Professional Documents
Culture Documents
ERA OF GLOBALIZATION
By Rohmawan
Introduction
Today, Muslims live in a modern era full of challenges and obstacles. In this era,
Muslims are required to have superior skills, knowledge, and experience in order to compete for
opportunities. Muslims are challenged to have a creative, innovative, dynamic, open, democratic,
high work ethic and a strong spiritual attitude.
Facing all the challenges of life that are so complex, the world of education is also faced
with increasingly severe challenges. Education plays an important role in overcoming these
challenges. So is Islamic education.
Since long ago, Muslims have had educational institutions that start from primary
education to college. Since long ago, Muslims have had educational institutions that start from
primary education to college. Islamic Education institutions include The Qur'anIc Education
Park (TPA), Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs), Madrasah Aliyah (MA),
Islamic College (STAIN), Negri Islamic Institution (IAIN), and Negri Islamic University (UIN),
as well as pesantren spread throughout Indonesia.Islamic Education institutions include The
Qur'anIc Education Park (TPA), Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs),
Madrasah Aliyah (MA), Islamic College (STAIN), Negri Islamic Institution (IAIN), and Negri
Islamic University (UIN), as well as pesantren spread throughout Indonesia.
In the development to face the challenges in the modern era, Islamic Education
institutions find various problems that must be resolved immediately in order to achieve the goal
of Islamic Education to the fullest. The problems faced by Islamic educational institutions, can
be seen from the vision and mission, learning process, competence of graduates, educators and
education personnel, facilities and infrastructure, curriculum, and educational assessment.
(Abuddin Nata, 2012: 331).
Success in the implementation of educational institutions (schools) will depend heavily
on management and supporting components of the implementation of activities such as
curriculum, learners, financing, implementing personnel, infrastructure facilities, and so on.
These components are a unity in an effort to achieve the goals of educational institutions
(schools), meaning that one component is no more important than the other component.
However, one component provides support for other components so as to make a high
contribution to the achievement of the goals of the educational institution (school).
Therefore, this paper will discuss some of the problems of Islamic education and offer
several solutions to solve these problems, especially those related to management.
Problematika management of Islamic Education institutions in the
Perspective of Globalization
C. Overloaded curriculum
Curriculum becomes a very important issue in the world of education. The
curriculum in madrasas is overloaded and has no attachment between religious lessons and
general lessons. The curriculum in madrasas emphasizes cognitive only, while the affective
and psychomotor realms become neglected. Supposedly, the curriculum must be improved
immediately because without the right curriculum, then Islamic education institutions will be
difficult to achieve educational goals (Suwito, 295).
G. Dichotomy of science
Today education is developed by separating between the religious sciences and the
general sciences. Religious leaders have the opinion that it is enough to live in this world
armed with religious science, although stuttering science and technology will not make us
feel threatened and alienated by life and will instead be able to control life well, not
otherwise controlled by life itself. Unlike the case with life that is only equipped with
general sciences, they will feel a vacuum life even though it looks comfortable in the cradle
of science and technology.
Islamic education has been swept up in secular thought, so that unconsciously
dicotomized between faith education (religious sciences) with general education (science)
and moral education (ethics).
Secular education developed science with strict specialization, so that the connection
with other sciences became lost, and gave birth to the dichotomy of religious and general
science groups. This separation has an impact on differences in attitudes among Muslims
towards both disciplines. Religious science is treated as a sacred and compulsory science of
God, while general science, both natural and social sciences are profane and not obligatory
to be studied. This has an impact on the decline of Muslims in the field of science (Amin
Abdullah, 2003: 6).
Thus, there is a reduction of religious science and the siltation of the general
sciences. The situation brings the consequences of religious sciences becoming unattractive
because they are detached from real life, while the general sciences develop without the
touch of ethics and spirituality of religion, thus losing meaning and destructive nature (Amin
Abdullah, 2006: 15).
Human life is complex and multi-dimensional. The existence of various disciplines
both religious, natural sciences and humanities is a human effort to understand the
complexity of the dimensions of human life. Therefore, exploring one discipline alone is an
arrogant attitude, because one discipline represents only one side of the complexity of
human life.
Therefore, Islamic education institutions must have the desired quality standards
and quality programs offered to the community of users of educational institutions. These
quality programs must be accompanied by established quality standards and the need for
strategic planning and human resource professionalism that runs these quality programs
(Prim Masrokan Mutohar, 194).
TANTANGAN MANAJEMEN PENDIDIKAN ISLAM DALAM
MENGHADAPI ERA GLOBALISASI
Oleh Rohmawan
Pendahuluan
Dewasa ini, umat Islam hidup dalam era modern yang penuh dengan tantangan
dan rintangan. Di era ini, umat Islam diharuskan mempunyai ketrampilan, pengetahuan,
dan pengalaman yang unggul agar dapat bersaing untuk merebut peluang yang ada. Umat
Islam ditantang untuk mempunyai sikap kreatif, inovatif, dinamis, terbuka, demokratis,
etos kerja yang tinggi serta spiritual yang kokoh.
Sejak dahulu, umat Islam telah mempunyai lembaga pendidikan yang dimulai dari
pendidikan dasar hingga perguruan tinggi. Lembaga-lembaga Pendidikan Islam tersebut
antara lain yaitu Taman Pendidikan Al-Qur'an (TPA), Madrasah Ibtidaiyah (MI),
Madrasah Tsanawiyah (MTs), Madrasah Aliyah (MA), Sekolah Tinggi Agama Islam
(STAIN), Institusi Agama Islam Negri (IAIN), dan Universitas Islam Negri (UIN),
maupun pesantren yang tersebar di seluruh Indonesia.
Oleh karena itu, tulisan ini akan membahas mengenai beberapa problematika
Pendidikan Islam dan menawarkan beberapa solusi untuk memecahkan problematika
tersebut, khususnya yang berkaitan dengan manajemen.
Kemajuan iptek yang disertai dengan semakin kencangnya arus globalisasi dunia
membawa dampak tersendiri bagi dunia pendidikan. Sebagai contoh, berbagai jenjang
pendidikan mulai dari sekolah menengah hingga perguruan tinggi baik negeri maupun
swasta membuka program kelas internasional. Sehingga memunculkan problematika di
lembaga pendidikan Islam, yang tidak lagi menjawab kebutuhan pasar akan tenaga kerja
yang berkualitas. Hal ini menimbulkan beberapa problematika dari perkembangan
globalisasi yang dapat dirincikan sebagai berikut.
Sekarang ini, visi dan misi menjadi masalah serius bagi lembaga
pendidikan Islam. Jika ditinjau dilapangan, banyak lembaga khususnya
madrasah di Tanah Air tidak memiliki visi atau arah yang jelas mengenai
pengelolaan pendidikan yang baik, sehingga madrasah belum mempunyai
perencanaan dan penataan baik yang mengakibatkan pada tatanan implementasi
cenderung berjalan apa adanya (Prim Masrokan Mutohar, 2013: 16).
Selain itu, agar lembaga Pendidikan Islam dapat dipercaya oleh masyarakat untuk
menghasilkan output yang unggul, lembaga Pendidikan Islam harus dapat memuaskan
masyarakat dan mengetahui terhadap apa yang diinginkan oleh masyarakat, bukan
semata-mata hanya memasang iklan dan promosi yang mengelabuhi masyarakat agar
tertarik dengan program-program yang ditawarkan. Akan tetapi, lembaga Pendidikan
Islam harus mampu meyakinkan dan membuktikan kepada masyarakat sebagai konsumen
pendidikan bahwa lembaga Pendidikan Islam benar-benar bermutu.
Oleh karena itu, lembaga Pendidikan Islam harus mempunyai standar mutu yang
diinginkan dan program-program mutu yang ditawarkan kepada masyarakat pengguna
lembaga pendidikan. Program-program mutu ini harus disertai dengan standar mutu yang
telah ditetapkan serta perlu adanya perencanaan stategis dan profesionalitas SDM yang
menjalankan program-program mutu tersebut (Prim Masrokan Mutohar, 194).