Menjelaskan perubahan kurikulum dalam rentang sejarah

Menemukan aspek-aspek utama kebijakan Pendidikan Agama (termasuk Islam) di Indonesia

Beban belajar (konten yang dipelajari)siswa di Indonesia kelebihan 20% jika dibandingkan dengan beban belajar siswa di luar negeri yang berkisar antara 800-900/tahun (Media Indonesia, 23/11/05).

Indra Djati Sidi (2003) menyatakan bahwa pembenahan kurikulum mesti mengacu pada penguasaan kemampuan dan keterampilan dasar minimal (minimum basic skills), menerapkan konsep belajar tuntas (mastery learning) dan membangkitkan sikap kreatif, inovatif, demokratis dan mandiri bagi peserta didik (lihat: Kunandar, 2007, p. 114).

Nationally, the Ministry of National Education (MoNE) gives NAES (National Agency for Education Standards) an authority to determine national standard for education including RE curricula.

The 1945 Constitution (Amended) states that, ‘The government shall manage and organize one system of national education, which shall increase the level of spiritual belief …’ (Article 30).

‘Education is conducted democratically, equally and non-discriminatorily based on human rights, religious values, cultural values, and national pluralism’ (The 2003 EA, Article 4).

In the sense, the constitution of the Republic supports educational processes which build a typology of Indonesians who are individually and socially pious.

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Main Issues of RE curriculum in Indonesia The 2003 Education Act (article 3) reveals that ‘intellectual

capacity’ and ‘human values’ are the key concepts which assert that the main purpose of education is to make people individually pious and achieved, and socially responsible. Students need to ‘understand and practice religious values’ (The 2003 EA, Article 9).

‘Every learner in an educational unit is entitled to receive religious education in accordance with his/her religion, imparted by an educator who has the same religion (The 2003 EA, Article 12).

Students are able to ‘practice their own religion fitting with teenage development’; and ‘respect for social diversity in terms of religions, cultures, ethnicities and socio-economic groups at the national level’ (The Regulation of the MoNE Number 23, 2006, p.4)

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Teaching Strategies An effort to develop more interesting and appropriate

methods of RE teaching has longer been contested because there is evidence that even if RE has been regarded as a moral compass, its presence is often less considered compared from other certain subjects (Puskur, 2007c, p.2). Such a viewpoint is possibly correlated with the main problem of RE teaching which tends to be monotonous and doctrinaire, practically not linked to the real social challenges.

According to the GRRE, RE teaching therefore should build on interactions, inspirations, creativity, happiness and motivation to reach achievement (Article 5). Here the concept of PAKEM (an active, creative and joyful learning) has been promoted by the MoNE.

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AspectsReligious Education Tendency

IndonesiaIndonesia UKUK

Statutory Body

MoNE through NAES (national)

QCDA, (national) LEA/SACRE (local)

Main Issues Religion taught is fitted with what a learner embraces

Religions/beliefs taught are Christianity, other religions, philosophies, ethics and even non-religious beliefs such as Humanism and Atheism

Learning Strategies

Mono-religion/confessional/more strengthening students’ belief/in many cases: doctrinaire

Multi-religions and beliefs/non-confessional/learning about religions and learning from religion

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Setopo, H. dan Soemanto, W. 1993. Pembinaan dan Pengembangan Kurikulum sebagai Substansi Problem Administrasi Pendidikan. Jakarta: Bumi Aksara.

Subandijah. 1993. Pengembangan dan Inovasi Kurikulum. Jakarta: RajaGrafindo Persada.

Nurdin, S. 2002. Guru Profesional dan Implementasi Kurikulum. Jakarta: Ciputat Pers.

Nurwanto. 2012. ‘RE Curriculum Policy in Indonesia and the UK’. Paper dipresentasikan di Konferensi Internasional, Yale University & UGM.

Ornstein, A.C. dan Levin, D.U. 1985. An Introduction to the Foundations of Education Third Edition. USA: Hughton Mifflin Company.