality is insufficient and problematic. Its presence has led to the absence of learning contents and outcomes that represent Indonesia's national identity, disconnected the policy notion of quality early childhood education from the transformative vision of education in general, as well as obscured the vision of technological advance that supposedly is a core ingredient of the notion of quality early childhood education.

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“…Padahal dalam masa perkembangan awal Islam, pemisahan ini tidak terjadi karena lembaga pendidikan Islam pada waktu itu juga menyerap pengetahuan dari dunia luar Islam seperti Yunani dan Persia (Halstead, 2004;Husain dan Ashraf, 1979;Parrinder, 1980). Tetapi saat ini, hampir di semua negara Muslim, termasuk Indonesia, terdapat dua sistem pendidikan, tradisional dan modern -yang seringkali dirujuk sebagai sekuler (Husain dan Ashraf, 1979;Parrinder, 1980;Sirozi, 2004). Dalam banyak di literatur disinyalir bahwa pemisahan ini dianggap sebagai salah satu sebab kemunduran Islam.…”

Section: Abstrakunclassified

Pemberdayaan Pendidikan Islam Merespon Perkembangan Teknologi Informasi

Wahid¹

2008

tarbawi

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Secular–religious debates on the Indonesian National Education System: colonial legacy and a search for national identity in education

Cited by 16 publications

References 2 publications

A Culture of (in)Equality?: A Cross-National Study of Gender Parity and Gender Segregation in National School Systems

A Culture of (in)Equality?: A Cross-National Study of Gender Parity and Gender Segregation in National School Systems

Towards a New Vision of Quality Early Childhood Education

Pemberdayaan Pendidikan Islam Merespon Perkembangan Teknologi Informasi

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