ISLAMIC EDUCATION AND SOCIAL REALITY (A STUDY ON ISLAMIC EDUCATIONAL CURRICULUM OF MAN MODEL IN EAST JAVA PROVINCE)

M. MIFTAHUL ULUM , NIM. 2003009 (2008) ISLAMIC EDUCATION AND SOCIAL REALITY (A STUDY ON ISLAMIC EDUCATIONAL CURRICULUM OF MAN MODEL IN EAST JAVA PROVINCE). Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Madrasah (Islamic School) and society are two forms of institution that are connected each other. Madrasah not only serves as social service but also serves as agent of change while society is the supplier and the user of Madrasah. The intensity of their cooperation becomes a keyword to find a solution and relevance of Madrasah with the changes occurring in society. Curriculum poses as a bridge that links both of them so that public senior high Islamic School (MAN) model becomes an interesting offer from Religion Affair Department to fulfill the need of society and to improve graduates’ quality. This study aimed to explain: (1) Islamic educational curriculum of MAN model in East Java: MAN 3 Malang and MAN Jember 1, especially on two matters, namely (a) educational experience and (b) educational source; (2) curriculum development pattern of Islamic education of MAN model in East Java: MAN 3 Malang and MAN Jember 1, specially on two matters, namely (a) educational experience and (b) educational source in a context of culture and condition of social condition surrounding Madrasah. The study used qualitative approach by posing the author as the key instrument and used social background as natural setting. This was a multi site study, which involved MAN 3 Malang and MAN Jember 1. Data collection was done by interview, observation, and documentation. Data were analyzed using domain, taxonomy, componential and cultural theme analyses. The findings suggested that the results be as follows: (1) the approach used in curriculum development in both MAN models was technology and social reconstruction. Philosophical premise in the development was social reconstruction. Learning changes from the students wished by both MAN models were changes in cognitive, affective, psychomotoric aspects run at once so that the outputs were hoped to have quality in technology and science and iman (faith) and taqwa (obedience) at once; the source in both models not only utilized facilities in both schools but also involved society as one source of learning; (3) society contribution in educational curriculum development in Madrasah was done by giving moral and material support, including the involvement of society as a source of learning. Formally, Madrasah committee serves as the vessel of the contribution; (4) Madrasah contribution on society development was implemented in different forms. MAN 3 Malang contributions on society development were implemented in a form of institution’s commitment toward the improvement of educational quality, especially academic intellectual aspects. The achievement of MAN 3 Malang students in district, provincial and national levels was a precious contribution from the school to society. Meanwhile, MAN Jember 1 contribution was implemented in a form of the involvement of its students directly with society through social-religious based activities. The alumni absorption in work field also became a priceless contribution for society; (5) model of Islamic educational curriculum development in MAN 3 Malang and MAN Jember 1 was systematic action research model with different stressing fitting each socio-cultural condition. Malang is known as a student city. The presence of favorite schools and universities in this city became the inspiration of learning development focusing on academic and intellectual values of MAN 3 Malang students so that absorption of the output meant here was the absorption of the students to the universities there. Meanwhile in MAN Jember 1 by considering madrasah background condition (it used to be MAPK) and specifically society condition in Jember, Islamic educational curriculum development focused on the mastery of basic Islamic religion science with mastery of al-Qur’an and Arabic language as local items in curriculum. In developing curriculum in general, students were equipped with life skill because not all alumni of this school continued their study to university. Suggestion and recommendation were addressed by this study to some related parties as follows: (1) Religion Affair Department should improve control and its role in developing MAN model so that the duty of the MAN model as a role model for other madrasahs can be fully implemented; (2) Principal of MAN model should increase the ability of professional teachers and other supporting teaching staffs so that the existing facilities can be utilized maximally.

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