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All Journal Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism Al-Munawwarah : Jurnal Pendidikan Islam
Saparudin Saparudin
Universitas Islam Negeri Mataram, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Repositioning Islamic Religious Education in the National Curriculum: A Philosophical Critique of the Teacher Ordinance Legacy Husnul Haetami; Ahyar Ahyar; Saparudin Saparudin
Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism Vol. 12 No. 1 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sadra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20871/kpjipm.v12i1.592

Abstract

The positioning of Islamic Religious Education within Indonesia’s national curriculum cannot be adequately understood without examining the epistemological legacy of colonial educational policy. During the Dutch colonial period, regulations such as the Teacher Ordinance of 1905 and its 1925 revision, along with the Wild School Ordinance of 1932, were introduced to regulate and control Islamic teaching and indigenous educational institutions. Beyond administrative control, these policies established a regulatory logic that shaped the authority, legitimacy, and scope of Islamic knowledge within the educational system. This study offers a philosophical critique of the Teacher Ordinance legacy by analyzing how its underlying logic continues to influence the epistemological position of PAI in contemporary Indonesian education. Employing a qualitative library-based method, the analysis proceeds through historical-textual examination, philosophical interpretation using a power–knowledge framework, and normative-conceptual reconstruction. The findings demonstrate that colonial policy produced an enduring epistemic structure characterized by the bureaucratic regulation of teachers, the hierarchical classification of knowledge, and the subordination of religious education to secular-rational standards. These structures persist in transformed forms within the national curriculum, contributing to the marginal epistemological position of PAI. From the perspective of Islamic philosophy of education, this condition reflects a disjunction between the integrative conception of knowledge (‘ilm) and the fragmented logic of modern curriculum design. This study argues that the problem is not merely institutional but epistemological, and proposes a philosophical repositioning of PAI as an integrative and foundational component of the Indonesian national education system.
Evaluasi Pembelajaran Fiqih Berbasis Kulliyatul Mu’allimin Al-islamiyyah di Pondok Pesantren Syafri Royyan Abdillah; Muhammad Suhirman; Abdul Fattah; Saparudin Saparudin
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 18 No. 2 (2026): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/al-munawwarah.v18i2.607

Abstract

Fiqh learning is one of the essential components of Islamic religious education that must be mastered by students, not only in the cognitive domain but also in the affective and psychomotor domains. Learning outcomes evaluated solely through written assessments cannot necessarily serve as a valid indicator of students’ ability to apply fiqh knowledge correctly in practice. Therefore, a holistic evaluation approach is required. Based on the Kulliyatul Mu’allimin al-Islamiyyah (KMI) curriculum, evaluation can be conducted comprehensively and in depth, enabling meaningful changes in students’ behavior. This study aims to (1) analyze the implementation of KMI-based fiqh learning evaluation in an Islamic boarding school (pesantren), and (2) identify the factors influencing its effectiveness. The study employed a qualitative approach using a narrative inquiry design. The research was conducted from April to May 2026 at Nurul Haramain NWDI Islamic Boarding School. The findings reveal that (1) the evaluation of KMI-based fiqh learning at Nurul Haramain NWDI Islamic Boarding School is conducted through both formative and summative assessments, including written tests, Computer-Based Tests (CBT), oral examinations, and practical assessments. Furthermore, the 24-hour boarding school system constitutes a distinctive advantage, as it enables continuous evaluation through direct observation of students’ daily behavior. (2) The main supporting factors in implementing this evaluation system include the integrated 24-hour boarding school environment, the comprehensive KMI curriculum, the role of teachers as role models, and a strong culture of discipline and habituation. Meanwhile, the challenges encountered include differences in students’ educational backgrounds and abilities, as well as the large student-to-teacher ratio.
Co-Authors Abdul Fattah Ahyar Ahyar Husnul Haetami Muhammad Suhirman Syafri Royyan Abdillah