A dissertation submitted in fulfilment of the requirement for the degree of Master of Education (Social Foundation of

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CRITICAL ANALYSIS ON ACEH EDUCATIONAL STRATEGIC PLANNING FROM ISLAMIZATION OF

EDUCATION PERSPECTIVE

BY

AFFAN RAMLI

A dissertation submitted in fulfilment of the requirement for the degree of Master of Education (Social Foundation of

Education)

Institute of Education

International Islamic University Malaysia

JULY 2013

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ABSTRACT

Aceh aspires to be a Muslim state supported by an Islamic education System. For this purpose Aceh Educational Strategic Planning (AESP) 2007-2012 was formulated as guidance for the implementation of Islamization of education in Aceh. This study aims to critically assess the strategies of Islamization of education in Aceh as described in the AESP 2007-2012 policy document. It aims to investigate (1) whether the AESP document provides the appropriate concept and practical guidance in implementing the Islamization of education and (2) on how recommendations of the first four World Conferences on Muslim Education can be adopted as a basis in improving the strategies. The study employed the qualitative research methods of (1) analyzing relevant documents produced by the Majlis Pendidikan Daerah Aceh (MPDA/ Aceh Regional Education Assembly) which was the mandated institution responsible for developing the concept and strategy of Islamization of education; and (2) interviews with two key informants from MPDA and the Aceh Department of Education. The concept and strategies of Islamization of education were analyzed based on Islamic education theories proposed by Syed Naquib Al-Attas and Syed Ali Ashraf, and the recommendations of the first four World Conferences on Muslim Education. The study found that the AESP 2007-2012 lacks comprehensive concepts and practical guidance for Islamization of education to be implemented by the Aceh Department of Education, schools and universities. This was evident from the lack of attention to Islamization of the philosophy and the aims of education, curriculum, disciplines (textbooks), and teaching methods; further, the Aceh Department of Education was only able to extend the hours of religious instruction for elementary school. The study concludes with a proposal of a set of measures to improve the future strategy of the Islamization of education in Aceh.

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ثحبلا صخلم

نوكت نأب هيشتأ حمطت .ةيملاسإ ةيبرت جهنبم ةديؤم ةيملاسإ ادلب

هيشتأ تعضو دقف اذلهو

ةطخ ةيجيتاترسإ ةيبترلا

٧٠٠٢ -

٧٠٠٧ جنه نوكتل

اهيف ةيبترلا ةيملاسإ قيبطت في ا فدتهو .

في قثوم وه امك هيشتأ في ةيبترلا ةيملاسإ تايجيتاترسلا ءانب يدقن مييقت لىإ ةساردلا هذه ( ثحبل فدتهو .مظنلما ةسايس ٠

ةبسانلما ميهافلما ترفو دق ةقيثولا تناك اذإ ام )

لا ةيملاسإ ذيفنت في ةحيحصلا تاهجوتلاو ( ةيبتر

٧ ةيلماعلا تارتمؤلما تايصوت تناك اذإ امو )

تايجيتاترسلاا ينسحتل ساسأك تدمتعا دق يملاسلإا ميلعتلا في ةعبرلأا .

ةساردلا

( في يعونلا ثحبلا بيلاسأ تمدختسا ٠

ةسسؤم اهجتنت تيلا ةلصلا تاذ قئاثولا ليلتح )

و ميهافم ريوطت نع ةلوؤسلماو ةفلكلما هيشتأ يوبترلا سللمجا فيو ةيبترلا ةيملاسإ تايجيتاترسا

( ٧ هيشتأ ميلعتلاو ةيبترلا ةرازوو هيشتأ يوبترلا سللمجا ةسسؤم نم ينلوؤسم عم تلاباقم ) .

ابه داشأ تيلا ةيملاسلإا ةيبترلا تايرظن ىلع ادامتعا تايجيتاترسلااو ميهافلما ليلتح تم دقو ا تارتمؤلما تايصوتو فرشأ يلع ديسو ساطعلا بيقن خيشلا ميلعتلا في ةعبرلأا ةيلماعل

ةيلومشلاو ةيحوضولا ضعب لىإ رقتفت اهيف ةيميلعتلا ةيملاسإ نأب ةساردلا تدجوو .يملاسلإا تاعمالجاو سرادلما في ميلعتلاو ةيبترلا ةرازو لبق نم اهذيفنت متيس تيلا ميهافلما في ب

. هيشتأ

ةفسلفلاب مهمامتها ةلق ىلع لدي انمإف ءيش ىلع كلذ لد نإو ةيوبترلا فادهلأاو ةيملاسلإا

ةرداق هيشتأب ميلعتلاو ةيبترلا ةرازو نإف كلذ ىلع ءانبو . ةيسردلما بتكلاو ةيميلعتلا جهانلماو صخلتو .ةيئادتبلإا لحارلما في ةينيدلا داولما نم يساردلا ماودلا تاعاس ديدتم ىلع طقف في ةيجيتاترسلاا ينسحتل يربادتلا ضعب حاترقا لىإ ةساردلا لبقتسلما

.

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a thesis for the degree of Master of Education.

...

Rosnani Hashim

Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a thesis for the degree of Master of Education

...

Che Noraini Hashim

Examiner

This thesis was submitted to the Institute of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education

...

Hairuddin Mohd Ali

Head, Department of Social

Foundation of Education

This thesis was submitted to the Institute of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education

...

Rosnani Hashim

Dean, Institute of Education

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DECLARATION

I hereby declare that this thesis is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or institutions.

Affan Ramli

Signature: ... Date:...

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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED

RESEARCH

CRITICAL ANALYSIS ON ACEH EDUCATIONAL STRATEGIC PLANNING FROM ISLAMIZATION OF EDUCATION PERSPECTIVE

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below.

1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieval system and supply copies of this unpublished research if requested by other universities and research libraries.

Afﬁrmed by Affan Ramli.

………. ………..

Signature Date

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ACKNOWLEDGEMENTS

In the name of Allah, The Most Gracious, The Most Merciful, All the praises and thanks be to Allah, that I am able to complete this research amidst the increasingly fierce public debate in Aceh on the concept and implementation of Shariah Law for the last 12 years in the country. One of the issues that have been frequently mentioned was about the Islamization of education. Yet, there is hardly any serious study in this regard. Allah SWT has granted the opportunity for me to be involved and take part in the study and discourse of Islamization of education in Aceh. For this, I am grateful.

My utmost gratitude goes to Prof. Dr. Rosnani Hashim who has inspired me to do this research related to the topic of Islamization of education. The idea of this research came up when I was given a task assignment for the Advance Educational History and Philosophy subject taught by Prof. Rosnani. I was again lucky because Prof. Rosnani was willing to be my supervisor and has provided me with guidance even since before I submitted this research proposal until the completion of the research. I also would like to thank Prof. Dr. Sidek Baba who gave me permission to join his class on Islamization of Education. This subject is actually taught in PhD programme. I have been given the opportunity to attend his interesting lecture sessions in this subject and these sessions have provided a lot of important knowledge related to the Islamization of education which I needed to complete this research.

I would like to express my highest gratitude to Prof. Dr. Darwis Sulaiman, as the first person to raise this issue in Aceh. Prof. Darwis fought for the Islamization of education agenda to be included as part of the Aceh Education Strategic Planning 2007-2012 document. With all the strengths and shortcomings of the concept he developed on Islamization of education in Aceh, his works deserve high appreciation from the people of Aceh. Prof. Darwis has spared his time to have discussions with me since I decided to plan this research until the completion. His door was always open for me to visit any time during the research period, as well as his amazing personal library. Prof. Darwis is not only a respondent of this research, he also guides me like a father, with the expectation that I would carry the torch and continue his works in realizing the Islamization of education in Aceh, beginning with this research.

This research completion would not have been possible without the guidance and the help of friends and colleagues who in one way or another contributed and extended their valuable assistance in the preparation and completion of this research. I would like to thank my good friend, Mukhlisuddin Ilyas who has helped me in tracking and collecting the relevant documents for this research. My sincere gratitude to friends at the Perkumpulan Prodeelat, for their kind understanding has allowed me, as their chairman, to be away to Kuala Lumpur for the thesis consultation purposes, sometime beyond the permitted leave allocation given by the organization.

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LIST OF TABLE

Table No. Page No

3.1 Summary of Investment by Policy Area 73

3.2 Revised MSS-Led AESP policy monitoring matrix 74

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LIST OF ABBREVIATIONS

AESP Aceh Educational Strategic Planning

AusAID the Australian Agency for International Development BAPPEDA Aceh Development Planning Body

BOS School Operational Cost

BRR Reconstruction and Rehabilitation Body CRS Catholic Relief Services

FA Education for All

ESWG Education Sector Working Group FGD Focus Group Discussion

GTZ Deutsche Gesellschaft für Internationale Zusammenarbeit LoGA Law of Governing Aceh

MDGs Millennium Development Goals MoU Memorandum of Understanding MPd Master of Education

MPDA Aceh Educational Expert Council MPU Aceh Ulama Council

MSS Minimum Service Standards

MTEF Medium-Term Expenditure Framework NAD The Province of Aceh

NGO Non-Government Organization

RFWCIE Recommendations of the Four World Conferences on Islamic Education SMART Specific, Measurable, Achievable, and Realistic and Time Bound

UN United Nations

UNICEF United Nations Children’s Fund

USAID United States Agency for International Development

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CHAPTER ONE INTRODUCTION

BACKGROUND OF THE STUDY

Islam was first known in Aceh around the 9^th century, brought along by the merchants and Ulama coming from India, Persia and Arab. In 1345, Ibnu Battuta in his journal recorded that the first Islamic Sultanate in Indonesia was in fact Samudra Pasai located in the northern part of Aceh, with its first Sultan, Malik Ibrahim Mahmud.

During this period, Samudra Pasai was also known as the centre for Islamic education in the Southeast Asia region, where many scholars and Ulama from all other Islamic kingdoms came to live here. Ibnu Battuta recorded some remarks on the education system in Samudra Pasai, that informal education system was employed in the form of Majlis Ta’lim (gatherings) and halaqah, the education topic covers among others, shari’ah, in particular Shafi’i school. In addition, he also noticed that religious leaders hold strategic roles in the government structure, and not least important, the state shouldered all education costs (Zuhairini et al., 2000).

History also marked the existence of two other Islamic Sultanates in Aceh, namely Perlak Sultanate and later on the Sultanate of Aceh Darussalam, came into being from the merging of Islam Aceh Sultanate in the West and Perlak Sultanate in the East, which was also the landmark of Islamic education in Aceh.

M. Ibrahim (1991) in his book titled Sejarah Daerah Provinsi Daerah Istimewa Aceh, reported that during the Aceh Darussalam era, education holds an important position in the sultanate. This was evident from the existence of the three education levels, namely Meunasah, Dayah and Jamiah Baiturrahman. Meunasah played the

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role of elementary school providing basic knowledge such as writing, reciting Qur’an, Akhlak, basic of Islam and history of Islam. The second level was Dayah, providing knowledge on Arabic grammar (Nahu) and more advance knowledge of Islam. While the third level, Jamiah Baiturrahman was university providing various majors and departments. Students at that time were coming from Turkey, Palestine, India, Bangladesh, Malay, Makassar, and so on.

In addition to the above, the sultanate also established education institutions to ensure the implementation and the advancement of Islamic education sector in the sultanate of Aceh Darussalam such as Balai Seutia Hukama or science institute, where scholars, Ulama, and academician gathered to discuss the advancement of science;

Balai Seutia Ulama, was an education institution responsible for education and teaching matters and Balai Jamaah Himpunan Ulama or scholars’ hall was a forum or study group for scholars and academician to gather and discuss on education matters (Hasbullah, 2001). During this period, Aceh Darussalam became the education centre of excellence, whereby many scholars and students came from around the globe to teach and study Islam.

The golden era lasted until the 16^th century after which it regressed and declined until the Dutch colonialism in the early 19^th Century. The Dutch decidedly restructured the educational system and introduced the Dutch public schools creating an educational dualism. Basically, the dualistic education system divided the education structure into state-sponsored and private education institutions. The state sponsored schools educated students and prepared them with skills to be employed in various Dutch companies, while the private education institutions referred to indigenous or existing education institutions such as Madrasa, Dayah, and so forth.

The intention behind the division was actually a carefully planned tactic to

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marginalize and demote indigenous, primarily Islamic institutions of learning (Pohl, 2009). Pohl further assessed that the Western education was deliberately introduced to reduce and ultimately defeat the influence of Islam, by enticing the colonial subjects into a new western education in tandem with cultural association, through which loyalty of the colonial subjects was to be ensured.

The educational dualism was maintained after the Indonesian independence in 1945 up to date, in which state-sponsored schools co-exist with private sponsored schools, often religious affiliated schools. In contemporary education system in Indonesia, the state’s responsibilities in matters of education are divided between the Department of Education and Culture and Department of Religion (Pohl, 2009).

However, the legacy of the dualistic educational structure as a colonial heritage has been allegedly causing adverse impact toward the development of Muslims particularly in Aceh. The main criticism against the system is that it contradicts the educational system promoted by Islam, which is rooted in the Islamic tradition for thousands of years, or hundreds of years in the case of Aceh, before the era of Dutch colonialism. Thus, it is now the main concern of Aceh to return to its root, by way of Islamization of education in Aceh.

The momentum for this came into being in 2001, when the Aceh government declared the implementation of Shariah comprehensively (kaffah) in the province.

Shariah as a way of life has a broader meaning than Islamic law, considering Islam has values, laws, and system of thought. Hence Acehnese society’s life must be entirely regulated by using the rules of Islam in a comprehensive sense. In other words, social morality, politic, economy, education and other aspects should be therefore, be consistent with Islamic principle and values or the Islamic worldview.

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Aceh Parliament has produced five regulations as the legal basis to implement the Shariah law in Aceh during 2001-2011, of which three are regulations on moral behaviour (gambling, liquor, and solitude), the remaining two are on faith (aqidah) and on education. Nevertheless, only few Acehnese people are aware that education is one aspect that has been proposed to be Islamized, since public pays more attentions on the aspects of morality, as the Aceh government has given more serious efforts to tackle it.

The approaches of Aceh’s government in the implementation of Shariah are not really acceptable or popular to all members of the Acehnese society. Some critical groups have arisen and staged protests; most of whom are social activists who work for issues on social justice, such as human rights and democracy. Resistance also emerges from Islamic scholars; in terms of an imbalance focus with regard to the Aceh Government’s attitude behaves toward issues of morality and educational problems. Muslim scholars in Aceh perceive education as a fundamental dimension that should be Islamized in the first stage, as it is a key factor for developing and maintaining religious consciousness in the soul of Acehnese society.

In 2002, Aceh Parliament promulgated a regulation (Qanun) on Education in Aceh. The Qanun No.23 on Education stipulates that all level of education in Aceh must be implemented in an Islamic manner. Consequently, the pre-existing education system in Aceh should be Islamized. The current education system in Aceh is an integrated part of the Indonesia educational system practices the dualistic system, having both the traditional religious and the liberal secular systems.

The Qanun provided an opportunity to integrate Aceh educational system based on the Islamic world view. It gives a wide window of opportunity for the Acehnese society to instil Islamic concepts and worldview in philosophical

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foundation, curriculum, text-books, teaching methods and other significant elements of the education system in Aceh. However, the Qanun does not provide the definite meaning and detailed explanation of the concept and framework on how to Islamize Aceh’s educational system. Hence, for this purpose a council called the Majlis Pendidikan Daerah Aceh (Aceh Educational Expert Council) was formed, comprising of experts in the educational field with a mandate to develop a conceptual framework for the Islamization of education in Aceh.

Majlis Pendidikan Daerah Aceh (MPDA) is a non-government organization established in 1990 through the Decree of the Governor of Aceh No. 420/435/1990 dated 31 August 1990 on the formation of Majlis Pendidikan Daerah Aceh with the main mandate to manage Aceh’s autonomy in the education sector. The MPDA then was being acknowledged through the Qanun of NAD Province No. 23 year 2002 on the implementation of education, which included the establishment and responsibilities of MPDA. Furthermore, in 2006, Qanun No. 3 was passed on Organizational structure and administration of MPDA, which clearly defined the position, status, roles, functions and scope of authorities of MPDA.

The tasks of MPDA among others, as stated by Qanun of NAD Province No.

23 year 2002, are to provide recommendations to the Provincial government on the implementation of education, to draft the concept of Islamic education and the implementation guidelines for schools/madrasa and universities/colleges, to formulate Islamic curricula, to enhance the quality and standard of education, to formulate education manual for teachers and to strengthen capacity of the teachers, improved the professional abilities and the wellbeing of teachers and other education professionals in general, to conduct research and develop the education sector, to formulate concept

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for developing dayah/pesantren as an educational institution, and to control and assess the implementation of educational policy and program.

In addition to the above, MPDA also plays the role to monitor the implementation of education in private schools and universities, to encourage community participation in the implementation and in improving the education quality, optimizing the function and roles of school committee/madrasa, to enhance the motivation of educators and education professional and persuade them to be innovative and professionals in their field, formulate the education planning, implementation, management and monitoring of scholarship, and to pursue the condition where accountability and transparency are ensured in the education services.

STATEMENT OF PROBLEM

During the International Seminar organized by Majlis Pendidikan Daerah Aceh (MPDA) highlighting the theme “Reformulation of the Concept and Strategy of Islamic Education Implementation for Educational Institutions in Aceh” in 2008, the Vice-Governor of Aceh stated in his opening speech that the desire of government and Acehnese Society to develop the Islamic educational system has existed for long time.

Officially it was marked by the promulgation of Law No. 44 year 1999 on Aceh Special Autonomy. The commitment then further emphasized through Qanun on education No. 23 year 2002, Law on Aceh Governance No. 11 year 2006, Qanun on Education year 2008 and in the Aceh Educational Strategic Planning (AESP) 2007- 2012.

The political will of the Government of Aceh and the Aceh people to implement an Islamic education would require more than legislation, it also needs a clear elaboration on concept, implementation planning and practical guidelines as

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reference for all parties involved. In this regard, the Aceh Regional Education Assembly (Majlis Pendidikan Daerah Aceh/ MPDA) was given the tasks to produce the required aforementioned documents. However, to date the MPDA has not been able to produce the documents pertaining the concept and practical guidelines for implementation of Islamic education in Aceh. The only official document produced by MPDA related to this is the Aceh Educational Strategic Planning (AESP) 2007-2012 document (see Appendix 1).

Unfortunately, the AESP 2007-2012 document did not refer to or taken into considerations the results and recommendations of the four World Conferences on Muslim Education. The document also overlooked the concept on Islamic education developed by the prominent Muslim scholars in the Islamic education field. Therefore, a thorough review is required to measure the degree of clarity and comprehensiveness of the concept and guideline for implementation of Islamic education documents developed by MPDA through the Aceh Educational Strategic Planning 2007-2012.

PURPOSE OF THE STUDY

Aceh educational strategic planning plays a key and significant role for all efforts on Islamization of education considering that the document provides comprehensive and practical guidelines on the implementation of education in Aceh for the period of 2007 – 2012. This study focuses on appraising and examining the thoughts, notions and concepts of Islamic education in the Aceh educational strategic planning. Based on this point of view, the researcher formulates two purposes of study below:

1. To analyze critically the concept and practical guidance for Islamization of education developed by MPDA in Aceh Educational Strategic Planning

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2007-2011 and its accompanying documents by using Islamization of education theory proposed by Al-Attas and Ashraf .

2. To seek possibilities of adopting and adapting the recommendations of the four World Conferences on Muslim Education as a basis in evolving an improved strategy for the Islamization of education in Aceh.

RESEARCH QUESTIONS

The guiding questions in the present study are:

1. Does the Aceh educational strategic planning document provide an appropriate concept and practical guidance in implementing the Islamization of education in Aceh?

2. How can the recommendations of the four World Conferences on Muslim Education be adopted as a basis in formulating an improved strategy for the Islamization of education in Aceh?

METHODOLOGY OF THE STUDY

This study is an analytical research which includes content analysis of document as a tool. The research involves the use of texts and documents as source materials, while content analysis is a research tool used to determine the presence of certain words or concepts within texts or sets of texts (Scott, 2006). Payne and Payne (2004) describe the documentary method as the techniques used to categorise, investigate, interpret and identify the limitations of physical sources, most commonly written documents, whether in the private or public domain.

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9 Data Collection

Monageng Mogalakwe (2006) suggested that researchers may augment documentary data by in-depth interviews with a few key informants. Key informants are people who are familiar with and or knowledgeable about the social phenomenon under investigation. As per Mogalakwe’s views, this study collects data by collecting relevant document that are produced by MPDA and conducting in-depth interviews with key informants from MPDA and Aceh Educational Department.

In the process of document collection, this research considers Scott’s quality control of documentary sources. Scott (1990) has formulated quality control criteria for handling documentary sources, including authenticity, credibility, representativeness and meaning. Authenticity refers to whether the evidence is genuine and from impeccable sources; credibility refers to whether the evidence is typical of its kind, representativeness refers to whether the documents consulted are representative of the totality of the relevant documents, and meaning refers to whether the evidence is clear and comprehensible.

Another part of this study includes interviews. Interviews have been conducted to discuss the new improved roadmap of Islamization of education in Aceh in the future. Interviews seek possibilities and strategies of adopting the recommendations of the four World Conferences on Muslim Education from the MPDA’s perspective.

The researcher formulated the interview questions, which compose a semi structured interview. In this regard, interview questions are directed to the informants, and during the interview section, the researcher used MP3 for recording the response of the experts and henceforth, the responses have been transcribed.

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10 Data Analysis

Once data has been collected, there has to be a way to analyze it. As Quoted by Rosnani Hashim, Woodhouse (1975) suggests certain elements to be considered in the analyzing process of this analytical type of research. The elements are:

1. What type of claim is being made?

2. What are the meanings of the key concepts in the claim?

3. Are the supporting arguments for the claim valid?

4. Are the premises of the claim true?

5. Are the assumptions of the claim correct?

6. Are the consequences of the claim plausible?

7. How adequate is the theory implied by or embodied in the claim?

The research elements as described above from Woodhouse (1975) have been applied in this research through four stages; firstly, the researcher formulates the theoretical framework extracted from the theories proposed by Syed Muhammad Naquib Al-Attas and Syed Ali Ashraf on Islamic education. The theoretical framework serves as an analytical tool to dissect the concept of Islamic education as formulated by MPDA in the Aceh educational strategic planning.

Secondly, researcher lists down all key concepts of the Islamic education proposed by MPDA for implementation in Aceh. Each and every premises and arguments contained within it will be thoroughly examined and analyzed. Thirdly, researcher conducts comparative analysis of the key issues on Islamic education theories proposed by Al-Attas and Ashraf with the key issues on Islamic education formulated by MPDA in the strategic planning document. Commonalities and differences have been duly presented. The theoretical framework has been applied to analyze the concept of Islamic education and implementation planning formulated by

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MPDA in the strategic planning. The framework combines the theories of Al-Attas and Ashraf on Islamic education and its implementation agenda proposed by the Muslim countries. At this stage, the strengths and weaknesses of the concept of Islamic education and Islamization of education formulated by MPDA have been dissected and proven.

Stage four, findings of strengths and weaknesses contained in the concept of Islamic education proposed by MPDA for implementation in Aceh serves as a basis to deliberate the formulation of an improved new roadmap of Islamization of education in Aceh. In this regard, researcher will invite the education experts and professionals in MPDA to review and discuss the results and recommendations of the four world conferences on Muslim education and translate it into Aceh context upon taking into account relevant factors for considerations.

PREVIOUS STUDIES

The relevant previous studies are elaborated here in order to expose main issues of this research, being the philosophical foundation, curriculum, text-book, and teaching method. The issues have been proposed by Muslim scholars as a part of discourses on the Islamization of education either during World Conferences on Muslim Education or after the conferences. In addition to these, several studies pertaining to Islamization of education issue in Aceh context is also presented here.

Numerous Islamic scholars have conducted profound studies on the issue of Islamization of knowledge as well as on Islamization of education simultaneously emphasizing various aspects, from philosophical foundation to operational-practical guidance. Al-Attas (1980) in his book “The Concept of Education in Islam, a Framework for an Islamic Philosophy of Education,” emphasized philosophical

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issues, whereas Rosnani (1999) in her article “Islamization of the Curriculum”, provided practical guidance on the Islamization of curriculum based on the Islamic educational philosophy.

Philosophical Foundation

Philosophical foundation, however, as it was published by Al-Attas (1980), is a fundamental aspect of the Islamization of education which should be discerned before other scholars in this field come out with their views on Islamizing curriculum, disciplines and text-books, teaching methods, and school culture or learning environments. Education peculiar to Islam, according to Al-Attas, is defined as recognition and acknowledgement, progressively instilled into man, of the proper place of thing in the order of creation, such that it leads to the recognition and acknowledgement of the proper place of God in the order of being and existence.

Based on this definition, Al-Attas perceives that the term tarbiyah is not precise nor yet correct for connoting education in the Islamic sense. Al-Attas instead suggests ta’dib to be a term which represents the nature of education in Islam, in its relation with ‘ilm and amal. Whereas Adab, as the root of ta’dib, is recognition and acknowledgement of the reality that knowledge and being are ordered hierarchically according to their various grades and degrees of rank, and of one’s proper place in relation to that reality and to one’s physical, intellectual and spiritual capacities and potentials. Fundamentally, Islamic education should be developed based on the nature of human beings and be able to develop man physical and spiritual faculties.

The term tarbiyah reflects the Western concept of education. In fact, the concept of Islamic education developed by Al-Attas is based on several key terms:

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ma’na (meaning), ‘ilm (knowledge), ‘adl (justice), hikmah (wisdom), ‘amal (action), haqq (real), nutq (reason), nafs (soul), qalb (heart), and ‘aql (mind and intellect).

On the other hand, Khosrow Bagheri and Zohreh Khosravi (2006), critiqued Al-Attas’s view on tarbiyah and ta’dib. Al-Attas, as mentioned above, denies that the Islamic concept of tarbiyah can be considered as a candidate for showing the dimensions of the Islamic concept of education. Al-Attas suggests that the Islamic concept of ta’dib could refer to education because it refers to knowledge and spirits.

Al-Attas’s arguments, according to Bagheri and Khosravi, are unconvincing for several reasons. First, his insistence on delimiting the meaning of rabb to physical upbringing and negating its inclusion of knowledge is untenable and inconsistent with its usage in the Qur’an, where it is used in relation to knowledge. Secondly, it is worth mentioning that ta’dib and even the derivatives of its root aduba do not appear in the Qur’an at all.

Thirdly, contrary to what Al-Attas says, it is not true that adab and ta’dib are more comprehensive than rabb in referring to both knowledge and action. Adab does not necessarily indicate knowledge involvement. That is why it can refer to punishment as well as to animal training and hence, contrary to what Al-Attas says, it is not specific to humans. Finally, contrary to Al-Attas, not only is ta’dib inferior to rub´biyah in showing the dimensions of education; it is, in fact, a subsumption for rub´biyah because ta’dib, at best, refers to ethical and social aspects of education, without including instruction in the sciences and the like. After countering Al-Attas’

concept on tarbiyah and ta’dib, the researchers proposed an alternative Islamic concept of education. Their alternative includes the three basic elements of knowledge, choice, and action. According to the Islamic texts, each of these three elements of education has a background of rationality or wisdom.

A dissertation submitted in fulfilment of the requirement for the degree of Master of Education (Social Foundation of

CRITICAL ANALYSIS ON ACEH EDUCATIONAL STRATEGIC PLANNING FROM ISLAMIZATION OF

EDUCATION PERSPECTIVE

BY

AFFAN RAMLI

A dissertation submitted in fulfilment of the requirement for the degree of Master of Education (Social Foundation of

Education)

Institute of Education

International Islamic University Malaysia

JULY 2013

ABSTRACT

ثحبلا صخلم

نوكت نأب هيشتأ حمطت .ةيملاسإ ةيبرت جهنبم ةديؤم ةيملاسإ ادلب

هيشتأ تعضو دقف اذلهو

ةطخ ةيجيتاترسإ ةيبترلا

٧٠٠٢ -

٧٠٠٧ جنه نوكتل

اهيف ةيبترلا ةيملاسإ قيبطت في ا فدتهو .

في قثوم وه امك هيشتأ في ةيبترلا ةيملاسإ تايجيتاترسلا ءانب يدقن مييقت لىإ ةساردلا هذه ( ثحبل فدتهو .مظنلما ةسايس ٠

ةبسانلما ميهافلما ترفو دق ةقيثولا تناك اذإ ام )

لا ةيملاسإ ذيفنت في ةحيحصلا تاهجوتلاو ( ةيبتر

٧ ةيلماعلا تارتمؤلما تايصوت تناك اذإ امو )

تايجيتاترسلاا ينسحتل ساسأك تدمتعا دق يملاسلإا ميلعتلا في ةعبرلأا .

ةساردلا

( في يعونلا ثحبلا بيلاسأ تمدختسا ٠

ةسسؤم اهجتنت تيلا ةلصلا تاذ قئاثولا ليلتح )

و ميهافم ريوطت نع ةلوؤسلماو ةفلكلما هيشتأ يوبترلا سللمجا فيو ةيبترلا ةيملاسإ تايجيتاترسا

( ٧ هيشتأ ميلعتلاو ةيبترلا ةرازوو هيشتأ يوبترلا سللمجا ةسسؤم نم ينلوؤسم عم تلاباقم ) .

. هيشتأ

ةفسلفلاب مهمامتها ةلق ىلع لدي انمإف ءيش ىلع كلذ لد نإو ةيوبترلا فادهلأاو ةيملاسلإا

.

APPROVAL PAGE

DECLARATION

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED

RESEARCH

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLE

LIST OF ABBREVIATIONS

CHAPTER ONE INTRODUCTION