KESINAMBUNGAN DAN PERUBAHAN MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM PADA KURIKULUM MADRASAH DI INDONESIA (1973-2013)

Rofik, NIM.: 19300016121 (2023) KESINAMBUNGAN DAN PERUBAHAN MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM PADA KURIKULUM MADRASAH DI INDONESIA (1973-2013). Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

As a school subject, the History of Islamic Culture appears in a curriculum of madrasah because of curriculum developing process which involves at least 4 steps: (1) macro, (2) institution, (3) school subject, and (4) learning program. This study merely takes macro developing process, in which a curriculum is determined by the government, a basis. The view that, in madrasah level, every historycurriculum maker deals with the same historical events or occurrence underlies the study. These curriculu makers, however, are coincidentally bound in particular time and space which makes the outcome or the tailored curriculum is very likely to have a connection with that of previously produced and afterwards, but having particular difference with regard to the era the curriculum is authored. This research is aimed to get to know the curriculum macro study and the configuration of the History of Islamic Culture as a subject in madrash between 1973 and 2013. It also tries to elaborate the changes and the continuity of the curriculum while finding out the influencing factors. This qualitative study collected field data using documentation data-collecting technic. Data were obtained from written-work sources such as statute law, Religious Affairs ministerial decree, presidential decree, textbooks, earlier research, student book on the history of Islamic culture under curriculum of 1973 to 2013. Deducted from primary and secondary sources, the data were – in the first stage – described prior to period-based analysis. The time span from 1973 to 2013 was classified into some periods according to the regulations underlying the implementation of the curriculum. First, in the era of education law No. 4 of 1950 also law No 12 of 1954 covering curriculum of 1973, curriculum of 1975, and curriculum of 1984. Second, in the era of the ational Education System law No 2 of 1989 that is curriculum of 1994. Third, in the era of National Education System law No 20 0f 2003, covering curriculum 2004 (Competence-based Curriculum), curriculum of 2006 and curriculum of 2013. The results show that, in a particular period, the curriculum in madrasah was uniformedly determined by the Ministry of Religious Affairs on behalf of the state. It covered some basic compenents, namely (1) subject nomenclature, (2) learning-hour allotment, (3) the organization of the subject nomenclature, (4) total learning-hour, and (5) the learning scope. Under the state-standard curriculum, the configuration of the History of Islamic Culture was also elaborated in detail. In this research, the scheme of continuity and improvement was interpreted. While a substantial change of the learning scope and the curriculum organization was predominantly shaped during madrasah formalizing and structuring period, a partial improvement/continuity of learning-time allotment, subject nomenclature, curricular objective of learning, and scope of learning predominated the form pattern during the integration of madrasah period. A substantial continuity occurred in nearly all curriculum components being studied during contemporary madrasah period. In particular, from 1973 to 2013, the continuity and improvement of the subject of the History of Islamic Culture was affected by at least five main factors: (1) politics, (2) economics, (3) social, (4) culture, and (5) ideology. These factors has altered the feature of the subject with current development.

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