A study on Islamic values evolution in sekolah Islam terpadu (integrated Islamic school)

Abstract

This study aims to analyze the evolution of the integration of Islamic values within the Integrated Islamic School Network (Jaringan Sekolah Islam Terpadu, JSIT) curriculum book (Standar Mutu). JSIT serves as a network or organization and not as an educational institution. The JSIT curriculum initially included Hadiths and Quranic verses, emphasizing Islam's fundamental writings and Muslim Brotherhood leaders' contributions to Indonesia's independence. However, recent editions have shifted to integrating nationalism with Islam, aiming for a more inclusive and centrist approach. This study examines the changing landscape of Islamic education under JSIT, which includes 2568 Islamic schools in Indonesia. Understanding these changes is crucial for Indonesia's educational environment. The methodology employed within the curriculum of JSIT from 2003 to 2023, is by focusing on the revisions made to the “Standar Mutu” book across five editions. To make sense of the shifts in the "Standar Mutu" course outline, I'll be drawing on Gunes Tezcur's Moderation Theory. This theory posits that organizational resources, free electoral competition, and governmental repression are the three causal forces that impact change. I want to find out which of these routes impacts the JSIT school curriculum revisions. This was due to the political conditions at that current time, the meaning of Pancasila and nationalism were no longer used as tools to gain power by the government, so JSIT also did not keep its distance. Apart from that, because JSIT wants to be more relevant with elements of "kekinian" (which is in accordance with the times) and "kedisinian" (local). This is considered important for JSIT, because with a total of 2568 schools under JSIT's responsibility, there are also schools that are apolitical and commercial and they also have the same principles as JSIT to combine Islamic values into the subjects taught. This study sheds light on the relationship between nationalism and Islamic principles, which helps to explain the dynamic curriculum changes in Indonesian Islamic education. It demonstrates the relationship between religion and the state, the application of moderation philosophy, and the global impact on Islamic education.