The marginalization of Islamic education by the colonial administration, followed by the subsequent government of independent Indonesia, resulted in Islamic education being regarded as the second class of education system. In spite of these contributions, however, the Islamic education does not become the center in the development of national education system. Besides producing Muslim scholars, they have developed also Islamic tradition in Indonesia. Islamic educational institutions, throughout their history, have contributed significantly to the development of Indonesian education. The Islamic education system constitutes pivotal and inseparable part of national education system. Given the two mainstreams of education, Indonesia is regarded by some as adopting dualistic education system. On the other hand, Islamic educational institutions for all levels are under the administration of the Ministry of Religious Affairs (MORA). On the one hand, the secular schools from elementary to university levels are supervised by the Ministry of National Education (MONE). Both mainstreams of education system are under the supervision of two different ministries.
In addition to secular education system, where most of the students enjoy their education, there also exists Islamic education system for some of Muslim children.
Comparative Studies in Societies and History, pp. Dale Eickelman (1978), “The Arts of Memory: Islamic Education and Its Social Reproduction”. New Trend of Islamic Education in IndonesiaĬhange in ideas of knowledge in complex societies and the means by which such ideas are transmitted result from continual struggle among competing groups within society, each of which seeks domination or influence … Thus the forms of knowledge shaped and conveyed in education systems … must be considered in relation to the social distribution of power.
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