PENDIDIKAN ISLAM DI INDONESIA SEBELUM KEMERDEKAAN

Abstract

Conscious effort education carried out by adults to mature students is carried out through school and outside school. Islamic education in Indonesia goes through three stages. The first took place at the beginning of the arrival of Islam in Indonesia. This period was marked by the development of the pesantren. secondly, since the emergence of renewal ideas marked by the birth of madrasas, then thirdly, Islamic education has been integrated into the national education system, library research method using books, articles, journals available on the internet as well as the results of previous researchers to be used as sources or references. The background to the emergence of Islamic education in Indonesia was due to colonial pressure to limit religious movements in the field of education, in addition to the emergence of movements for the renewal of religious thought from Islamic leaders. Islamic education, which in this case can be represented by meunasah or dayah education, surau, and Islamic boarding schools, is believed to be the oldest education in Indonesia. There were three important phases in the history of Islam in pre-independence Indonesia, namely the phase of the arrival of Islam to Indonesia, the development phase through the process of adaptation, and the phase of the establishment of Islamic kingdoms (political process). The initial phase of the arrival of Islam to Indonesia began in the 7th century M/1 H which was spread by Arab traders and preachers in the Baros area. Islamic education was introduced gradually, starting from reciting the creed and being invited to acknowledge the pillars of faith and Islam. In the development phase through the adaptation process, the method of Islamic education used is sorogan and halaqah. The next phase is the establishment of Islamic kingdoms. Important kingdoms that influenced the pattern of Islamic education at this time were the kingdoms in Aceh, Demak and Mataram. The style of education policy during the colonial period was different, namely during the Dutch period, Islamic education in Indonesia was discriminatory and dichotomous, while during the Japanese period, Islamic education was given the widest possible freedom because Japan had the principle of Hakko I chi-u (eight threads under one roof).