DUALISM IN ISLAMIC EDUCATION MANAGEMENT AT AL ISHLAH RANCAJAYA ELEMENTARY SCHOOL AND KARYASARI 2 STATE ELEMENTARY SCHOOL
Main Article Content
Awin
Enok Suparyati
Mumu Zainal Mutaqin
Muhammad Arifin
This study examines the dualism in the management of Islamic education at Madrasah Ibtidaiyah Al Ishlah Rancajaya and Sekolah Dasar Negeri Karyasari 2. The purpose of the research is to analyze the differences and similarities in managerial aspects, curriculum, and the implementation of Islamic education in both institutions. A qualitative descriptive approach was used, with data collected through interviews, observations, and document analysis. The findings indicate that the madrasah operates under the Ministry of Religious Affairs, integrating religious and general education in a balanced manner, while the public elementary school falls under the Ministry of Education and Culture, where Islamic education is limited to certain hours. This dualism affects students’ religious character development and the overall quality of their educational experience. Greater policy coordination between the ministries is necessary to establish equitable and high-quality Islamic education across all educational levels.
Azra, A. (2012). Pendidikan Islam: Tradisi dan Modernisasi Menuju Milenium Baru. Jakarta: Kencana.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative Research for Education: An Introduction to Theories and Methods (5th ed.). Boston: Pearson.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Boston, MA: Pearson.
Departemen Agama RI. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: Depag RI.
Direktorat Jenderal Pendidikan Islam. (2019). Peta Jalan Pendidikan Islam 2020–2045. Jakarta: Kementerian Agama RI.
Hasan, L. (2009). Pendidikan agama Islam dan karakter. Bandung: Remaja Rosdakarya.
Hasan, N. (2017). Education, Young Islamists and Integrated Islamic Schools in Indonesia. Studia Islamika, 24(3), 601–632. https://doi.org/10.15408/sdi.v24i3.4188
Lickona, T. (2004). Educating for character: How our schools can teach respect and responsibility. New York: Bantam Books.
Majid, A. (2014). Strategi pembelajaran. Bandung: Remaja Rosdakarya.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
Muslich, M. (2011). Desain kurikulum dan pembelajaran berbasis kompetensi. Jakarta: Bumi Aksara.
Nata, A. (2003). Manajemen pendidikan: Mengelola sekolah secara efektif dan efisien. Jakarta: Kencana.
Owens, R. G. (2001). Organizational behavior in education: Instructional leadership and school reform (7th ed.). Boston: Allyn & Bacon.
Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
Sanjaya, W. (2008). Perencanaan dan desain sistem pembelajaran. Jakarta: Kencana.
Slavin, R. E. (2012). Educational psychology: Theory and practice (10th ed.). Boston: Pearson.
Sutiah, S. (2017). Manajemen pendidikan Islam. Yogyakarta: Deepublish.
Suyadi. (2013). Strategi pembelajaran pendidikan anak usia dini. Bandung: Remaja Rosdakarya.
Tilaar, H. A. R. (2002). Perubahan sosial dan pendidikan: Pengantar pedagogik transformatif untuk Indonesia. Jakarta: Grasindo.
Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. (2003). Jakarta: Departemen Agama RI.
Yin, R. K. (2011). Qualitative Research from Start to Finish. New York: Guilford Press.
Zuhairini, et al. (2007). Metodologi pengajaran agama. Jakarta: Bumi Aksara.
Zuhdi, M. (2011). Modernization of Indonesian Islamic schools’ curricula, 1945–2003. International Journal of Inclusive Education, 15(1), 63–76. https://doi.org/10.1080/13603110903560085
